issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 270 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran |vol. 6| no. 2|year 2019 edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editors amirul mukminin, jambi university, indonesia assistant editors akhmad habibi, faculty of teacher training and education, jambi university, indonesia, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia annisa astrid, state islamic university of raden fatah palembang, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en https://scholar.google.co.id/citations?hl=id&user=txyha9eaaaaj https://scholar.google.co.id/citations?hl=en&user=eqemvr0aaaaj http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 271 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 272 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 1-5 editorial 6-21 l2 teachers’ knowledge of l2 learners’ listening and oral interpretation problems: any correspondence? karim sadeghi, mohammad ali rahimi 22-29 speaking up without freaking out nurul aldillah 30-39 challenges and strategies in teaching english to heterogeneous classes: a case study sri gustiani 40-48 instructional media and english: using macromedia flash to teach efl writing ponimin, hilma suryani 49-62 the correlation between the use of social media and academic writing mastery of the english education students rizky tanjung sari, rita hayati, lingga suganda 63-70 non-native english teachers and varieties of english: ready, or not? yunisrina qismullah yusuf issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 273 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi editorial the sixth volume and issue 2 of edukasi: jurnal pendidikan dan pengajaran presents together six articles that look into different issues on english teaching and english education. this volume commences with the article “l2 teachers' knowledge of l2 learners’ listening and oral interpretation problems: any correspondence? by karim sadeghi and mohammad ali rahimi. the purposes of their study aimed at comparing learners‟ knowledge of their listening and oral interpretation problems with their teachers‟ perception and knowledge of the same problems. data analysis revealed many congruencies between the learners and their instructors in terms of the listening experiences and perceptions. they included such themes as „ineffective strategy of focusing on words‟, „speedy delivery‟, „difficulty level of the material‟, „accent effect‟ and „parsing problem‟. for the second article, “speaking up without freaking out”, nurul aldillah did his study to do an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. the results of the study indicated that by scaffolding impromptu speaking activities in esl classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill. “challenges and strategies in teaching english to heterogeneous classes: a case study”, sri gustiani investigated the effects of teaching english to the heterogeneous classes at polytechnic of sriwijaya. using purposive sampling, there were eight teachers of english who participated in this study. they were grouped into teachers of english who taught in: (1) engineering departments; and (2) commerce departments. the collected data via individual semi-structured interviews and a focus group interview were analyzed using thematic analysis. the results revealed that there was frequency in the case of challenges like students‟ different learning styles and interest, teaching and learning materials as well as its methodology in teaching the heterogeneous classes which, in turned, needed appropriate solutions. the most effective solutions in handling the heterogeneous classes in english learning were applying differentiated instructions, and appropriate classroom management. another attention-grabbing article proposed by ponimin and hilma suryani, entitled “ instructional media and english: using macromedia flash to teach efl writing”. were to find out whether or not (1) macromedia flash enhanced students‟ writing competence, and (2) there was significant difference between the students taught by using macromedia flash and those who were not. this study employed quasi experimental design, pretest and posttest nonequivalent groups. the findings showed that first, based on the result of paired sample t-test, there was significant improvement of the students‟ writing competence after the intervention. second, with regard to the result of independent sample t test, there was significant difference of students‟ writing competence in experimental group and control group. the fifth article “the correlation between the use of social media and academic writing mastery of the english education students” is authored by rizky tanjung sari, rita hayati, lingga a. suganda. their study was aimed to find out: (1) the social media which is the most frequently used by the english education study program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. the result showed that there was a significant correlation between the use of social media and academic writing mastery of students of english education study program (𝜌value 0.048). the contribution of the use of social media to academic writing mastery of the issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 274 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students was 11.4%. instagram has become one of the social media which is frequently used by them. finally, this volume presents an article, “non-native english teachers and varieties of english: ready, or not?” written by yunisrina qismullah yusuf whose study was to highlight the field of acoustic phonetics, in which the paper here assists researchers and teachers to identify vowel distinctions among different group of english speakers and the extent of the first language (l1) influence. specifically, the analysis in phonological variations can help teachers deal with variation in varieties of english. we wish you good reading! editorial team issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 1 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran |vol. 7| no. 1|year 2020 edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editors amirul mukminin, jambi university, indonesia assistant editors akhmad habibi, faculty of teacher training and education, jambi university, indonesia, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia annisa astrid, state islamic university of raden fatah palembang, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en https://scholar.google.co.id/citations?hl=id&user=txyha9eaaaaj https://scholar.google.co.id/citations?hl=en&user=eqemvr0aaaaj http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 2 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 3 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 1-5 editorial 6-18 an analysis of visual social semiotics in english textbook miratul qoriah 19-29 teaching narrative reading texts by using murder method to the eleventh grade students anadya kavorina nurul aldillah 30-37 the correlation between self-regulation learning and listening comprehension of the eleventh grade students desi yulianti 38-46 using guided writing strategy strategy in teaching descriptive writing to the tenth grade students nelly megawati 47-56 students’ and teachers’ beliefs on english language teaching: a study in one islamic boarding school mustika rini 57-68 the link between personality types and reading comprehension achievement of the eleventh grade senior high school students suci ulin yunisrina qismullah yusuf issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 4 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi editorial the seventh volume and issue 1 of edukasi: jurnal pendidikan dan pengajaran presents together six articles that look into different issues on english teaching and english education. this volume commences with the article “an analysis of visual social semiotics in english textbook” by miratul qoriah. the objectives of the study were (1) to analyze the embedded meanings of visual images, and (2) to analyze the suitability between visual and written messages in an english textbook entitled “pathway to english for sma/ma grade x”. for the second article, “teaching narrative reading texts by using murder method to the eleventh grade students ”, by anadya kavorina. the objectives of this study were to find out (1) the significant improvement on the eleventh grade students’ reading comprehension achievement in narrative reading texts before and after being taught by using murder method and (2) the significant difference on the eleventh grade students’ reading comprehension achievement in narrative reading texts between those who were taught by using murder method and those who were not. “the correlation between self-regulation learning and listening comprehension of the eleventh grade students of sma muhammadyah 2 palembang”, desi yulianti. this research aimed to describe the correlation between self-regulation and listening comprehension. the method which was used in this research was correlational research. the population of the research was the eleventh grade students of sma muhammadyah 2 palembang. there are 105 students from four classes as the population in this research. the sample was taken by using total sampling which consists of 99 students. another attention-grabbing article proposed by nelly megawati entitled “ using guided writing strategy strategy in teaching descriptive writing to the tenth grade students of sma muhammadiyah 6 palembang”. the objectives of the study were to find out whether or not there was a significant difference on the tenth grade students’ descriptive text writing who were taught by using guided writing strategy strategy and those who were not, and to find out whether or not there were significant differences on the tenth grade students’ descriptive writing in excellent, good, average and poor categories by using guided writing strategy strategy at sma muhammadiyah 6 palembang. the population of this study consisted of 132 students of sma muhammadiyah 6 palembang in the academic year of 2017/2018. there were 64 students taken as sample. the fifth article “students’ and teachers’ beliefs on english language teaching: a study in one islamic boarding school in palembang” is authored by mustika rini. this study was done to find out (1) whether there was significant difference between students and teachers belief in one islamic boarding school in palembang, (2) the teacher beliefs on english language teaching in islamic boarding school in palembang, and (3) students’ beliefs on english language teaching in one islamic boarding school palembang. this study employed mixed method research design. participants for collecting issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 5 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi quantitative data were 55 students and 1 teacher, meanwhile the participants for qualitative data were 6 students and 1 teacher. finally, this volume presents an article, “the link between personality types and reading comprehension achievement of the eleventh grade students of sma muhammadiyah 1 palembang” written by suci ulin whose study was to find out whether each type of personality types had any significant correlation to reading comprehension achievement of the eleventh grade students of sma muhammadiyah 1; 2) to find out whether each type of personality types influenced reading comprehension achievement, and (3) which type of personality that became the best predictor of reading comprehension achievement. we wish you good reading! editorial team issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 188 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran |vol. 6| no. 1|year 2019 edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editor amirul mukminin, faculty of teacher training and education, jambi university, indonesia assistant editors annisa astrid, state islamic university of raden fatah, palembang, indonesia, akhmad habibi, faculty of teacher training and education, jambi university, indonesia mohammad holandiyah, state islamic university of raden fatah, palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia hilma suryani, state islamic university of sultan thaha, jambi, indonesia dedi rahman nur, widya gama mahakam university, samarinda, east kalimantan, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia international editorial board karim sadeghi, urmia university, iran jeffrey ayala milligan, florida state university, tallahassee, united states thomas luschei, claremont graduate university, claremont, united states judit navracsics, pannon egyetem, veszprem, hungary hadiyanto, jambi university, jambi, indonesia eddy haryanto, jambi university, jambi, indonesia failasofah, (scopus id: 57195244114), jambi university and university of pannonia, hungary http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 189 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi masbirorotni, (scopus id: 57204809540), jambi university, jambi, indonesia mohd afifi bahurudin setambah, institut pendidikan guru, malaysia mohd faiz mohd yaakob, universiti utara malaysia, sintok, malaysia florante p. ibarra, central luzon state university, munoz, philippines dairabi kamil, state islamic institute of kerinci, jambi, indonesia dian erlina, (scopus id: 57168893300), universitas islam negeri raden fatah palembang, palembang, indonesia siti rahma sari, jambi university, jambi, indonesia ferdiaz saudagar, jambi university, jambi, indonesia umar fauzan, (scopus id: 57205097271), state islamic institute of samarinda, indonesia focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran has undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 190 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 188-192 editorial 193-204 reading attitude and its influence on students’ reading comprehension semi sukarni 205-213 investigation into a link between students’ english reading speed and reading comprehension achievement: the case of indonesian efl student teachers andri pratama 214-228 learning styles and english proficiency of undergraduate efl students at one state islamic university in sumatera, indonesia lenny marzulina, nova lingga pitaloka, aren dwi yolanda 229-246 efl students’ perspectives on effective lecturer juliana basri 247-259 gender representations in efl textbooks fren dwiyan saputra 259-269 an analysis of politeness strategies of disagreement: the case of students of english education study program in one state islamic university in sumatera, indonesia witria windika issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 191 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi editorial the sixth volume and issue 1 of edukasi: jurnal pendidikan dan pengajaran presents together eight articles that look into different issues on english teaching and english education. this volume commences with the article “reading attitude and its influence on students’ reading comprehension by semi sukarni. the purposes of his study were to investigate the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of english education muhammadiyah purworejo university. the finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. reading attitude had significant correlation toward reading comprehension as the r-value was 0.568. in addition, reading attitude had positive and significant influence on students’ reading comprehension as the r-square= 0.322 with sig. 0.000. reading attitude influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other factors. for the second article, “investigation into a link between students’ english reading speed and reading comprehension achievement: the case of indonesian efl student teachers”, andri pratama did his study to look at the link between english as a foreign language (efl) student teachers’ reading speed and reading comprehension achievement and whether it influenced their reading comprehension achievement or not. it was found that the correlation between efl student teachers’ english reading speed attitude and their reading comprehension achievement did not exist. as the result, the second problem was eliminated. in short, reading speed did not have any relation to reading comprehension achievement. “learning styles and english proficiency of undergraduate efl students at one state islamic university in sumatera, indonesia”, lenny marzulina, nova lingga pitaloka, and aren dwi yolanda investigated the correlation between each learning style and english proficiency, and investigated the influence of each learning style to english proficiency of undergraduate efl students of one state islamic university in sumatera, indonesia. the result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in auditory learning style, and 23% of students preferred in kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and english proficiency with r-obtained was (0.430). it was higher than r-table (.2565), then ha1 was accepted and ho1 was rejected. it indicated that there was a significant correlation between visual learning styles and their english proficiency. 3) the coefficient correlation between auditory learning style and english proficiency was (0.2565). it was lower than r-table (.2565), then ho2 was accepted and ha2 was rejected. 4) the coefficient correlation between kinesthetic learning styles and english proficiency was (-0.166). it was lower than r-table (.2565), then ho3 was accepted, and ha3 was rejected. besides, there was no significant correlation between kinesthetic learning style and english proficiency of efl students. besides, there was also a significant influence of visual learning style on english proficiency with 18.5% contributions. another attention-grabbing article proposed by juliana basri, is entitled “ efl students’ perspectives on effective lecturer. the purposes of her study were to know efl students’ perception on effective lecturer. the result of the questionnaire used tp obtain the data revealed that instrument which contained 42 items with seven response categories on rapport (26.2%), delivery (40.5%), fairness (11.9%), knowledge and credibility (7.2%), and organization and preparation (14.3%) were perceived very good by the students. it was supported by the result of interview that students were perceived very good to all aspects of effective lecturer, but there were some lecturers who were not. the fifth article “gender representations in efl textbooks” is authored by fren dwiyan saputra. his study was aimed at at finding out the proportion of gender issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 192 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi representation in efl textbook: when english rings a bell vii whether it showed equal proportion or not. the result of the study showed the percentage of characters of male was 71% and 29% for female category. under picture analysis, 55% was male category and 45% was female category. it indicated that when english rings a bell vii did not have a balance proportion or an equal representation between male and female category, both under characters and pictures analysis. finally, this volumes presents an article, “an analysis of politeness strategies of disagreement: the case of students of english education study program in one state islamic university in sumatera, indonesia” written by witria windika whose study was to find out the realizations of politeness strategies of disagreement by the sixth semester students of english education students of islamic state university in sumatera, and to figure out the most common types of politeness strategy used by them. the study revealed that female and male english language learners experienced four types of politeness strategy: positive politeness, negative politeness, bald-on-record politeness, and off-record politeness with negative politeness as the most frequent strategy used by female and male english language learners. we wish you good reading! lenny marzulina mohammad holandyah annisa astrid akhmad habibi 79 improving students’ writing skill by using inquiry technique at the eighth grade students of mts negeri 2 palembang akhirotul faizatin nisa uin raden fatah palembang abstract: the objectives of this study was to find out whether or not there was any significant difference on students’ writing achievement between the students who are taught by using inquiry technique and those who are taught by using teachers’ technique at the eighth grade students of mts negeri 2 palembang. this research was conducted through quasi-experimental method and used nonequivalent control group design. the population was 287 students of the eighth grade of mts negeri 2 palembang in the academic year 2013/2014. sixty two students were chosen as the sample by using convenience sampling technique. the sample were assigned into two groups; the experimental group and the control group. each group consisted of thirty one students. the data were obtained by written test. a test was given both to the experimental group and control group but only one group given treatment. the result of the test was analyzed by means of spss 16. based on the result of the data analysis that is the result of hypothesis testing using independent sample t-test, the significant difference was found the p-output (0.000) lower than 0.05. it means that, there was a significant difference between students’ pretest and posttest scores in experimental group taught using inquiry technique. therefore, it can be concluded that inquiry technique was significantly improved. the writer also found that most of the students of both groups made a good writing improvement. however, there were still some students who were poor in writing skill. keywords: inquiry technique, writing skill. introduction in indonesia, many people learn the international language. one of the international languages is english. it is taught at school from the elementary level up to the university as foreign language. it has become a required subject that needs to be taught to all students. so, it has an important role in communication to interact with another people in the world. basically, there are four language skills in english such as listening, speaking, reading and writing (saleh 1992: 27 as cited by sari 2013: 1). writing as a part of the language skills besides listening, reading, speaking. according to zamel (2007: 207), writing is a process which the people can explore and discover their thoughts and ideas in written form. besides that, writing system is a system of written symbols which represent the sounds, syllables, or word of language (richards, 1985: 409). from statement above, it can be assumed that writing is a very important subject because we have to share idea from our brain in writing. it is not easy to choose the words and combine them into a good paragraph. beside that we have to pay attention in the grammatical sentence. so it is normal, if the students think that writing is difficult subject because they have to pay attention many things such as; idea, concept, vocabulary and grammar. based on curriculum of junior high 80 school which recommended by the government, there are some texts which have to be mastered by the junior high school students, one of the texts is descriptive text. according to sari (2013: 2), there are three reason that the students have difficulties in writing; they are: (1) the students are lack of vocabulary mastery so they are not able to express their ideas in appropriate english words; (2) the students are lack of grammar mastery so they are not able to write grammatical sentence; (3) the students are lack of motivation in learning writing so they have a bad performance in writing. when the writer observed teaching learning process at eight grade students of mts negeri 2 palembang, the writer found some problems faced by students especially in writing, they are: (1) the students have lack of vocabulary, especially in choosing the words and combining them into a good paragraph. so, the students are still in doubt and confused to start writing well; (2) the students felt difficult to choose an ideas and combine them into a good sentence arrangement. if this condition continued, the students’ competences are not able to fulfill in teaching learning process. to solve the problems above, the writer is interested to apply inquiry technique in teaching of writing skill to improve students’ writing skill at mts negeri 2 palembang. according to roestiyah (2008: 76), inquiry can develop self concept on students’ selves, so the students can understand about basic concept (steps) and the students can propose their ideas and make report from observation result. by applying inquiry technique, students are encouraged to discover for themselves what should they describe about the object. for example, the students found the information about the object being observed by themselves. after that, the students wrote the data in descriptive paragraph form after they got the data. from definition above, it can be assumed that by applying inquiry technique, the students got the information from the object being observed by themselves, and the students could express their ideas into good writing. so, inquiry technique can be done by introducing topics and processing good writing. in other words, students are not only as receiver through teacher's explanation but they are active to find the information from observation result and the teacher as a facilitator and motivator to students in teaching learning process. writing concept writing is a way for communication to express our feels, ideas, thoughts in written form. according to hogue (1996: 2), writing to explain something or give information about something with people in writing form. moreover, writing is not only require mastery of grammatical and rhetorical devices but also of conceptual and judgemental elements (heaton 1990: 135). beside 81 that, triagan (1986: 15) as cited by zhaminang (2013: 2), adds that writing is an activity which expression of idea, message or information in written form. furthermore, according to basturmen cited by cenrikawaty (2008: 7), mentions that writing is a way to express the ideas, emotion, feels, and opinion in written form. writing is considered as a difficult skill because it involves many aspects. some of them refer to language use is the ability to write correctly and appropriate sentences; mechanical skills refer to the ability to use punctuation correctly and grammatical sentence; the content refers the ability to think creatively and develop thought including all relevant information; stylistic skill refers to the ability to manipulate sentences and use language effectively; judgment skill refers to the ability to select, organize and order relevant information. from definition above, it can be assumed that writing is a process of expressing ideas, thoughts, feels in order to communicate to other people in written form but we have to pay attention of grammatical sentence. concepts of inquiry technique according to kuhlthau, collier carol (2007: 22), mention that inquiry is a technique that develop a conceptual understanding of the subject or topic from investigation. in this way, when the writer explore and formulate idea, but the writer is able to know the writing process well. in other words, inquiry is closely related to the writing process that prepare to students by giving something to talk and write about in writing. it is during the inquiry process that the students build construction such as writing, composing and creating in writing. besides that inquiry engages students in analyze, concrete data to help them develop ideas and content for writing (graham and perin 2007: 27). beside that inquiry can develop self concept on students’ selves, so the students can understand about basic concept (steps) and the students can propose their ideas and make report from observation result (roestiyah 2008: 76). lane ( 2007: 1), adds that inquiry is a technique that actively students in the exploration of the content, issues, and questions surrounding area or concept. moreover, according to vancouver (2011 : 6), mentions that there are five steps in inquiry technique in writing: 1. connect and wonder: it means that the students are able to identify subject or topic from investigation; the students are able to give predict and hypothesize about the object. 2. investigate 82 it means that the students are able to select information or data about the object; the students are able to difference main ideas from supporting details; the students are able to the sort information by topic and sub-topic. 3. construct it means that the students are able to organize the information or data about object and develop the information into a good paragraph. 4. express it means that the students are able to communicate using a variety of expressive formats, such as: software, and technology tools, music, art, drama, and writing. 5. reflect it means that the students are able to reflect the central concepts of the material learned. there are some advantages of applying inquiry technique for teaching writing (roestiyah 2008: 76). first, the situation becomes more stimulating to students in teaching learning process. second, it helps to use memory and transfer in new learning situation. research design in doing this research, the writer used an experimental method. the design selected for this study was quasi-experimental research design. it means a design does not random in selecting sample of the research (fraenkel and wallen, 1990: 242). in this study, nonequivalent control group design was used. there were two groups such as experimental and control group which both were given pretest and posttest, but only experimental group was given treatment by using inquiry technique. according to sugiono (2012: 77), the form of this design as follows: ܱଵ x ܱଶ .................. ܱଷ ସܱ in which .............. : dash line present that the experimental and control group that have not been equated by randomization 1o : pretest of experimental group 2o : posttest of experimental group 83 3o : pretest of control group 4o : posttest of control group x : treatment by using inquiry technique validity test a test as the instrument of collecting the data should be valid and reliable. according to fraenkel and wallen (1990: 127), validity refers to the extent to which an instrument gives us the information we want. the writer measures the content of validity. to provide the content validity of the test, the writer should check to the curriculum and syllabus. the result analysis in content validity is described in table of specification test. in the table of specification test, it includes: objectives of the test, material title, test indicators, type of test, number of item and the total number. reliability test according to fraenkel and wallen (1990: 127), mention that reliability is the consistency of scores or answers, how consistent they are for each individual from one administration of an instrument to another from one set item to another. in this study, the writer used inter-rater reliability to find out the result reliability test, because writing is concluded as subjective test. furthermore, according holandyah (2013: 185) adds that inter-rater reliability refers two or more raters are required to avoid the inconsistence or biases from scoring. before giving pretest to the experimental and control groups, the writer did try out the instrument using interrater reliability which given score by two raters. the raters on writer’s research were teddy arif muljadi s.pd, he is a teacher of sdn 179 palembang, and second rater was niko eka apriansyah s.pd, he is a teacher of sma muhammadiyah 6 palembang. to make sure that the test is reliable, before using the test items for the pretest and posttest, the writer tried out the test to check the reliability of the test. the writer took 50 students of eight grade students in mts negeri 1 palembang on 20 agustus 2013, and mts negeri 2 palembang on 26 agustus 2013 as the subject of reliability test. before the raters gave scores for the students, the instrument of scores earlier was given to the raters based on weigle’s book in scoring writing.according to weigle (2002: 117) there are five components of scoring in writing test; they are content, organization, vocabulary, language use, and mechanic. after that, scores that given by raters were calculated by using spearman rank (rank order) formula to find the differences between two sets of rangkings, using the formula: 84    1 6 1 2 2    nn d  where:  (rho) : spearman rank-order correlation  2d : the sum of the quared differences n : number of sample the test score is considered reliable whenever the reliability coefficient of test should be at least 0.70 and preferably higher (fraenkel and wallen, 1990: 136). from the result of rank order correlation above (0.888), it was stated that the score was higher than 0.70. it means that the assessment results was very reliable. population and sample the population of this study were all the eighth grade students of mts negeri 2 palembang. the total number of the population is 287 students which consist of 10 classess. the sample of this study was taken through convenience sampling. in this study, the writer chose two classess of the eighth grade students of mts negeri 2 palembang. the classess were viii a, 31 students and viii b, 32 students. the total numbers of the students were 62 students. the writer divided the class into two groups: experimental and control. finally, the writer got viii a as the experimental group and viii b as the control group. normality test after the result to the 31 sample of the students pretest in experimental and control groups was measured, it was found that the normality score in experimental and control was 0.237 and 0.259. from the result of the output, it can be stated that the students’ pretest score in experimental and control groups was normal since it was higher than mean significant different at 0.05. then, after the result to the 31 sample of the students posttest in experimental and control groups was measured, it was found that the normality score in experimental group was 0.167 and while the normality score in control group was 0.143. from the result of the output, it can be stated that the students’ posttest score in experimental and control groups was normal since it was higher than mean significant different at 0.05. 85 homogeneity test after the result to the 31 sample of the students pretest in experimental and control groups was measured, it was found that the significant score was 37.182. from the result of the output, it can be stated that the students’ pretest score in experimental and control groups was homogen since it was higher than mean significant different at 0.05. then, after the result to the 30 sample of the students posttest in experimental and control groups was measured, it was found that the significant score was 0.182. from the result of the output, it can be stated that the students’ posttest score in experimental and control groups was homogen since it was higher than mean significant different at 0.05. results of hypothesis testing a significant difference is found from testing students’ pretest to posttest scores in experimental group using independent sample t-test. a significant difference is found whenever the p-output was lower than a significant difference at 0.05 level. the result analysis using independent sample t-test found the p-output 0.000. it can be stated that there was means significant difference on students’ speaking skill average scores taught using inquiry teachnique since the p-output was lower than 0.05. conclusion based on result of hypothesis testing using independent sample t-test measuring a significant difference was found the p-output (0.000) lower than (0.05). so that it can be stated that there was a significant difference from students’ pretest to posttest scores in experimental group taught using inquiry. thefore, it can be concluded that null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. references cenrikawaty, yuni. (2008). improving the students’ ability in writing analytical expository text through contextual teaching and learning (ctl) at the second grade students of sma n 1 ranah pesisir padang. unpublished thesis. program pasca sarjana unp padang. fraenkel, jack and wallen norman .(1990). how to design and evaluate research in education. america : mcgraw-hill, inc. graham, steve and perin dolores.(2007).writing next effective strategies to improve writing of adolescents in middle and high schools.new york : alliance for excellent education hartono. (2008). spss 16.0 analisis data statistika dan penelitian. yogyakarta: pustaka pelajar. 86 heaton. (1990).writing english language test (new edition) newyork : logman inc. hogue, ann. 1996. first steps in academic writing second edition. wesley: company.inc. kuhlthau, collier carol. (2007). guided inqury. new york : pearson education, inc. lane, jill.( 2007). inquiry based learning. schreyer institute for teaching excellence: pen state. accessed on 1 september 2013 at 00.00 derived from: http:// www. schreyerinstitute.psu.edu. roestiyah. (2008). strategi belajar mengajar. jakarta : rineka cipta. sugiyono.(2010). statistika untuk penelitian. bandung : alfabeta. sari,wira aida (2013).teaching descriptive paragraph through cubingtechnique to tenth grade students of sma n 14 palembang. unpublished thesis. institute of iain raden fatah weigle. (2002). writing assessment. new york: cambridge university. zamel, vivian. (2007). writing: the process of discovering meaning. tesol quarterly, vol. 16, no. 2. (jun., 1982), pp. 195-209. accessed on 16 april 2013 at 21:00 derivedfrom : http://alec2.tamu.edu/grad_courses/681/fall2007/pdf/writing.pdf zhaminang. (2013). definisi menulis menurut para ahli. accessed on 11april,2013 at 00:00 pm. derived from: http://zhaminang.wordpress.com/2013/05/17/definisi-menulis-menurut menurut-para-ahli.. vancouver. (2011). a framework for information literacy and the 21௦௧ century learner. bc: british columbia teacher librarians’ association. http:// http://alec2.tamu.edu/grad_courses/681/fall2007/pdf/writing.pdf http://zhaminang.wordpress.com/2013/05/17/definisi-menulis-menurut 173 teaching vocabulary by using pave strategy to the third grade students of sdn 182 palembang endang susilo uin raden fatah palembang abstract: the objective of this study is to find out whether there is a significant difference on students’ achievement taught by using pave strategy and who were not. the writer use one of the quasi experimental designs, that is pretest posttest nonequivalent control group design to conduct this research. the population was all the third grade students of sd negeri 182 palembang in academic year 2012/2013 with total number 100 students. the sample of the study was 60 students taken by using convenience method. the writer used a test to collect the data. the writer used independent sample t-test to analyze the data. the result of the study showed that there was a significant difference on students’ vocabulary achievement taught pave strategy and those who were not. the value of t-obtained was 3.714. at a significant level 0.05 for the two tailed testing with degree of freedom (df) 58 the table was 2.021, t-test showed that t-obtained higher than t-table as a critical value, the null hypothesis (ho) in posttest was rejected and the research hypothesis (ha) in pretest group was accepted. it means that there was significant difference posttest on students’ vocabulary achievement taught pave strategy of sd negeri 182 palembang. this research might be useful for teachers because it can help students, remember new words and it is more stimulating in teaching and larning process. keywords : teaching vocabulary, pave strategy introduction language is important in human life. it is used as a communication tool to communicate one to another. it is in line with petty and jensen (1980:4) who say that language is one of the most important things in communication and its used as a tool of communication among notion in all over the world. language is one of a tool communication with each other that always used by human every day. therefore without language there will not be communication among human life. 174 one of languages that human use for communication is english. in indonesia, english is a foreign language. people do not used it as lingua franca or the means of communication in that formal situations such as educational activity, govermental activity and law (supriyanti, et.al. 2008:3). in addition, supriyanti, et,al. 2008:3 stated that, the people who learn english as foreign language (efl) have different purposes: passing the examination, carrer development, persuing their education, etc. in most countries english as foreingn language is part of educational curriculum, particulary in state school, especially in indonesia. in learning english there are four skills which must be mastered by the students such as listening, speaking, reading, and writing. according sanggam (2008:3) there are various skills in mastering of language: productive skill, speaking (it is the skill of speaker to communicate information to listener) and writing (it is skill of writer to communicate the information to reader or group of readers), a receptive skill, listening (it is the skill of listeners or group of istener interpret the information tranfered by speaker), and reading (it is the skill of reader or a group to interperet information transfered by a writer), productive skills means uderstand the spoken language and respective skill means understand the written language. besides, there are four aspect of language that must be learned. they are vocabulary intonation,spelling, and pronunciation. vocabulary is one of aspect of language which is important to learn. by having a good vocabulary, it is possible for students to use the language for communication. according to richards (2002:255), vocabulary is a core component of language profiency and provides much of the basis for how well learners speak, listen, read, and write. on the other hand, without vocabulary, the students will have touble to speak, write the correct spelling and answer some question in spoken and written form. based on the writer experience (pplk ii) on teaching learning process and observation in english teacher, the writer found a problem in vocabulary that pace by 175 students of sdn 182 palembang. the problem was the students have difficulty in remembering the words. in teaching vocabulary to solve the problem, the writer used pave strategy. according to paul et.al (2009:5) this strategy is a good way to help the students remembering the meaning of a new word. pave stands of predict, associate, verify and evaluate. some english teachers have used this vocabulary strategy for helping the students to be more motivated in learning. based on the explanations above, the writer is interested to conduct the research in the title “teaching vocabulary by using pave strategy to the third grade students of sd negeri 182 palembang” to find whether there is any significant difference or not on the students’ vocabulary achievement taught by using pave strategy and who are not taught by using pave strategy. concept of teaching teaching are all the activities of providing education to other. the activities can be in the forms interaction between teacher and students, process in giving knowledge or skills to students, and behavior. such as, teaching and learning process in the class. according to brown (2007:8), teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand. moore (2005:4) adds that, teaching is as someone actions to assist others to reach their fullest potential in all aspect of development. meanwhile, saleh (1997:16) stated that teaching is a profession conducted by using a combination of art, science, and skill. from the previous explanation, it can be concluded that teaching is process where a teacher gives knowledge and assists students to get knowledge. teacher guides and facilitates students in learning process. 176 concept of vocabulary vacobulary is a basic lesson in teaching learning process and to communicate with other people, as nunan (2006:121) said that vocabulary is the collection of words that an individual know which help easily to remember of the words in communication with other people. according to linse, (2005:121) vocabulary is as defined as the collection of words that individuals knows. from the explanations, the writer assumed that vacabulary is any kinds of words that is used for communication. if someone has learn of vocabulary, people will have limited to communicate to other people. importance of vocabulary the importance of learning vocabulary is stated by ricards and willy (2002: 255), vocabulary is a core component of language proficiency and provides much of the basis for how well learner speak, listen, read and write. in addition, arista (2010: 7) said that vocabulary also very important for students, because it is a vital part of communication when someone want to talk something. students have to know many kinds of vocabulary and then form it to become a sentence or sentences. or use vocabulary to say the words. based on the explanations it can be assumed that vocabulary is very important for students, because vocabulary is central part of the where language the student cannot communicate effectively or express his ideas or both oral and written form without having enough vocabulary. besides, vocabulary is one of the language components which can make the students understand english easier. concept of pave there are many interesting strategy that can be used in teaching vocabulary. one of them is pave strategy. according to diamond (2006: 99) pave is a strategy 177 for taching vocabulary and pave helps the students remember the meaning of words by associating the word with a visual image. pave stands for the four parts of the procedure: prediction, association, verification, and evaluation. in prediction part, students should predict the meaning of the word based on the context clues. association means to associate the words with a mental language. next, in verificiation, verify the words meaning by consulting to dictionary. finnaly, in evaluation part, the students evaluate the prediction they made. while this procedure seems time-consuming. according to diamond students report that pave has helped them remember the words better. in edition bannon et.al (1990) as cited in (greenwood 2010: 224) add pave strategy is great way to use dictionaries properly, that is actively and colaboratively. procedure of teaching pave according to (miami, 2000: 31) procedures of pave strategies are: 1. the teacher introduce the p.a.v.e. procedure with a fairly easy word and then have students practice with more difficult words. 2. the students write the sentence or context in which a new word appears. 3. the students write the word again and predict a meaning from the context. 4. the students check the word’s definition in a dictionary and write the definition. 5. the students draw an image to help remember the meaning by creating an associative link. for example, a student might draw a mouse eating cheese. 6. the students have each complete one word individually and share with the class. 7. the students complete a few more words individually or in small groups until the procedure is internalized. 178 research design the design of this experimental method is quasi experiment. according to (sugiono 2012:77), quasi-experimental design is conducted because of the impossibility or difficulty of conducting true experimental design. this design has control group, although it cannot compeletly control all outer variables that can influence the experiment. the method used in this research is pretest-posttest nonequivalent group design. one of the most commonly used quasi-exprerimental design. one of the most commonly used quasi-experimental design in educational research can be represented as cohen (2007:283), the formula as follows: where: o1,3 : pretest of the experimental and control group o2,4 : posttest experimental and control group x : treatment of experimental group population and sample according to fraenkel & wallen (1990: 67), a population is the group to which the results of the study are intended to apply. the total number of students are 100 students consisting of three class. in this study, convenience sampling technique is used. the writer takes two classes of third grade students of sdn 1821 palembang that has been chosen by teacher of english. the total numbers of the students as the sample coming from three classes. the writer decided iii.a and iii.c as the sample o1 x o2 o3 o4 179 because the principal asked the writer to help the teacher of english compare both of them. validity test according to fraenkel and wallen (1990: 127), validity is the most important idea to consider when preparing or selecting an instrument for use. in addition holandyah (2013: 63) states that validity test is done to know whether the instruments which are going to be used for pretest and posttest are valid or not. 1. construct validity according to hughes (1989: 26), a test, part of a test or a testing techenique is said to have construct validity if it can be demonstrated that it measures just the ability which it is supposed to measure. after constructing the instrruments related to some aspects measured, then it is consulted to achieve some judgements from at least three validators to evaluate whether the components of the instrument are valid or not to be applied for students’ pretest and posttest activities sugiyono (2010: 177) as cited in holandyah (2013: 36) there were three validators to validate her research instrument. the three validators were manalullaili, ed as the first validator, amalia hasanah m. pd as the second validator, and m. holandyah m. pd as the third validator. the components of the construct validity were format, illustration, language, and content of the instrument. the result of that given to three validators showed that the instrument of vocabulary test had construct validity. the result showed that the instrument of vocabulary test can be used without revised. it means that the insturment of vocabulary test was very good to be tested to the students. 2. content validity 180 according to hughes (1989: 22), a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc. which it is meant to be concerned. a content validity is very important since it is an accurate measure of what it is supposed to measure. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. then, the result analysis in constructing the content validity is presented in the specification table including: objectives of the test, text material, indicator, number of items, total of the question, types of test, and answer key. reliability test holandyah (2013:66) states that reliability measure whether research instruments used for pretest and posttest activity is reliable or not. reliability is the consistency with which a measurement device gives the same results when the measurement is repeated (moore 2005: 172). in this study, the writer did a try out test twice with the same questions at different times to the third grade students of sd negeri 183 palembang. there were 40 question items as the instrument. the first, the try out was carried out on wednesday, 2nd of july 2013 at 13.00-13.30 a.m. the instruments of the test are given to 30 students of the third grade students. the second, the try out was carried out on thursday, 25nd of july 2013 at 08.20-09.40 a.m. the instruments of the test were given to 30 students of the third grade students. normality test the writer used one-sample kolmornov-smirnov test to analyze the normality. the result shows that in the pretest control group was 1.211 and pretest experimental group was 0.931. then, in posttest control was 1.065 and posttest experimental was 181 1.081. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test for analyzing the homogeneity, the writer used levene statistic. the result shows that the pretest score was 0.602 and posttest score was 0.988. since the score was higher than 0.05 it can be concluded that the data was homogeneous. hypothesis testing a significant difference is found from testing students’ pretest to posttest scores in experimental group using independent sample t-test. a significant difference is found whenever the p-output was lower than a significant difference at 0.05 level. the result analysis measuring using independent sample t-test, it was found that tvalue for the test was 3.714 with of 58 degrees of freedom. meanwhile that t-table was t58 (2.021). significant (2 tailed) it and those who were taught using teacher’s strategy. it also can be seen from the sig.(2-tail) 0.000 which was lower than 0.05. so, it is concluded that the null hypothesis (ho) is rejected, and alternative hypothesis (ha) is accepted. conclusion based on the findings and interpretation in the previous chapter, the writer can draw a conclusion. there was a significant difference on the students’ vocabulary achievement by using the pave strategy than those who are taught by using strategy that usually used by the teacher at sd negeri 182 palembang. when the students learned the vocabulary by using the pave strategy they can understand and remember the meaning of words to be easier. the students got higher score after they are taught by using the pave strategy. 182 in analyzing by using independent sample t-test, there was significant difference found on the students vocabulary achievement taught by using pave strategy and who were not taught by using teacher strategy. the result of posttest experimental group was higher score than control, it could be stated that teaching vocabulary by using pave is more suitable to be applied at sdn 182 palembang, because it can help students’ remember new words, and it is more stimulating in teaching and learning process. references arikunto, s. (2006). prosedur penelitian suatu pendekatan praktek. jakarta:pt rineka cipta. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktek. jakarta:pt rineka cipta. arista, m. (2010). teaching vocabulary by using colered pictures to the fourth graders of sd negeri 4 palembang.in 2010-2011 academic years. unpubilsed thesis of graduated students of sriwijaya university palembang. basrowi & soenyono (2007) metode analisis data sosilal.jengala pustaka utama kediri. best, j. w., & j. v. (1993). research in education (7th ed).boston:allin and bacon. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2nd ed). new york,ny. brown, h. d. (2004). language assessment:principles and clasroom practices.new york,ny. brown, h. d.(2007). principles of language learning and teaching.new york,ny. dade, m. (2000). wild about words:a teacher destop vocabulary hand book.bureau of elementary,secondary and woekforce development education, division of language arts. florida. retrieved on thursday,maret 02, 2013 at 9:00 pm fromhttp://wwwnms.dade.k12.fl.us/teacher/teacher/reading%20&%20 language%20arts/resources/wild%20about%20words.pdf diamond, l., & gutlohn. l. (2006).voacbulary handbook.united state of america. retrieved on monday 2 september, 2013 at 8:00 pm from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&c ad=rja&ved=0cdyqfjac&url=http%3a%2f%2fww2.bentonschools.org %2f~bentonsc%2fimages%2fpave.pdf&ei=ff6kuqr_a4kqrqep6oc4b a&usg=afqjcnfp25hurcsebi3gh0q-lcfcc15wqg greenwood, s.c. (2010). content area readers:helping middle-level students bocome word aware and enjoy it. taylor & francis grpup,llc. retrieved http://wwwnms.dade.k12.fl.us/teacher/teacher/reading%20&%20 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&c 183 on monday 2 september, 2013 at 8:00 pm fromhttp://mextesol.net/journal/index.php?page=journal&id_article=71 holandyah, m. (2013). how to design a quantative research:for student of english study program.palembang. hughes, a. (1989). testing for language teachers.new york,ny. jordan, r. r., (1997). english for academic purposes:a guide and resource book for teacher. new york,ny. linse, t. c., (2006). practical english language teachinng young learners.new york,ny 10020. moore, k. d., (2005). effective instructional strategies:from theory to practice.publications,inc. united states of america. nunan, d. (1999). second language teaching & learning.manufactured in canada. petty, w. t., & julia m. j., (1980). developing children’s language. new york,ny 10020:mcgraw-hill companies, inc. paul, s. (2009). vocabulary & spelling:mirrors windows level iv:emc publishing,llc. retrieved on thursday,maret 02, 2013 at 9:00 pm from http://wwwnms.dade.k12.fl.us/teacher/teacher/reading%20&%20lang uage%20arts/resources/wild%20about%20words.pdf rajaguguk. s. (2010). teaching vocabulary to the seventh grade students of smp metodist i palembang by using colour pictures. in 2010-2011 academic years. unpubilsed thesis of graduated students of sriwijaya university palembang. read, jhon. (2000). assessing vocabulary. cambridge: cambridge university press. richards, c. j., & willy, a. r. (2002). methodology in language teaching:an anthology of current practice.cambridge university press. santoso, s. (2012). panduan lengkap spss versi 20.jakarta: pt. elex media komputindo. saleh, y. (1997). methodology of tefl in the indonesia context. palembang: fakulty of teacher training and education sriwijaya universty. siahaan, s. (2008). the english paragraph. jogja: graha ilmo . sugiono. (2010). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. supriyanti, n. & triastuti, a. (2008). teaching english as foreign language methodology. in 2008 academic years. unpubilsed thesis of graduated students of university negeri yogyakarta. wallen, f. (1990). how to design and evaluate research in education.york,ny:mc grow-hill inc. wallen, f. (1991). educational research:a guide to the process. new york,ny:mcgrow-hill inc. http://mextesol.net/journal/index.php?page=journal&id_article=71 http://wwwnms.dade.k12.fl.us/teacher/teacher/reading%20&%20lang 11 teaching reading in narrative text by using story frame strategy to the eighth grade students of smp muhammadiyah 4 palembang dika resa septiani uin raden fatah palembang email: dikaresa@yahoo.com abstract: the objective of the study was to find out whether or not there was a significant difference in reading comprehension achievement between the eighth grade students of smp muhammadiyah 4 palembang who are taught by using story frame and those who are not and to find out whether or not there was a significant difference in reading comprehension achievement between the eighth grade students of smp muhammadiyah 4 palembang who are taught by using story frame and those who are not before and after the treatment. one of the quasi-experimental designs, nonequivalent pretest-posttest design was used. the population of the study was all of the eighth grade students of smp muhammadiyah 4 palembang. purposive sampling was used, where 30 students belonged to experimental group and 30 students belonged to control group. in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t-test and paired sample t-test in spss program. the finding showed that the p-output (sig.(2-tailed)) was 0.000 lower than 0.05 and the t-value 3.734 was higher than t-table 1.672. and than p-output from paired sample t-test was 0.000 lower than 0.05 with df=29 (1.699) and the t-value 8.362. therefore, null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it means that teaching narrative reading comprehension by using story frame had a significant effect on the students’ reading comprehension achievement. keywords : teaching reading comprehension, story frame strategy, narrative text. introduction language is a code that is delivered by someone in term of communication with others. according to algeo (2010, p. 2), a language is a system of conventional vocal signs by means of which human beings communicate. therefore, language is as a communication tool to connect people with each other. without language, it is difficult for people to communicate with others. there are many languages that people use in this world, such as arabic, german, mandarin, and english. one of them is english which used as an international language. according to crystal (2003, p. 4), english is a global language, which is widely used in various countries and in various fields. mailto:dikaresa@yahoo.com 12 there are four skills that students should master. they are listening, speaking, reading and writing. one of them is reading which is one of the important skills in learning english. squire, berg, bloom, lac, ghosh & spitzer (2013, p. 935) state that reading skills occupy a uniquely important position in overall cognitive development and critically supportive of educational success. it means that reading is an important part that needs to be developed. by reading, the students can get much information and knowledge, and also the students can improve their ability in english. based on the explanation above, it is clear that reading is an essential skill in learning english. therefore, the students must have ability in reading comprehension. in teaching and learning process, it is not easy for the teachers to encourage their students in order to get a good ability in reading. in learning reading, the students usually get some difficulties in understanding the texts especially narrative text. they have problems in reading comprehension because they just read the text, but they do not understand the meaning of the content of the text. in this research, the researcher choose smp muhammadiyah 4 palembang as the population. the reason for choosing smp muhammadiyah 4 palembang especially for the eighth grade students because the researcher found that the students had problems in learning english especially in reading skill. after conducting an informal interview on april 16th, 2015 with one of the teacher of english at smp muhammadiyah 4 palembang, the researcher acquired some information that many students had problems in comprehending the reading text especially in narrative text. they were not really enthusiastic in following the lesson that the teacher gave them. moreover, they had poor vocabulary, they could not find the main idea or got the information from the narrative text. to solve the problems above, teacher should has a specific strategy that can be applied to motivate students to be more interested in reading. one of the strategies is story frame strategy. story frame is a reading strategy which is done in the post-reading activity. it tests students comprehension skill in a reading passage by filling the blanks words of the story frame that has been given. according to fowler (1982, p. 176), a story frame is a sequence of spaces hooked together by key language elements. in most cases, these language elements are transition words and they often reflect a specific line of thought or arguments. 13 story frame is a focus on the story’s structure, it is thought that using story frames to develop reading comprehension will give children an independent guide to organizing and remembering information from narrative selections (cudd and roberts, 1987, p. 74). furthermore, oja (1996, p. 129) adds that using story frame along with the basic elements of story grammar directs both students and teachers attention to the actual structure of the story and how the content fits that structure and this strategy is particularly useful for middle school students. the story frame strategy can help students understand about structure as an independent tool for remembering information about a text and also helps them how to find the answer of questions. it can also motivate the students’ interest in learning reading because they have known the strategy to answer the questions. moreover, it can make the students spend not much time in answering the questions and story frame strategy is used effectively, students will be helped to understand the text which they learn. based on the reasons above, the resercher would like to conduct a research entitled “teaching reading narrative text by using story frame strategy to the eighth grade students of smp muhammadiyah 4 palembang” concept of teaching a good teacher must be patient in teaching, guiding and providing the knowledge to the students. a good teacher must also know the level of students’ ability so that the teacher is not being arrogant or overbearing to his/her students and the teacher can give the material with the good method in teaching and learning process. it is supported by q.s. al-baqarah: 151 meaning : “... that a similar (favor we have already received) in that we have sent among you a messenger of your own, rehearsing to you our signs, and sanctifying you, and instructing you in scripture and wisdom, and instructing you what you do not know yet”. (surah al-baqarah verse:151). based on the verses above, it means that teaching is our responsibilities as muslim.teacher has several responsibilities to her/his students, such as: as a facilitator, a guide, a motivator and a manager in the class. teacher should have teaching strategy moreover in teaching english as a foreign language. the strategy must be easier to be understood by students. the strategy should support students with different way in learning proces. therefore, teaching is 14 guiding and directing others to be able to do something new and providing new knowledge to others to be interpreted and understood. concept of reading seyler (2004, p. 3) defines that reading as the process of obtaining or constructing meaning from a word or cluster of words. reading is not only reading a text or something that is written, but also getting new vocabularies, knowing thing and increasing knowledge. therefore, reading cannot be separated from comprehension. furthermore, komiyama (2009, p. 32), state that reading is an important skill for english language learners in today’s world; it supports the development of overall proficiency and provides access to crucial information at work and in school. reading is the fundamental skill upon which all formal education comprehends. based on the statements above, it can be concluded that, reading is important to be mastered by students. by reading well, students are able to understand and comprehend the materials they are learning. the students do not only read the reading text fluency but also they should be able to understand and respond what they have read. indeed, if students have a good reading ability they will have better chance to success in their study. concept of reading comprehension reading and comprehension are linked to each other. people need to comprehend the texts content and context to gain the information during the reading activity. snow (2002, p. 11) defines reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. readers can have a surface or literature understanding of what was read, or they can gain a deeper understanding involving inferring meaning from what is not explicitly stated, analyzing information and the meaning into a new or deeper meaning. according to wolley (2011, p. 15), reading comprehension is the process of making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences reading comprehension may appear to be both simple and obvious. 15 based on the explanations above, it can be concluded that reading comprehension is a complex activity where the readers can get knowledge from the text both of information or message. by a lot of reading, people also can add their vocabularies. concept of story frame strategy in teaching reading, there are many strategies that can be applied by the teachers. one of them is by using story frame strategy that can help the students with a powerful note making framework that helps them deepen comprehension by thinking as they read and learn. according to fowler (1982, p. 176-177), a story frame is a sequence of spaces hooked together by key language elements. language elements are transition words and they often reflect a specific line of thought or argument. meanwhile, cudd and roberts (1987, p. 74) state that story frame is a focus on the story’s structure, it is thought that using story frames to develop reading comprehension will give children an independent guide to organizing and remembering information from narrative selections. oja (1996, p.129), adds that story frame can refer to a number of methods for looking at a story's structure. once a frame is constructed it can be used with new story so long as the story can support the line of thought or argument implied with the frame. teacher can be used to help students organize information in order to identify important ideas, analyze characters and their problem, make comparisons, and summarize passage content. concept of narrative text according to cooper (2000, p. 13), narrative text tells a story and is the type usually found in short stories and novels. narrative text often fiction in which the values are used to describe and/or to explain human behavior. in addition, narrative text is a story conveyed to entertain the readers or listeners (browder and spooner, 2011, p.142). there are five generic structure of narrative: 1. orientation: which set the scene and introduces the character. 2. evaluation: reaction by characters to the complication. 16 3. complication: in which a crisis or problem arises, which usually involves the main characters. 4. resolution: a solution to the problem for better or for worse. here, the main characters find ways to solve the problem. 5. re-orientation: this is a closing remark to the story and it is optional. it consists of a moral lesson, advice or teaching from the writer research method in this study, the quasi experimental design was chosen. the design, one of the most commonly used quasi experimental designs in educational research, is such naturally assembly groups as intact classes or samples which may be similar. one of the quasi experimental designs is the pretest-posttest non equivalent group design. represented by cohen, manion, & morrison (2007, p. 283) as follow: where: o1 = pretest in experimental group x = treatment to experimental group taught using story frame strategy o2 = posttest for the experimental group o3 = pretest in control group o4 = posttest for the control group . . . . . = the dashed line separating the parallel rows in the diagram of the non-equivalent control group indicates that the experimental and control groups have not been equated by randomization-hence the term ‘non-equivalent’. o1 x o2 experimental group --------------------- o3 o4 control group 17 population and sample creswell (2012, p. 142) defines population as a group with some common defining characteristic that the researcher can identify and study. the population of this study is all of the eighth grade students of smp muhammadiyah 4 palembang. within this target population, researcher selected a sample for study. creswell (2012, p. 381) states that sample is the group of participants in a study selected from the target population from which the researcher generalizes to the target population. in this study, the researcher used purposive sampling technique. according to fraenkel, wallen & hyun (2012, p. 100), purposive sampling is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need. the purposive sampling was used class viii.1 and viii.2 were selected as the sample of the study. class viii. 1 and viii.2 were chosen based on informal interview with the english teacher, viii.1 and viii.2 have the same background knowledge and difficulties of reading ability. after the pretest, the result of class viii.2 was higher than class viii.1. therefore, class viii.2 was selected as control group and class viii.1 as experimental group. the total sample of the this study is sixty students out of 90 students. findings and discussion validity test the analysis is done to the instrument of the research before used in pretest and posttest activity. 1) construct validity the researcher did construct validity of the test to judge or measure whether or not a test instrument well to measure student ability. the format of the instrument test was measured by three validators before doing tryout. fraenkel et al. (2012, p.150) assumes that a common way is to have someone look at the content and format of the instrument and judge whether or not is appropriate. the “someone” of course, should be an individual who knows enough about what is to be measured the format of the instrument test. they were manalullaili, m.ed, eka sartika, m.pd, and masagus sulaiman, m.pd who are the lecturers of uin raden fatah palembang. they measured including such things as the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on regardless of the adequacy 18 of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eighth grade students. 2) validity of each questions item in this study, validity of each question item was identified by number and the correct option indicated. the group of the students taking the test was divided in tryout to the basis of students’ score on the test. the researcher did tryout to find validity of question items. the tryout of the test was held on tuesday, 4th of august 2015 at 12.40 p.m-14.00 p.m. the instruments of the test were tested to 37 students (viii. 4) to the eighth grade students of smp nurul iman palembang. if the result of the test shows that rcount is higher than rtabel (0,325), it means that the item is valid. it was found that there were 42 test items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher that 0,325. the result indicated that 18 items were invalid and 42 items were valid. 3) content validity content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to represent (fraenkel et al., 2012, p.150). in this study, the researcher took 40 question items to be an instrument of pretest and posttest after obtaining 42 valid question items. the instrument focused on narrative text. reliability test to know the reliability of the test used in this study, the researcher calculated the students’ score by using spearman-brown prophecy formula found in spss 20 (statistical package for the social science) program. the scores of reliability are obtained from tryout analysis which is done once using the instruments test. the school where the tryout analysis is different from the school where the research study will be done. in this part, split-half test method is used to obtain the scores of tryout analysis. to measure the reliability test using split half method, it was found that the p-output of gutman split-half coefficient is 0.738 from the score it can be stated that the 19 reliablity of reading test items is reliable since the p-output is higher than r-table (0,325) with sample (n) is 37 students. normality test the function of normality test is to know whether the sample is normal or not. in this study to know the normality of the sample was used one sample kolmogronovsmrinov in using spss 20. the data are obtained from students’ pre-test and post-test scores in control group, pre-test and post-test scores in experimental group. ithe researcher used 1-sample kolmogorov-smirnov test to analyze the normality. the result showed that the pretest in control and experimental groups were 0.875 and 1.117. then, in posttest in control and experimental groups were 0.806 and 0.646. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 20. the homogeneity test to measure students’ pretest and posttest score in control and experimental group in analyzing the homogeneity, the researcher used levene statistic. the result showed that the pretest scores was 1.192 and posttest scores 2.856 it can be conluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group using regression linear. it was found that the p-output is 0.000 with df=29 (1.699), and t-value= 8.362, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using story frame strategy since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the p-output was 0.000 and the t-value was 3.734. since the p-output was lower than 0.05 level and the t-value (3.734) was higher than critical value of t-table (1.672). it can be stated that there is a significant 20 different from students’ posttest to posttest scores in control and experimental group since poutput is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. it can be stated that there was a significant difference on students’ reading comprehension score taught by using story frame strategy and those who are not at smp muhammadiyah 4 palembang. conclusion based on the findings and interpretations presented in the previous chapter, the reseacher concluded that there was a significant different on students’ reading comprehension achievement taught by using story frame strategy. the result could be seen from the improvement of the eighth grade students, such as: the students become active readers in the class and feel comfortable to learn, the students were motivated and interested to learn especially in reading skill, the students tend to ask each other more questions that related to the structure of the text, the students began to show a greater interest in asking probing and significant questions, the students were able to comprehend the narrative text easily, and the students enjoyed following the materials in the class. therefore, it could be concluded that story frame strategy was effective to the eighth grade students of smp muhammadiyah 4 palembang. the students could also increase their achievement in reading. it also could be seem from the result of the test, it implied that story frame strategy could be used as an alternative strategy in teaching reading. references algeo, j. (2010). the origins and development of the english language. (6th ed). boston, ma: wadsworth. aprilia, (2014). keefektifan penggunaan strategi bingkai cerita (story frame) dalam pembelajaran membaca pemahaman cerita pendek siswa kelas viii smp negeri 1 ngaglik sleman. (unpublished undergraduate thesis). uny, yogyakarta, indonesia. browder, d. m., & spooner, f. (2011). teaching students with moderate and severe disabilities. new york, ny: guilford press. brown, d. h. (2007). principles of language learning and teaching. new york. ny: pearson education. candra, (2009). improving reading achievement in narrative text of the eighth grade students of smp negeri 1 indralaya by using story face strategy and story frame strategy. (unpublished undergraduate thesis). university of sriwijaya, indralaya, indonesia. http://www.akademik.unsri.ac.id/paper4/download/paper/ 21 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research.(4th ed). boston, ma: pearson education inc. crystal, d. (2003). english as a global language. (2nd ed). new york, ny: cambridge university press. cohen, l., manion, l., & morrison, k. (2007). research methods in education: (6th ed). new york, ny: routledge. cooper, d. j. (2000). literacy helping children construct meaning. boston, ma: houghton mifflin company. cudd, e. t., & roberts, l. l. (1987). using story frames to develop reading comprehension in a 1st grade classroom. the reading teacher. retrieved from: http://www.jstor.org/stable/20199694 departemen agama ri. (1987). al-quran dan terjemahannya. bandung, indonesia: pt syaamil cipta media. frankel, j.r., wallen n.e., & hyun, h.h. (2012). how to design and evaluate research in education. (8th ed). new york, ny: mc graw hill companies, inc. fowler, g. l. (1982). developing comprehension skills in primary students through the use of story frames. the reading teacher. retrieved from: http://www.jstor.org/stable/20198179 kemendikbud. (2013). materi pelatihan guru implementasi kurikulum 2013. jakarta: departemen pendidikan nasional dan kebudayaan. komiyama, r. (2009). etf motivating students to read. boston, ma : california state university. nunan, d. (2006). practical english language teaching: young learners. new york, ny: mcgraw-hill education. pisa. (2010). comparing the contribution of students’ engagement in reading and approaches to learning to reading performance and equity. pisa 2009 results: executive summary. retrieved from: www.pisa.oecd.org oja, l.a. (1996). using story frames to develop reading comprehension. journal of adolescent and adult literacy. retrieved from: http://www.jstor.org/stable/40016749 permendiknas. (2006). standar isi untuk satuan pendidikan dasar dan menengah. jakarta: departemen pendidikan nasional dan kebudayaan. seyler, d. u. (2004). the reading context. new york, ny: person education, inc. squire, l.r., berg, d., bloom, f.e., lac, sascha du., ghosh, a., & spitzer, n.c. (2013). fundamental neuroscience (4th ed). waltham, ma: academic press. snow, c. (2002). reading for understanding: toward an r&d program in reading comprehension. washington, dc : national academy press wardiman, a., masduki b. j., & m. sukirman d., (2008). english in focus for grade viii junior high school smp/mts. surakarta, indonesia: cv. putra nugraha. wolley, g. (2011). reading comprehension: assisting children with learning difficulties. doi 10. 1007/978-94-007-1174-7_22 zaida, n. (2009). mandiri: practice your english competence. jakarta, indonesia: erlangga. zakri, h. y. (2014). the effect of using story frame strategy toward the second year students reading comprehension of narrative text at state junior high school 1 kundur district, karimun regency, kepulauan riau province. (unpublished undergraduate thesis). university of sultan syarif kasim, riau, indonesia. http://www.jstor.org/stable/20199694 http://www.jstor.org/stable/20198179 http://www.jstor.org/stable/40016749 93 the correlation between reading habit and reading comprehension achievement of 12th grade students of ma. pp. qodratullah langkan agus wahyudi uin raden fatah palembang abstract: the main objectives of this study are to find out; 1) how is the students’ reading habit, 2) how is the students’ reading comprehenaion achievement, 3) is there any significant correlation between reading habit and reading comprehension of 12th grade students of ma. pp. qodratullah. the writer used descriptive quantitatif design to describe the data. the population of the study was five classes of 12th grade students of ma. pp. qodratullah. the sample of this study was 168 students. the writer used questionnaire (janthong, 2010) and reading test to collect the data. the test was administered once as post-test. before the post-test was administered to the sample students, the validity and reliability of the instruments were estimated. the result of the test were analyzed by using independent sample t-test through spss (statistical package for social science) 16.0. from the analysis, it was showed that the t-obtained was 0.309. it could be concluded that there was no significance correlation between the two variables since the t-obtained was higher than 0.05. the factors that influnced this condition were; 1) the misperception of the students toward good reading habits, 2) students preferred to read for pleasure (comics, newspapers, sport magazines), 3) the students preferred to read for pleasure, while the tests of this research were taken from reading for academic purpose materials. however, building a good reading habit is essential to be recommended because it is very important to develop the students’ reading comprehension achievement. keywords: reading habit, reading comprehension achievement introduction in learning english, there are four skills that they are listening, speaking, reading, and writing. eventhough, reading comes as the third skill in the recent curriculum of 2013, reading is considered as the most important skill. it is supported by patel and jain (2008, p.13) that reading is most useful and important skill for people. this skill is more important than speaking and writing. 94 according to nunan (2006, p.69), reading is a set of skills that involves making sense and deriving meaning from printed word. it means that reading is a process to establish the reader’s comprehension which involves making sense and deriving meaning from printed word with different purposes. meanwhile, patel and jain (2008, p.13) state that reading means to understand the meaning of printed words i.e written symbols. reading is an active process which consists of recognition and comprehension skill. lone (2011, p.1) says that reading as the ability to recognize, and examine words or sentences and understand the information within. further, he adds that reading is a cognitive process of understanding a written linguistic message and to examine and grasp the meaning of written or printed characters, words or sentences. palani (2012, p.92) continues that reading is a process of thinking, evaluating, judging, imagining, reasoning, and problem solving. in short, reading is an active process which involves making sense and deriving meaning from printed or written word as a means of understanding what has been read. collins and collins (2002, p.9) say that reading is an essential skill, perhaps the most important skill, taught in schools. there are many reasons to clarify the important of reading skill, especially, english language. in this case, rahman (2004, p.1) states that english is the number one library language of the world, a vast majority of world’s library resources are in english, and the biggest publishing industries of the world publish books in english. overall, it will be impossible to pursue meaningful higher education without the reading skill of english. meanwhile, patel and jain (2008, p.13) clearly state that reading is an important activity in life with which one can update his or her knowledge. reading skill is an important tool for academic success. moreover, reading is regarded as the most dominant skill in learning any subject because the ability to read is not only performance to pronounce the passage but also the understanding of the message from a passage or text. meanwhile, schoenbach, et.al (2012, p.19) state that it is a complex process of problem solving in which the reader works to make sense of a text not just from the 95 words and sentences on the page but also from the ideas, memories, and knowledge evoked by those words and sentences.as a means of problem solving, reading is considered as an important skill to be taught. according to pang, et.al (2003, p.6), reading is about understanding written texts. it is a complex activity that involves both perception and thought. reading consists of two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is the process of making sense of words, sentences and connected text. based on department for education and skills (2005, p.2) states that reading comprehension is an essential part of the reading process. nunan (2006, p.71) adds that reading comprehension refers to reading for meaning, understanding, and entertaiment. it involves higher-order thinking skills and is much more complex than merely decoding specific word. therefore, as the students read they have to understand what the have read as a part of their reading process because the aim of reading is comprehension. there are several issues related to reading habit and reading comprehension achievement. cha, ko, and tse (2008, p.2) stated that home environment positively correlates with children’s reading comprehension achievement. it has been revealed that positive attitudes and high motivation are associated with reading achievement and reading habit.according to zwiers (2004, p.3), reading habits more clearly describes the automatic and unconscious processes that are involved in constructing meaning from text. thus, by this activity the readers can improve their reading ability. meanwhile, shen (2006) identifies reading habits, as how often, how much, and what the readers read (in annamalai and muniandy, 2013, p.33). it means that to get good understanding about what is read people need to read a lot. reading a lot refers to the frequency of reading as well as the average time on reading and amount reading materials being read. moreover, patel and jain (2008, p.114) say that reading habits not only help the student to get knowledge and wisdom from the cultural of 96 heritage, but are also very helpful in passing for leisure period. it is supported by the research done by national endowment for the art of usa (2007, p.3-4), it is proved that habit of daily reading, for instance, overwhelmingly correlates with better reading skills and higher academic achievement. according to elias and ingram (1977, p.23), the child who is unfamiliar with the reading experience, for example, whose home is devoid of reading materials, who has never been read to, or who has never come to see reading as a thing of important in his environment may lack such a realization even after entering school. the purpose of this study is to describe the reading habit and reading comprehension achievement of 12th grades students of ma.pp.qodratullah. findings from this study will provide insights into the reading behaviours of these students. more importantly, constant reading will help students in academic achievement. concept of reading richards and renandya (2002, p.273) state that reading, then, is a skill which is highly valued by students and teachers. according to nunan (2006, p.69), reading is a set of skills that involves making sense and deriving meaning from printed word. in short, reading is a process to establish the reader’s comprehension which involves making sense and deriving meaning from printed word with different purposes. according to manzo and manzo (1995, p.9), the act of reading is said to be composed of two parts: the process and the product. the process refers to the functions, or operations, that ones goes through in deriving meaning, whereas the “product”-or more appropriately “products” refers to the actual information and insights reached as a result of reading. meanwhile, collins and collins (2002, p.8) say reading is a mental process. although the eyes are involved in sending information about print to the brain, the brain performs the real act of reading. then, reading is a mental process which involves deriving meaning and sending information about print to the brain till being the real action of reading. 97 concept of reading habit according to andrew (1903, p.121), a habit, from the standpoint of psychology, is a more or less fixed way of thinking, willing, or felling acquired through previous repetition of a mantal experience. it means that, a habit is a mental process as a means of thinking. moreover, wood and neal (2007, p.843) state habits are learned dispositions to repeat past responses. they are treagered by features of the context that have covaried frequently with past performance, including performance locations, preceding actions in a squence, and particular people. according to zwiers (2004, p.3), reading habits more clearly describes the automatic and unconscious processes that are involved in constructing meaning from text. then, reading habit refers to the automatic process as the readers read the textual material and deriving meaning unconsciously. according to zwiers (2004, p.3), comprehension habits are the split-second thought that kick in constantly to help a proficient reader actively construct meaning. then, by building reading habit will constantly help the readers construct meaning actively. on the other side, patel and jain (2008, p.114) state that reading habits not only help the student to get knowledge and wisdom from the cultural of heritage, but are also very helpful in passing for leisure period method of the study in this study, the writer implements descriptive quantitative method. this research is classified as a descriptive quantitative method because this type of research involves either identifying the characteristics of an observed phenomenon or exploring possible correlation among two or more phenomena (in leedy, 2001, p.191). the researcher used this method because he wanted to describe the data and analyzed them based on the problems and objectives of the study. the procedures were, first, the writer measured the students’ reading habit by using questionnaire, second, the writer used reading test to find out the students’ reading comprehension. 98 after that the writer made correlation between two variables by pearson product moment in spss 16 based on the result of questionnaires and test. population and sample fraenkel (2012, p.91) states that population is the larger group to which one hopes to apply the result. furthermore, creswell (2012, p.142) adds that it is a group of individuals who have some common characteristic that the researcher can identify and study. in this case, the target populations were 12th grade students of ma. pp. qodratullah. the sample of this research was taken by using purposive sampling technique. according to leedy (2001, p.219), in purposive sampling, people or other units are choosen, as the name implies, for a particular purpose. it is supported by singh (2006, p.91) that the purposive sampling is selected by some arbitrary method because it is known to be representative of the total population, or it is known that it will produce well matched groups. the writer chose the samples based on the different of knowledge background. thus, the sample was chosen to correlate their reading habit and their reading comprehension achievement. the total number of the samples are 168 students of 12th grade students of ma.pp.qodratullah. research instrument analysis validity test fraenkel, et. al (2012, p.147) state that validity has been defined as referring to the appropriateness, correctness, meaningfulness, and usefulness of the specific inferencesresearchers make based on the data they collect.then, to find out the validity of questionnaire, the writer analyzed the data based on the theory and judgement of the experts by using pearson product-moment coeficient in spss 16. meanwhile, the researcher applied the pearson product-moment coeficient to know the validity of the test. 99 in this study, the writer did try out the test items to 12th grade students of ma. pp. qodratullah langkan. the items were reading test and questionnaire. the reading test consisted of 50 questions, while the questionnaire consisted 20 question items. pearson product moment in spss 16was used to find out the validity of reading test and questionnaire. according to basrowi (2007, p.24), if the result of the test shows the rcount is higher than rtable (0.381), it means that the items is valid. then it was found that there were 42 questions for reading test and 15 questions for questionnaire considered valid. reliability test another characteristic of a good test is relability. according to fraenkel, et. al (2012, p.154), reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. cronbach alpha was used to find out the reliability of reading test, while the writer used split half method to find out the reliability of questionnaire. fraenkel and wallen (2012: 163) state that the score is considered reliable if the score of significance is at least or preferably higher than 0.70. therefore, it was found that the reading test score was 0.974 and the questionnaire score was 0.904 (<0.70). it meant the items were reliable for the real research. analysis on students’ reading habits questionnaire in this study, the questionnaire items were given to the samples of 12th grade students of ma. pp. qodratullah langkan that consist of 168 students. the questionnaire comprised 15 questions item which dealt with their reading habits. from the result of students’ questionnaire, the writer found that the mean score was 55.58 with the standard deviation was 7.942. the minimum score was 36 (5 students), and the maximum score was 69 (9 students). there were 46 students had a 100 very good reading habit (27.4%), the majority of them had a good reading habits 109 students (64.9%), and only a few number of students had an average reading habit 13 students (7.7%), at last, none of them had a poor and very poor reading habit analysis on students’ reading comprehension after computing the students’ reading comprehension achievement test, the writer found that the students’ mean score for their reading comprehension achievement was 39.55 with the standard deviation was 13.062. there were 2 students had good reading comprehension achievement (1.2 %), 18 students had average (10.7%), the majority of them 148 students had poor reading achievement (88.1%), and none of them had excellent reading achievement. the minimum score of this term was 12 (2 students), and the maximum score was 80 (1 student). normality test normality test was used to know whether the population model which becomes the sample of the research from each variable procedures, there was still possibility that the standard deviation in the data from the result calculation was still not normal. therefore, by using kolmogorov smornov in spss version 16.0, it was be known whether the deviations in the measurement of the samples from each variables were still normal or not. based on the analysis of the questionnaire, the result was 2.058. the p-output (asymptotic significance) was 0.367. it means that the data distribution was normal because the p-output (asymptotic significance) was higher than mean significant different at 0.05. meanwhile, based on the analysis of the reading test, the result was 2.058. the p-output (asymptotic significance) was 0.115. it means that the data distribution was normal because the p-output (asymptotic significance) was higher than mean significant different at 0.05 101 homogeneity test homogeneity test was used to know the population variances which becomes the sample of the research from each variables. although the sample was taken procedurally through purposive sampling procedure, there was still possibility that the variances from the result calculation was still not homogeny. therefore, by using chi-square test in spss 16.0, it was known whether the variance in measurement of the sample from each variable still homogeny or not. based on the analysis of the questionnaire, the result was 60.286. after consulting chi-square table with df 23, on the 0.05 level significant, the p-output (asymptotic significance) was 0.078. it means that the data distribution was homogeny because the p-output (asymptotic significance) was higher than mean significant different at 0.05. meanwhile, based on the analysis of the reading test, the result was 82.000. after consulting chi-square table with df 24, on the 0.05 level significant, the poutput (asymptotic significance) was 0.115. it means that the data distribution was homogeny because the p-output (asymptotic significance) was higher than mean significant different at 0.05. hypothesis testing in measuring significance correlation to find out the correlation of students’ reading habit and their reading comprehension achievement, pearson product moment was applied. it was found that the correlation between the two variables was .000 with significance level .309. it meant that there was a very weak correlation between the students’ reading habits and their reading comprehension achievement. therefore, the correlation was not significant ( sig.2 tailed = .309 or > 0.05). 102 conclusion in this study, the writer concluded that there was low correlation between 12th grade students’ reading habit of ma. pp. qodratullah and their reading comprehension achievement. this phenomenon was caused by several reasons such as; 1) the misperception of the students’ point of view in their comprehension toward good reading habit, 2) the students wanted to look good, though they were expected to answer the questionnaire honestly, and 3) the students preferred to read for pleasure, while the tests of this research were taken from reading for academic purpose materials. in fact, this study showed that the majority of 12th grade students of ma. pp. qodratullah had good reading habits (65%), but they had low reading comprehension achievement (86.5%). consequently, the alternative hypothesis(ha) is rejected and the null hypothesis (h0)is accepted. it means, the correlation between the students’ reading habits and their reading comprehension achievement was not significant. references andrew, b. r. (1903). habit. the american journal of psychology. xiv(2). massachusetts: mass . luis n . wilson publisher. retrieved from http://www.jstor.org/stable/1412711 annamalai, s.,& muniandy, b. (2013). reading habit and attitude among .............malaysian polytechnic students. unpublished thesis. malaysia: .............university of science. arikunto, s. (2010). prosedure penelitian suatu pendekatan praktik. jakarta: ..............rineka cipta. basrowi, soenyono. (2007). metode analisis data sosial. kediri: cv. jenggala .............pustaka utama. best, j.w. (1995). research in education (7th ed.) . new delhi, nd: .prentice hall, inc bilokcouglu, h. (2011). the effect of pre-reading activities in efl classes on students’ reading comprehension. the european university of lefke. retieved from http://www.en.lau.edu.tr/euljss/si27.pdf http://www.jstor.org/stable/1412711 http://www.en.lau.edu.tr/euljss/si27.pdf 103 brown, d. h. (2000). teachingby principlesan interactive approach to language pedagogy. new york, ny. routledge cohen, l., et. al. (2007). research methods in education. canada: routledge creswell, j. w. (2012). educational reaserch: planning, conducting, and ............evaluating quantitative reaserch 4th ed. university of nebraska: pearson. dahlan, c., & novitasari, r. (2012). exploring online resources for/with fifth .............graders tocultivate reading habits and increase english literacy .............achievement. unpublished thesis. palembang: sriwijaya university. donahue, p.l., finnegan, r.j., lutkus, a.d., alle, n.l., & campbell, j.r. (2001). the nation’s report card: fourth grade reading 2000. retrieved from http://nces.ed.gov/nationsreportcard/pubs/main2000/2001499.asp elias, g.c., & ingram, d.e. (1977). cultural components of reading. singapore: khai wah press fathonah, n. (2006).the teaching of reading at sltp negeri 2 ngimbang .............lamongan. unpublished thesis. lamongan: uin malang. fitriani, e. (2007). the correlation between self-concept and reading .............comprehension achievement of students of private university. .............palembang: sriwijaya university. hidayat, s. rahayu. (1990). pengetesan kemampuan membaca secara ............komunikatif. jakarta: intermasa. holandyah m. (2013). designing and evaluating quantitative research in ............education. palembang: noer fikri offset janthong, j. (2010). the second international journal: english comprehension and reading habit improvement: use of questioning technique. thailand: prince of songkala university. retrieved from http://tar.thailis.or.th/handle/123456789/891 kathori, c.r. (2004). research methodology. new delhi, nd : new age international (p) ltd., publishers leonhardt, m. (1995). parents who love reading, kids who don’t. new york, .............ny:publisher, inc. leedy, d. p., & ormrod, e. j. (2001). practical reaserch:seventhedition planing and design. new jersey, nj: prantice hall lone, f.a. (2011). reading habits of rural and urban college students in the 21th century. retrieved from http ://digitalcommons. unl. edu /cgi/viewcontent.cgi?article=1617&context=libphilprac manzo, v. a. (1995).teachingchildrento be literate. usa: holt, rinehart and winston, inc. marczyk, et.al. (2005). essencialofresearchdesign andmethodology. hoboken, ...........new jersey, nj: jhon wiley national endowment for the art.(2007). to read or not to read: a question http://nces.ed.gov/nationsreportcard/pubs/main2000/2001499.asp http://tar.thailis.or.th/handle/123456789/891 104 of national consequence. retrieved from http://arts.gov/sites /default/files/toread_execsum.pdf nunan, d.(2006). practical english language teaching: young learners. ..........singapore: mcgraw hill. palani, k.k.(2012). promoting reading habits and creating literate society. international refereed research journal. 2(1), 90-94. retrieved from http://www.researchersworld.com/vol3_issue2_1/paper_10.pdf pang, s. e., et. al.(2003). teaching reading. switzerland: the international ............academy education, iae. patel, m.f., & jain, p. m.(2008). english language teaching. jaipur: ...........sunrise department for education and skill. (2005). understanding reading comprehension:2. guidance curriculum and standards.hmso, the licensing division, st clements: raising standard rahman, h. (2004). an evaluation of the teaching of reading skills of english in bangladesh. bangladesh: university of rajshahi. retrieved from www.asian-efl-journal.com/thesis/thesis-rahman.pdf rainie, l., et. al.(2012). the rise of e-reading 21% of americans have read ............an e-book. the increasing availability of e-content is prompting ............some to read more than in the past and to prefer buying books to ............borrowing them. washington, d.c: pew research center’s internet ............& american life project. retrieved from http://libraries.pewinternet.org/ files/legacy-pdf/the%20rise%20of%20e-reading%204.5.12.pdf. richards, j. c., & renandya, w. a.(2003). methodology in language teaching. new york, ny : cambridge university press. sartika, e. (2013). the correlation among reading atitude, reading habit and students’ reading comprehension at iain raden fatah palembang. unpublished thesis. palembang: sriwijaya university. setyaningsih, n.(2012). the relationship among..reading habit, vocabulary .............mastery and reading comprehension..achievement of .the students of .............smp n 3 sungai lilin. unpublished thesis. palembang: sriwijaya .............university. schoenbach, r., greenleaf, c., & murphy, l.(2012) . engaged academic literacy for all. in reading for understanding: how reading apprenticeship ......... .. improves disciplinary learning in secondary and college classrooms, ............ .2nd ed (pp. 1–6). san francisco: jossey-bass. retrieved from: ..http://www.wested.org/online_pubs/read-12-01-sample2.pdf singh, k.y.(2006). fundamental of research methodology and statistics. new delhi : new age international (p) ltd., publishers sommer, toni.(2004). academi support guides reading comprehension. sun luis. cuesta college. retrieved september 28, 2014, from http://academic.cuesta.edu.acasupp/as/300index.htm http://arts.gov/sites http://www.researchersworld.com/vol3_issue2_1/paper_10.pdf http://www.asian-efl-journal.com/thesis/thesis-rahman.pdf http://libraries.pewinternet.org/ http://www.wested.org/online_pubs/read-12-01-sample2.pdf http://academic.cuesta.edu.acasupp/as/300index.htm 105 strauss, j. m.(2008). reading habits and attitudes of thai l2 students. africa : ............university of south africa. retrieved from http://uir.unisa.ac.za/bitstream/ handle/10500/2276/dissertation.pdf?sequence=1. wallen, n. e., & fraenkel. j. r.(2011). how todesign and evaluate reaserch in education. new york, ny: mcgraw-hill publishing company. walliman, n.(2011). reaserch methods: the basic. new york, ny: routledge. willyanti, devi.(2007). increasing students’ vocabulary and reading .............comprehension achievement through extra reading activities to the .............second year students of sma ptba tanjung enim. unpublished thesis. .............palembang: sriwijaya university. wooley, g. (2011). assisting children with learning difficulties. springer. retrieved from http://www.springer.com/cda/content/document /cda_downloaddocument/9789400711730-c1.pdf?sgwid=0-0-45-1158048p174102871. wood, w., & neal, d.t.(2007). a new look at habits and the habit-goal interface. the american psychological language, 16(1), 1-18. retrieved from http://nlfrc.hawaii.edu/rfl/april2007/takase/takase.pdf yoke, et. al.(2008). factors affecting life-long reading habits of uitm johor .............students. malaysia: universiti teknologi mara johor. retrieved from eprints.uitm.edu.my/.../1/lp_carolyn_soo_kum_yoke_08_24.pdf zwiers, j.(2004). building reading comprehension habits in grades 6-12. ...........sanfransisco, ca: international reading association. http://uir.unisa.ac.za/bitstream/ http://www.springer.com/cda/content/document http://nlfrc.hawaii.edu/rfl/april2007/takase/takase.pdf 145 teaching report paragraph writing by using pie (point, illustration, explanation) strategy to the eleventh grade students of man 1 palembang muhammad yusuf uin raden fatah palembang abstract: the aim of this study was to find out whether or not there is any means significant difference on students writing achievement of pie (point, illustration, explanation) and those who are not to eleventh grade students in man 1 palembang. the population of this study consisted of 209 eleventh grade students of man 1 palembang in academic year 2014/2015. the sample was selected by using purposive sampling. there were 76 students selected. before being taught writing by using pie strategy or given treatment, the students were given pretest. from the students’ score pretest, the writer got xi science 3 lower than xi science 2, it means that xi science 3 become as a experimental group and xi science 2 become as a control group. this study was conducted for about one month. during the treatment, the experimental group taught by using pie strategy. there were twelve meetings which spent 70 minutes (2x35 minutes) in each meetings. every meetings they got writing materials that were taken from senior high school english books, cyberspace, and students’ environment for the eleventh grade students. the data were in form of posttest experimental and control group of students writing achievement scores. then, they were analyzed by using independent sample t-test to meet the objective of the study. from the result of independent sample t-test, it was found that there was a significant difference from students posttest experimental and control group, since the p-output was lower than 0.05 and t-value was higher than t-table (1.66). keyword: writing achievement. point, illustration, and explanation. introduction language is a very important means of communication between humans (syal & jindal, 2007, p.5). people use language to communicate with others. people communicates their ideas, emotions, beliefs or feelings to other as they share a common code that makes up the language. one of languages in the world is english. according to sharifian (2009, p.2), as an international language, english is used by millions of people around the world. it means that english is a global communication for many activities. the activities 146 encompass politics, economy, science, technology, culture, education, and entertainment. in indonesia, english is taught as compulsory subject starting from junior high school up to the university. based on kemendikbud (2013, p.91-92), english has been compulsory subject which is learned from junior high school to university. in learning english, there are four basic skills that they are listening, speaking, reading, and writing. petty and jensen (1980, p.6-7) define that the term are “reading, listening, speaking, and writing.” hence, the four skills consisted of listening, speaking, reading, and writing are the basic skill of english that must be learnt by people who will take english as their major in education. one of the four skills of english is writing, a system to record language meaning and word symbol. coulmas (2003, p.1) states that writing is a system of recording visible (language meaning) and tactile (word symbol). moreover, writing is emphasized in verse of the holy-qur’an that writing is an important part of learning as follows: “and you did not recite before it any scripture, nor did you inscribe one with your right hand. otherwise the falsifiers would have had [cause for] doubt” (qs. al-ankabut 48) as a result, writing as recording language meaning means a process of some words creating to become a sentence indeed a paragraph that has a meaning. meanwhile the number of sentences becomes a text that can be understood by the reader when reading the text. writing is one of difficult skills to learn besides reading skill. harley (2014, p.241) states that unlike speaking and listening, reading and writing are clearly not easy tasks to learn, as manifested by large numbers of people who find them difficult. likewise, asaro (2008, p.30) states that writing is difficult because of student’s inability to organize, start, and end thoughts, or write essays that forced them to rely on previous knowledge. the creative and analytical aspects involved in writing may 147 have been made the process difficult (church et al., in asaro 2008, p.30). for instance, students cannot start his ideas in writing with lack of words vocabulary. writing also encompasses grammar and other components to master in mind of students. according to peterson (2008, p.72), assessing writing is a subjective process. it means that writing have many range assesment, that call subjective. and graham, mac arthur, and fitzgeral (2007, p.89) state that “learning through writing” does not seem very scientific but, rather, exteremely subjective. it can be say writing it hards to assest than the objective skill, beacause writing is subjective skill that have many compenent to assest. likewise, hafer (2014, p.76-77) states that when we speak about writing, we can get into trouble, when we work from the objective into the subjective. it conclude that writing it s not easy skill, because there are many compenent from the big scale till the little scale should be assest. and if that was not enough, when it comes to explaining real live events, explanation verges into discursive writing as there are often many possible alternative causes that are not necessarily linked and are often subjective (corbett & strong, 2011, p.110). it can be conlude that writing very difficult to assest, because we can not assest as objective skill, meanwhile subjective skill. in addition, writing is taught in senior high school students at each semester to develop and procedure the text types. there are four kinds of texts at eleventh grade of senior high school to be learned, such as narrative text, descriptive text, report text and procedure text. in learning writing some students still have difficulties to start writing. based on the writer’s informal interview with teacher of english and eleventh grade students at man 1 palembang, many students of eleventh grade get difficulties in learning writing skill. for examples, some of students are lack of grammar. beside, the students have less vocabulary and like to imitate the text which given in the book or rewrite their friends’ work. further, they are lack of motivation in learning writing. 148 these problems make the students dislike writing and get some difficulties in starting writing and making composition. considering the difficulties in teaching writing, a teacher must apply effective learning strategies. based on permendiknas no. 81-a 2013, learning process must commit to the principles that the other one is to apply some learning strategies which is effective, meaningful, and fun in other to solve difficulties of learning process. because of that, one of strategies applied to overcome difficulties especially in teaching writing is point, illustration, explanation (pie) strategy that is one of the strategies in teaching writing to help students easy to write report text and increase students’ motivation in writing skills. point, illustration, explanation (pie) is designed to motivate the students’ interest in writing and help students easy to write report. according to cross (1996, p.44), pie strategy is one of the strategies to help students easy to write report, analytical, and argumentative paragraph and increase students’ motivation in writing skills. pie stands for the word point, illustration, explanation. by using these strategies pie, students actively bring their background knowledge to the forefront, and student connections, interest, and motivation can be addressed when they used these strategies. in making point of paragraph, students must have a prior knowledge about the phenomenon, issue, news, etc. in illustration, students elaborate or draw how, what, why, when, where, the title or point of the topic can happend. after that students have to explain part of the illustration that students have wrote. based on both of previous study this strategy helpfully students in easy making report paragraph. based on some previous explanations mentioned before, the writer was interested in conducting the study about teaching writing through point, illustration, explanation (pie) strategy to the eleventh grade students of man 1 palembang. 149 concept of teaching writing teaching means to help and cause someone to know something or to do something. according to brown (2007, p.7-8), teaching is defined as “showing or helping someone to learn how to do something, giving instruction, guiding in the study of something to help and cause someone to know something or to do something, providing with knowledge, causing to know or understand. writing is a process of transfering and expressing our ideas or thought in words. according to mora-flores (2009, p.12), writing is a process by which we transfer our thinking, our ideas, and our experiences into written form. according to negari (2011, p.299), teaching writing is a complicated process which involves a number of cognitive and metacognative, for instance; brainstorming, planning, outlining, organazing, drafting, and revising. further, writing is not only complex but also hard to teach where we need to master the grammatical and other components of writing. concept of report paragraph writing a report paragraph requires students to explore factual information and create a format for sharing information (moss & lapp, 2010, p.310). using report text organizer, students write a report paragraph describing the topic. the purpose of report paragraph is written to inform the audiences on a topic. furthermore, hampton et al. (2009, p.39) states that a report paragraph classifies and describes the ways things in the social and natural world. it gives details, often physical, about such things as animals, plants, weather, medicine, machines, and countries. concept of point illustration explanation strategy point illustration explanation is a strategy to help students easy to write report. cross (1996, p.44) mentions that point, illustration, explanation (pie) strategy is one of the strategies to help the students easy to write report, analytical, and 150 argumentative paragraph and increase students’ writing skill. cross also explains that pie is a strategy used when writing paragraph text that describes the relationship between the point and the proof. it means that this strategy is used to keeping the ideas of a writer that want to describe as his or her intention. this strategy makes the points in the writing can be achieved and the writer is able to elaborate the ideas to write. the writing aims will be good by paying attention to the points, illustration, and explanation. moreover, the strategy enables the body of pharagraph focus clearly, and develops convincingly. the point, illustration, explanation (pie) strategy is a strategy to ensure the body of paragraph focused clearly, develop convincingly, and connects back to thesis (wallace, g. w & bott, d. a, 1989). it is explained that pie strategy is strategy that can enable the writer in putting the ideas on the paper. this strategy is so helpful to remind the studentsto write the clear aims and ideas in their writing. jack (2006, p.173) states that point, illustration, explanation is a writing strategy to remind students about the key parts of a paragraph has all the pieces of the p-i-e (point-illustration-explanation). it means that pie is the key part of a pargraph in writing skill that easy for students. whenever you are incorporating a source into a pargraph, simply remember p.i.e: point, illustration, explanation (blinn college, 2008). it means that whenever you want to make paragraph, just remember p.i.e. likewise, one of the easiest ways to develop a paragraph is using the pie method (texas state writing center, n.d.). it can conlcude pie is the easiest way to develop paragraph in writing skill to help students in good organizing. procedures of point illustration explanation strategy teaching procedure by using point, illustration, explanation (pie) is divided into the following three steps: (1) point, (2) illustration, (3) explanation (wallace, g. w & bott, d. a, 1989). the stages are elaborated as follows: a. the point 151 1) teacher begins starting warming up with hot issue 2) teacher explains the structure of report paragraph 3) teacher asks students to make their points. 4) students write the point out as a sentence or two b. the ilustration 1) teacher asks student to find data (facts, statistic, examples, expert opinions) from other reputable source to support their point. c. the explanation 1) teacher asks students to to analyze the illustration, clafify any ambigious ideas or information 2) teacher asks student to make their explanation related to their point and illustration. advantages of point illustration explanation strategy according to cross (1996, p.44), point, illustration, explanation (pie) strategy have benefits, there are as follows : a. students are automatically able to write that the strategy will help the students when writing essays, reports, argument, as well as other projects; it is explained that this strategy can be as a good process to follow in order to make the writing to be concept. b. this strategy helps the students to run their writing in good process of instruction given. the statement is supported by james cited in cross (1996, p.46) who has identified each phase of point, illustration, explanation (pie) strategy naturally c. making the process is almost as automatic as using your proofreading software. it is explained that when the students try to follow the steps of this strategy, the students have indirectly followed the process automatically. each steps are worthy for the students, so that the students can succeed in their writing as what they want to say in written form. 152 o1 x o2 o3 o4 method of the study the method of the research is quasi experimental method. according to fraenkel et al. (2012, p.275), quasi experimental design does not include the use of random assignment. it enables researchers to rely instead on other techniques to control (or at least reduce) threats to internal validity. in this study, the writer used the pre-test post-test non-equivalent groups design. this design, one of the most commonly used quasi experimental designs in educational research, is such naturally assembly groups as intact classes or samples which may be similar. model of the pretest-posttest non equivalent group design suggested by cohen et al. (2007, p.283) is as follows: where : : dash line indicated that the experimental and control group have not been equated by randomization o1 : the pretest of the experimental group o2 : the postest of experimental group o3 : the pretest of the control group o4 : the posttest of control group x : treatment for experimental group taught by using pie strategy population and sample according to the creswell (2012, p.142), population is a group of individuals who have the same chracteristics. a group of individuals (a group of organization) with some common defining characteristic that the reasearcher can identify and study is called target population (creswell, 2012, p.142). population of 153 this study was the eleventh grade students of man 1 palembang. there were six classes. the classes are divided into three classes of science program and three classes of social program. so, there were 209 students as the population. sample is a group in a research study on which information is obtained (frankel et al., 2012, p.91). in this research, the writer used purposive non-random sampling. according to arikunto (2013, p.33), purposive non-random sampling is selected based on previous knowledge of a population and the specific purpose of the research, investigators use personal judgment to select the sample. based on the research method used in this study, cohen et al. (2007, p.283) mention that researcher using the pre-test post-test non equivalent groups design is advised to use samples that are similar between groups. the writer took two classes from xi ipa 2 and xi ipa 3, it was based on previous knowledge and the recommendation by the teacher of english who knew the characteristics. there were 38 students for experimental group and 38 students for control group. after giving pretest, the students from class xi ipa 3 belong to the experimental group (writing by using pie strategy) and the students from xi ipa 2 belong to the control group. validity test the validity of the instruments used in research is very important, for the conlusions that researchers draw are based on the information they obtain using the instruments. fraenkel et al. (2012, p.147) state that the term “validity “ refers to the appropriateness, meaningfulness, and usefulness of any inferences of researchers draws based on the data obtained through the use of an instrument. in addition, frankel et al. (2012, p.158) state that validity obtain by expert judgemnet by using content-related evidence. there were three experts evaluating the test whether it was appropriate or not. the raters were an english lecturer in uin raden fatah palembang. there were 5 evaluated items; instruction, topic, time allocation, content and rubric. the results showed that rubric was very appropriate, topic, time allocation 154 and content were appropriate. in brief, the writing test was valid and appropriate to collect the data. there was one type of validity use in this research : content validity. a. construct validity the writer did construct validity of the test to judge or measure whether or not a test instrument well to measure students ability. in construct validity of this study, the writer submitted to three raters or expert judgements. the format of the instrument test was measured by three rater before doing research. fraenkel et al. (2012 p.150) assumes that a common way is to have someone look at the content and format of the instrument and judge whether or not is appropriate. the “someone” of course, should be an individual who knows enough about what is to be measured to be a competent judge. then, the writer took three raters measured the format of the instrument test. they are a lecturer of uin raden fatah palembang. they measured including such things as instruction, topic, time allocation, content, and rubric. after measuring the format of instrument test, the three rater accepted it to continue doing research to the eleventh grade students. b. content validity content validity refers to judgements on the content and logical structure of an instrument as it is to be used in a particular study (frankel et al., 2012, p.162). rater was used to see the content validity by administering the test to the other students from different school with the sample. reliability test according to frankel et al. (2012, p.154), reliability refers to the consistency of the scores obtained-how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. the concept of reliability is related to the consistency of the measurement when the testing procedure is repeated on a population of individuals or group. 155 arikunto (2013, p. 242) states that in method of collection data, that is dangerous is in the scale that the assesment have range of consistency is low. in addition, arikunto (2013, p.243) states that if the rater (expert judgement) more than two, it should be conducted the agreement score. it means that if the rater more than two, researcher can modify the formula as many as the rater used by researcher. therefore, in this study the researcher use observation reliability that use rater (expert judgement) to take handle of the instrument and the rubric its reliable or not. by using agreement coefficent by h.j.x fernandes cited in arikunto (2013, p.244) follow the formula below : kk = agreement coefficient s = agree, amount of same object n1 = amount of score by rater 1 n2 = amount of score by rater 2 n3 = amount of score by rater 3 from the calculation, it was found the reliability of the writing test items by using agreement coefficient was 0,79. it was higher than 0,70. therefore, it could be stated that this instrument was considered reliable for this study. normality test the writer analyzed the normality of the sample data of the pretest and posttest between experimental and control groups to prove the sample of the data is in normally distributed population or not. in analyzing of the normality data of pretest scores, the writer used one-sample kolmogorov-smirnov test. based on the analysis data of pretest in control and kk = 3s nଵ + nଶ + nଷ 156 experimental groups, it showed that the significance in experimental group was 0.923, and in control group showed the significance was 0.674. since p value was higher than 0.05, it can be concluded that the data obtained were considered normal. meanwhile the significance of the posttest in experimental group was 0.611 and the significance of the posttest in control group was 0.631. the significance value of the kolmogorov-smirnov z test is greater the 0.05, it means that the data is in ormally distributed population. homogeneity test the writer analyzed the homogeneity of the sample data of the pretest and posttest between experimental and control groups to prove the variance every sample is homogenous or not. the writer found out that the significance was 0.393. since p (0.393) value it was higher than 0.05, it meant that the students’ pretest scores in control and experimental groups are considered homogeny. in other words, the samples are in the same capability. based on measuring homogeneity test for posttest in both groups, the writer also used levene statistics. the writer found out that the p was 0.748. since it was higher than 0.05, it means that the students’ pretest scores in control and experimental group are considered homogeny. hypothesis testing in this study, to measure the significance difference, the writes used the independent sample ttest. the estimation on the independent statistics shows that it was found that p-output 0.000, since the p-output was lower than 0.05 and the t obtained was 10.429 at the significance level of p < 0.05 in two tailed testing and df =74, the critical value of ttable is 1.666. since the value of tobtained exceeded the critical value of t-table, the null hypothesis (h0) was rejected and the research hypothesis (ha) was accepted. it means that there was a significant difference in the 157 students’ writing achievement between the students who were taught by using point, illustration, explanation strategy and those who were not. conclusion based on the findings presented in previous chapter, the writer concluded that there was any significant difference on student’s report paragraph writing achievement taught by using point, illustration, explanation and those who are not to eleventh grade students of man 1 palembang. it could be seen from the result analysis using independent sample t-test that showed the p-output was 0.000. from the score, it can be concluded that the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted. however, the students felt interesting, helpful, and fun in learning writing. it was because point, illustration, explanation strategy encouraged the students to organized their written report paragraph easily. that reason made that there was a significant difference on student’s report paragraph writing achievement taught by using pie and those who are not at tenth grade students of man 1 palembang. references arikunto, s. (2013). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta asaro, k. (2008). the effect of planning instruction and self-regulation training on the writing perfomance of young writers with autism spectrum disorders. disertation of new york university blinn college-bryan writing center. (2008). using sources in your paper. brown, h. d. (2007). principles of language learning and teaching. san fransisco state university : library of congress cataloging in publication data. cohen, l., lawrence, m., & keith, m. (2007). research method in education. london and new york: routledge. coulmas, f. (2003). writing systems : an introduce to their linguistic analysis. new york: cambridge university press. cresswell, j. w. (2012). eduacational research. (2nd ed). pearson prentice hall., upper saddle river, new jersey. 158 corbett, p. & strong, j. (2011). talk for writing across the curriculum. new york, ny: open university press. cross, k, p. (1996). classroom research : implementing the scholarship of teaching. new jersey: lotus press. frankel, j, r., wallen, n, e. & hyu, h, h,. (2012). “how to design and evaluate research in education (8th-ed)”. new york: mc. graw-hill, inc. graham, s., macarthur, c.a., & fitzgerald, j. (2007). best practices in writing instruction. new york, ny: the guilford press hafer, g. (2014). embracing writing ways to teach reluctant writers in any college course. san fransisco, ca: john wiley & sons inc hampton, s., murphy, s. & lowry, m. (2009). using rubrics to improve student writing. usa: new standard harley, t, a. (2014). the psychology of language: from data to theory. canada: psychology press. jacks, r. (2006). illustrated dictionary of education. new delhi: lotus press kemendikbud. (2013). materi pelatihan guru implementasi kurikulum 2013. jakarta: departemen pendidikan nasional dan kebudayaan leo, s, groth, c, yugianingrum, lilyana, s, kendra, i, l,. & lukman, e, a. (2007). english for academic purpose essay writing. yogyakarta: c.v. andi offset mora, f & eugenia. (2009). writing instruction for english learner :a focus on genre. thousand oaks, california: corwin press. moss, b. & lapp, d. (2010). teaching new literacies in grades 4-6: resources for 21st – century classrooms. new york: guilford publications, inc. negari , g, m. (2011). “a study on strategy instruction and efl learners writing skill”. international journal of english linguistics, 1 (2). doi: 10.5539/ijel.vln2p299 permendiknas. (2013). no. 81-a .implementasi kurikulum. menteri pendidikan naional republik indonesia. peterson, s. s. (2008). writing accros the curriculum: all teachers teach writing. canada:portage & main press petty, w, t, & jensen, j, m. (1980). developing children’s language. united states: allya and bacon. sharifian. 2009. english as an international language: perspectives and pedagogical issues (new perspectives on language and education). united kingdom: multilingual matter. surah al-ankabut. (n.d.). retrieved from: http://www.qur’an.com. syal, pushpinder, and jindal, d. v. 2007. an introduction to linguistic language, grammar and semantics. india: prentice-hall of india private limited the pie paragraph. (n.d). rettrieved from writng center.txst.edu wallace, g. w & bott, d. a. (2012).statement-pie a strategy to improve the paragraph writing skills of adolescents with learning disabilities. journal of learning disabilities, 22 (9) 541-543. doi: 10.1177/002221948902200904 http://www.qur 1 the correlation between students’ self-esteem and speaking achievement of undergraduate efl students of english education study program of islamic state university of raden fatah palembang joni gunawan uin raden fatah palembang jonigunawan741@gmail.com the main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ self-esteem and speaking achievement. students in the fifth semester were selected from among undergraduate efl students of english education study program at uin raden fatah palembang as the sample. speaking test was done to measure students’ speaking achievement. by using oral proficiency categories from brown (2004) students’ speaking achievement was scored the five subskills of vocabulary, structure, pronunciation, fluency and comprehensibility. an adult version of coopersmith self-esteem inventory (csei) which modified by ryden (1978) for measuring self-esteem containing 58 items were also administered to the participants. pearson product moment and regression analysis were used to find out the correlation and the influence between variables. the result showed that there was a significant correlation between students’ self-esteem and speaking achievement with r = .635. besides, there was also a significant influence of selfesteem on speaking achievement with 40,4%. this study could have implications for english language teachers, course designers, learners, and text book writers. index terms self-esteem, speaking achievement, testing speaking, uin learners of english keywords: self-esteem, speaking achievement introduction english has been become lingua franca for communicating in business, education, government and opportunity general. it is supported by hammond (2012) that english is a language which has the most users in the world after mandarin language. there are 101 countries and 10 organizations that use english as their formal language such as : uk, usa, south africa, singapore, and switzerland etc. for organizations such as : coe, nato, and nafta etc. the total of users are about 1000 million people. indonesian’s english proficiency stayed in low position in the 34 th from 44 non-speaking english countries (english first [ef], 2011). speaking is one of the four macro skills necessary for effective communication in any language, particularly when speakers are not using their mother tongue (boonkit, 2010, p. 1305). furthermore, lightbown and spada (2006, p. 12) explain that speaking in the target language is requiring more than one mental task at one time like choosing words, pronouncing them, and stringing them together with the appropriate grammatical. by speaking, people can convey information, ideas, and maintain social relationship in communicating with others (kalanzeda, mahnegar, hassannejad, & bakhtiarvand, 2013, p. 2). richard (2008, p. 19) indicated that the mastery of speaking skills in english is a priority for many second-language or foreign-language learners. furthermore, if students have good mastery in speaking, it will make them easier to get job in the future. it is supported by dino (2013) that english skill especially oral skill is a primary thing for mailto:jonigunawan741@gmail.com 2 those who want to work in multinational company, not only that local company has placed oral skill in english to be one of criteria in looking for employees. (harvard business review [hdr], 2012) reported that the fastest-spreading language in human history, english is spoken at a useful level by some 1.75 billion people worldwide. on the contrary, for most people, speaking is the most difficult part when they learn a foreign language. oral skills have hardly been neglected in efl/esl courses witness the huge number of conversation and other speaking course books in the market (richard, 2008, p. 19). susilawati (2007, p. 8) states that in an oral discussion, shyness, nervousness, feeling afraid of making mistakes, not knowing the way how to pronounce certain words, are the potential problems that can hinder the students to speak. as juhana (2012, p. 101), there are some psychological factor that hinder students from practicing their speaking in english class. psychological factor is a factor which comes from the inner of individual. one of psychological factors is self-esteem. the word 'esteem' comes from a latin word which means to estimate. so, self-esteem is how someone estimate her/his self (sarasota, 2011, p. 7). the theory of self-esteem is in accordance with plummer (2007, p. 18) that selfesteem is a primary factor in the building and maintenance of social, emotional and mental well-being and that it also plays a major part in academic achievements and physical health. juyandegan (2016, p. 305) stated self-esteem affected many aspect of people’s life especially in general, academic, family, and social relationship. wherefore, dedmond (2011, p. 3) also defines self-esteem as the complication of feelings that guide behavior, influences attitudes, and drives motivation. self-esteem as the most important factor of human affective domain has been found to play an extremely important role in second language acquisition (sla). as brown (2000, p. 217) indicated that non-linguistic factor is an aspect to support students in achieving speaking skill. this factors involve personality area such as self-esteem, selfconcept, and extroversion personality. he proposed that no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence and self-efficacy to successfully perform that activity (2007, p. 154). furthermore, juyandegan (2016, p. 305) states that self-esteem is considered as one of the important affective factors because success or failure of a person depends mostly on the degree of one's self-esteem. when students have a low self-esteem, they can suffer from a range of psychological difficulties such as loneliness, academic failure, criticism, rejection and depression. low self-esteem can negatively affect language learning, and they especially appear in oral communication (juyandegan, 2016, p. 206). struggling with self esteem builds adverse effects on all areas of a student’s life from social to academic (sinha & imam, 2016, p. 384). in line with ahour and hassanzadeh (2015, p. 443) described that when a person has low self-esteem, it brings lack of self-confidence, concern, social distance and other negative circumstances. the rationales of conducting this research are first, today’s life has demanded people to be able to speak in english (widiati & cahyono, 2006, p. 1). second, problem often occurs in the process of fostering speaking skill, especially in the aspect of behavior (sad, 2008, p. 34). last, students’ speaking skill in asia continent remains limited in speaking. in the term of self-esteem, a study found that low self-esteem prospectively predicts antisocial behavior, eating disturbances, depression, and suicidal ideation (donnellan, trzesniewski, robins, moffitt, & caspi, 2005; mcgee & williams, 2000; orth, robins, & roberts, 2008). self-esteem has become a household word. teachers, parents, therapists, and others have focused efforts on boosting self-esteem (baumeister, 2003, p. 1). 3 based on the informal interview with some students of english education study program of islamic state university of raden fatah palembang, the researcher found some problems. first, they did not join english course, avoid arrogance. another problem is that they were afraid that they would be laughed by other students if they make a mistake. wherefore, they have capability to speak with good vocabulary, grammar and pronunciation, they are still unconfident, nervous, and afraid making mistakes. related to the term or self esteem, the researcher found that teachers ignore students’ self-esteem and students are not really aware with their self-esteem performance. some researchers have previously explored those related variables : selfesteem and speaking achievement. but it is still inconsistent found upon the results. kalenzeda, et al. (2013) found that there was a statistically significant correlation between the students’ self-esteem and their verbal performance. on the contrary, pornsri (1993) found no relationship between self-esteem and oral communicative ability. other ways, james c. mccroskey & john a. daly (2003) found that the results clearly confirmed that communication apprehension and self-esteem were negatively related. based on the explanation above that psychological factor that consist of self esteem is serious problem for students to be successful in speaking, therefore, it is important to focus on this issue. the research problems in this study are: (1) is there any correlation between students’ self-esteem and their speaking achievement of undergraduate efl students of english education study program of uin raden fatah palembang ? (2) does students’ self-esteem influence their speaking achievement of undergraduate efl students of english education study program of uin raden fatah palembang? literature review self-esteem tracy (2016) defines self-esteem how much an individual like his/her self, how much an individual respect his/her self, and how much an individual value his/her self in his/her interaction with other people. also, dedmond (2011, p. 6) claims self-esteem is the complication of feelings about ourselves that guides our behavior, influences our attitudes, and drives our motivation. furtheremore juyandegan (2016, p. 305) states that self-esteem is considered as one of the important affective factors because success or failure of a person depends mostly on the degree of one's self-esteem. juyandegan (2016, p. 305) stated self esteem affected many aspect of people’s life especially in general, academic, family, and social relationship. murk (2012, p. 18) argued self-esteem has two interrelated pillars, those are self-efficacy and self-respect. besides, plummer (2006, p. 17) described there are seven elements of self-esteem, those are : self-knowledge, self and others, self-acceptance, self-reliance, self-expression, selfconfidence, and self-awareness. wherefore, sherman (2015, p. 1) indicates there are high (positive) and low (negative) of self-esteem. speaking achievement pathan, aldersi, and alsout, (2014, p. 96) argue speaking is regarded as the most crucial and central one as it enables the learners to establish successful communication in that language, which is often the main aim of learning any foreign language. speaking achievement is the students’ ability in expressing their ideas, thoughts, and feelings in speaking that is measured by a speaking test. the result of the test is assigned in the form of grades. in this study, students’ speaking achievement is the result of speaking achievement test of undergradute efl students of english department uin raden fatah palembang in the academic year 2016-2017 given in the form of an oral speech speaking achievement test. it was conducted to those who have finished with all the speaking 4 courses (speaking i, speaking ii, speaking iii and speaking iv). brown (2004, p. 172) explains that in assessing students’ speaking achievement, there are some aspects should be measured, those are fluency, pronunciation, grammar, vocabulary, and comprehension. the importance of selfesteem in english speaking achievement the main goal in learning english is to speak fluently. according to schutz (2007), in acquiring second language, learner is affected by some factors including motivation, self confidence, and anxiety. he claimed that with high motivation, self confidence, good self-esteem, and low level of anxiety, learner will be better for success in second language acquisition. furtheremore, speaking skill required two factors, those are namely linguistic and non-linguistic aspect; first, linguistic aspect is the primary requirement that the english learner should possess to make learners speak well. it contains of pronunciation, vocabulary, fluency, structure and comprehension. second, non-linguistic aspect is an aspect to support learners to achieve a success in acquiring speaking skill. this aspect involves personality dimensions, such as self-esteem, self concept and extroversion (brown 2000, p. 217). research methodology in this research, correlational research with the explanatory design was used to find out the correlation between variables and explain and interpret the appeared results. the fifth semester students were selected as samples in this study. the procedures were that, first; the student’s self-esteem was identified by using an adult version of coopersmith self-esteem inventory from ryden (1978) with dictamous scale as the scoring system and students’ self-esteem were categorized. second; by using speaking test, in the form of speech based on given topic, the students’ speaking achievement obtained and scored by three raters based on oral proficiency category from brown (2004, p. 172-173) to find and to categorize the average score. then the correlation was administered by having person product moment analysis. since there was a significant correlation, the influence and percentage between variables were analyzed by having regression analysis through statistical package for social and science (spss) 16.00 based on the results of the questionnaires and speaking test. last, explanation and interpretation of the results were discussed. finding and discussion results of students’ self-esteem the total active students in the fifth semester of english education study program were 103 students. 89 students participated in this study, and the others did not attend when conducting this study. the desriptive statistical analysis of csei for the participants is shown in table 9. the maximum score is 48, and the lowest score is 16. the mean of the self-esteems’ scores for the participants is 32.87 and the standard deviation is 8.42. the range of the csei is 32. this mean score indicates that the level of self esteem of participants is significantly below average. it was revealed that from the questionaire, the five levels of self-esteem were all perceived by the students with different numbers; “somewhat above average” as the least perceived level and “significant below average as the most perceived one. result of students’ speaking achievement the desriptive statistical analysis of speaking for the participants is shown in table 11. the maximum score is 23, and the lowest score is 11. the mean of the speaking 5 scores for the participants is 16.24, converse to 4, the mean score is 64.87, and the standard deviation is 2.88. the range of the speaking is 12. this mean score indicates that the level of speaking achievement of participants is average. for each category, 2 students had very good speaking achievement. 17 students had good speaking achievement. 42 students had average speaking achievement. 18 students had poor and 10 students had very poor speaking achievement. the result of normality test the data are interpreted normal if p> 0,05. if p< 0,05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality test is shown in table 11 indicated that the data from each variable were all normal and appropriate for data analysis with coeficients .187 for self-esteem and .412 for speaking achievement. the result of linearity test for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. the results showed that, the deviation from linearity between self-esteem and speaking achievement was .228. correlation between students’ self-esteem and speaking achievement based on pearson product moment correlation coeficient, the result indicated that the pattern of correlation between self-esteem and speaking achievement was positive. the correlation coeficient or the r-obtained (.635) was higher than r-table (.206). then the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. thus, there was a significant correlation between the students’ selfesteem and their speaking achievement. the details are following: table 1 correlation between students’ self-esteem and their speaking achievement self-esteem speaking self-esteem pearson correlation 1 .635 ** sig. (2-tailed) .000 n 89 89 speaking pearson correlation .635 ** 1 sig. (2-tailed) .000 n 89 89 **. correlation is significant at the 0.01 level (2-tailed). influence of students self-esteem on speaking achievement the results indicated that the students’ self-esteem influenced speaking achievement significantly with tvalue (7.676) was higher than ttable (1.987) with sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between students’ self-esteem toward speaking achievement. the details are following: 6 table 2 the regression analysis of students’ self-esteem and speaking achievement coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 9.086 .963 9.438 .000 selfesteem .218 .028 .635 7.676 .000 a. dependent variable: speaking percentage in addition, to know the percentage of self-esteem influence on speaking achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .404. it means that students’ self esteem gave significant effect in the level of 40.4 % toward speaking achievement, and 59.6% was unexplained factors value. the details are following: table 3 model summary model r r square adjusted r square std. error of the estimate 1 .635 a .404 .397 2.24365 a. predictors: (constant), self-esteem first, based on the result of pearson product moment correlations, it was found that there was a positive and a significant correlation between self-esteem and speaking achievement of undergraduate efl students of english education study program at uin raden fatah palembang (r.635). the explanation to support this finding is that from the beginning of the first semester the participants had been involved in english speaking practices and assignments or explores to english speaking materials and interactions from printed textbooks, online media, english speaking environment, and social networks. brown (2004, p. 142) stated that speaking consists of micro skills and macro skills. he explained that micro skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal unit. other ways, macro skill involve larger elements such as fluency, discourse, function, style, cohesion, nonverbal communication, strategic option, situations and goals. also, richard (2008, p. 20) indicated in designing speaking activities or instructional materials recognize very different functions speaking performs in daily communication and the different purposes for which our students need speaking skills. furtheremore, it might be because efl students of english education study program of uin are aware of their self-esteem performance. they tried to push themselves to be social person, good motivation, believe on their capability brave in taking risk, positive attitude, fell confidence and respect about one’s and others’ feeling. the result of this present study is in agreement with the studies of koosha, katabi, & kassaian (2011). they indicated that a significant relationship between self7 esteem and speaking skill with fluency exerting the most influence. ahour (2015) also indicated that based on the results of eta test, there was a significant positive association between level of self-esteem and oral language test scores (eta= .873). the causes were learners who had higher levels of self-esteem had also better presentation in the speaking test. besides, satriani (2014) showed that there was a strong positive correlation between students’ self esteem and their english language proficiency including speaking ability. wherefore, students who have high score in toefl, showed that they have good self esteem in handling english proficiency test. in part with this present study that non linguistic factor such as self-esteem affects students’ speaking conversation, presentation and interaction. this study showed that most of high self-esteem level achieve very good speaking achievement. also, in agreement with this present study that students implicate the process of leaning speaking is not short. students have experienced since the first until the fifth semester. they faced a lot of obstacles but they did not hopeless and blame themselves. it was as a result of good self-esteem. on the contrary, dev and qiqieh (2015) this study could not find out any positive relationship among the variables. it indicated that language proficiency (ielts) has no direct impact on the adu students’ self-esteem scores and academic achievement (gpa). it was caused as place of birth and the student’s mother tongue were closely associated with language proficiency. furtheremore, pornsri (1993) found no relationship between students’ self-esteem and communicative ability. it was cause ucheoma (2011, p. 3) explained that some factors affect the learning and proficiency of a second language are the nature and structure of the first language, culture environment, age, method of acquisition and the amount of efforts invested. he claims that the degree of differences and similarity between the mother-tongue and the target language are important factors in the learning of a second language. second, students’ self-esteem influenced their speaking achievement. who enjoy higher levels of self-esteem are more sociable, more risk taking and more prepared to share their opinions with others regardless of whether, lexically or grammatically, students high self-esteem produce what can be regarded as accurate or standard or even correct english (koosha, katabi, & kassaian, 2011, p. 1335). students who are highly self-esteem in learning english especially in speaking usually have higher speaking achievement compare to those who are low or negative self-esteem. another reason, why students’ self-esteem influenced their speaking achievement because in the term of self esteem that consists some aspects such as motivation, self-confidence, shyness, selfevaluation, and socialable gave strong pushing to achieve their speaking successfully. it cased who have positive or high self-esteem. other ways, who have low self-esteem usually can not success in academic especially in english communicative ability. the result of this present study was in part with septiana, yufrizal, & simbolon (2012). they found self-esteem has effect on their speaking ability. since, having low self-esteem, they were lack confidence. they felt that they did not have much to be proud of themselves. kalanzadeh, et, al (2013), also concluded that it is highly that the students’ self-esteem influences their oral performance in the form of spoken english. he argued that not only their self-esteem may influence their performance in general and their spoken performance in particular but also many other factors including their motivation, attitudes towards the language they are going to learn, the context in which they are going to master the new language are extremely influential in this regard. besides, aregu (2013) states that speaking self-esteem was found to be the best predictor of speaking performance. because it was found to account for 40% of the variances in students’ speaking performances. it was cause as students maintained that self-esteem determines to a great extent, performances in a given specific task. interplay with this present study 8 that each level of self-esteem implicates different functions, also, in agreement with this present study that self-esteem is crucial factor which influence speaking with 40,4%. due to the fact, self-esteem maintained and manage problem in aspect of psychology in speaking performance. conclusion from the findings and interpretations in the previous chapter, some conclusions could be presented. first, all in all students’ self-esteem gave significant correlation to their speaking achievement with r.635. it showed in the level of average correlation. it could be proved that different level of self-esteem gave significant effect to the students’ speaking achievement. second, it can be concluded that students’ self-esteem gave significant influence on students performance in speaking. it was shown that student’s self-esteem gave 40,4% contribution to their speaking performance. it indicated that one of non-linguistic factor had essential contribution in successing students’ speaking achievement. this study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. references acharya, p. b., & deshmukh, r. s. (2012). self-esteem and academic achievement of secondary school students. international referred research journal, 3(2), 1-9. ahour, t., & maleki, s. e. (2014). the effect of metadiscourse instruction on iranian efl learners’ speaking ability. english language teaching, 7(10), 69-75. aregu, b. b. (2013). self-efficacy, self-esteem and gender as determinants of performance in speaking tasks. journal of media and communication studies, 5(6), 64-71. arshad, m., zaidi, s. m. i. h., & mahmood, k. (2015). self-esteem & academic performance among university students. journal of education and practice, 6(1), 152-161. bagheri, m., s., & faghih, m. (2012). the relationship between self-esteem, personality type and reading comprehension of iranian efl students. theory and practice in language studies. 2(8), 1641-1650. baumestier, r. f., campbell, j. d., krueger, j. i. & vohs, k. d. (2003). does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?. psychological science in the public interest, 4(1), 1-44. brooks, d. (2011, april 27). self esteem. newyork time post. retrived from http://brooks.blogs.nytimes.com/2011/04/27/self-esteem/?_r=0 brown, h. d. (2004). language assessment: principles and classroom practices. london, england: longman, inc brown, h. d. (2007). teaching by principle: an interactive approach for language pedagogy (2nd ed.).london, england: longman, inc coopersmith, s. (1967). the antecedents of self-esteem. san francisco, fl: w. h. freeman & company. dedmond, l. (2009). self-esteem: the relationship between urban and suburban fourth-grade girls' image of themselves (doctoral dissertation). capella university, minneapolis, usa. dev, s., & qiqieh, s. (2016). the relationship between english language proficiency, academic achievement and self-esteem of non-native-english-speaking students. international education studies. 9(5), 147-155. 9 dino, (2013, november 21). punya skill bahasa inggris tingkatkan pendapatan 30-50 persen lebih tinggi!. kompas post. retrieved from http://edukasi.kompas.com/read/2013/11/21/1454323/studi.punya.skil.bahasa.i nggris.tingkatkan.pendapatan.30-50.persen.lebih.tinggi. el-anzi, freih, o. (2005). academic achievement and it’s relationship with anxiety, selfesteem, optimism, and pessimism in kuwaiti students. social behavior personality, 33(1), 95-104. erol, r. y., & orth, u. (2011). self-esteem development from age 14 to 30 years: a longitudinal study. journal of personality and social psychology, 101(3), 607– 619. gonzalez, p. f., ochoa, c. a., cabrera, p. a., castillo, m. m., quinones, a. l., solano, l. m., esfinosa, f. o., ulehlupa, e., & arias, m. o. (2015). efl teaching in the amazon region of ecuador: a focus on activities and resources for teaching listening and speaking skills. english language teaching, 8(8), 94-103. hammond, a. (2014, january 2). the most widely spoken languages [blog post]. retrived from http://blog.esl-languages.com/blog/esl/most-spoken-languagesworld/ harvard business review. (2012). global business speaks english. retrived from https://hbr.org/2012/05/global-business-speaks-english# hisken, l. j. (2011). the correlation between self-esteem and student reading ability, reading level, and academic achievement (undergraduate’s thesis). university of central missouri, warrensburg, missouri, usa. juhana, (2012). psychological factors that hinder students from speaking in english class (a case study in a senior high school in south tangerang, banten, indonesia). journal of education and practice, 3(12), 100-110. juyandegan, m. (2016). the relationship between self-esteem and reading comprehension of efl iranian pre-university learners. international journal of asian social science, 6(5), 303-313. kalanzadeh, g. a., mahnegar, f., hassannejad, e., & bakhtiarvand, m. (2013). the influence of efl students’ self-esteem on their speaking skills. the international journal of language learning and applied linguistics world (ijllalw), 2(2), 76-83. koosha, b., ketabi, s., & kassaian, z. (2011). the effects of self-esteem, age and gender on the speaking skills of intermediate university efl learners. theory and practice in language studies, 1(10), 128-133. mruk, c. j. j. (2013). self-esteem research, theory, and practice: toward a positive psychology of self-esteem (4th ed.). ny: springer publishing company. mulyadi, a. (2011, september 26). kemapuan bahasa inggris di indonesia rendah. kompas post. retrived from http://internasional.kompas.com/read/2011/09/26/21320318/kemampuan.bahas a.inggris.di.indonesia.rendah. pathan, m. m., aldersi, z. e. m., & alsout, e. a. g. (2014). speaking in their language: an overview of major difficulties faced by the libyan efl learners in speaking skill. international journal of english language & translation studies, 2(3). 96-105. plummer, m. d. (2006). the adventures of the little tin tortoise (a self-esteem story with activities for teachers, parents, and careers). london, england: jessica kingsley publishers. richard, j. c. (2008). teaching listening and speaking: from theory to practice. ny: cambridge press university. http://blog.esl-languages.com/blog/esl/most-spoken-languages-world/ http://blog.esl-languages.com/blog/esl/most-spoken-languages-world/ http://internasional.kompas.com/read/2011/09/26/21320318/kemampuan.bahasa.inggris.di.indonesia.rendah http://internasional.kompas.com/read/2011/09/26/21320318/kemampuan.bahasa.inggris.di.indonesia.rendah 10 ryden, m., b. (1978). an adult version of the coopersmith self-esteem inventory: testretest reliability and social desirability. psychological reports 43:1189 1190 sarasota, fl. (2009). how to build your self esteem in a weekend. retrieved from ebook self-esteem-experts.com septiana, r. p. (2013). the effect of students’ self-esteem on their english speaking ability at the second year of smpn 14 bandar lampung. (undergraduate’s thesis). university of lampung, lampung, indonesia. sherman, a. (2015). characteristic of high and low self-esteem. retrived from : https://psychskills.com/characteristics-of-high-and-low-self-esteem/ tracy, b. [brian tracy]. (2016, february 2). how to build your self-esteem, july 27, 2016 [video file]. retrieved from https://www.youtube.com/watch?v=eio2qy370ii tuncel, h. (2015). the relationship between self-confidence and learning turkish as a foreign language. educational research and reviews, 10(18), 2575 2589. ucheoma, o. (2011). the impact of the mother tongue on second language learning and proficiency: the ikwerre native speakers’ experience (masters’ thesis). university of nigeria, nsukka, negeria. widiati, u., & cahyono, b. y. (2006). the teaching of efl speaking in the indonesian context. bahasa dan seni, 34(2), 269-292. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi using guided writing strategy strategy in teaching descriptive writing to the tenth grade students nelly megawati a surveyor pt. bki (biro klasifikasi indonesia) persero nellymegawati09@gmail.com abstract the objectives of the study were to find out whether or not there was a significant difference on the tenth grade students’ descriptive text writing who were taught by using guided writing strategy strategy and those who were not, and to find out whether or not there were significant differences on the tenth grade students’ descriptive writing in excellent, good, average and poor categories by using guided writing strategy strategy at sma muhammadiyah 6 palembang. the population of this study consisted of 132 students of sma muhammadiyah 6 palembang in the academic year of 2017/2018. there were 64 students taken as sample. each class consisted of 32 students from class x.ipa a chosen as experimental group and class x.ipa c chosen as control group. the sample of this study was taken by using purposive sampling method. the instrument used in collecting the data was written test. the test was administered twice, as the pretest and posttest for both experimental and control group. the results of the test were analyzed by using independent sample t-test and two-way anova. from the result of the independent sample ttest, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.002) was lower than 0.05. from the result of the two-way anova, it was found that there were significant differences on students’ descriptive text writing who were taught by using guided writing strategy strategy, since the p-output (0.197) was higher than 0.05. the result alsho showed that there was no significant interaction effect of students’descriptive writing in excellent, good, average and poor categories. keywords: descrivtive text, guided writing strategy strategy, writing strategy manuscript submitted: 4 april 2020 manuscript revised: 18 may 2020 accepted for publication: 18 may 2020 introduction many people in the world learn english as a foreign or second language. in indonesia, english has been used as a foreign language, and has been taught from junior high school to senior high school students even university level (abrar et al., 2018; mukminin, ali, & ashari, 2015; mukminin et al., 2015). according to nurhayati, supriyanti and astuti (2008) in some countries like indonesia vietnam and china, english is regarded as a foreign language; therefore, it is common to consider the context of english learning in these places as efl (english as a foreign language) context (marzulina et al., 2019). thus, related to this, english is regarded as the foreign language in indonesia. in english, there are four basic skills to master namely listening, speaking, reading and writing. zhang (2009) states that the four skills (reading, writing, listening and speaking) usually appear in every english class, even in efl context. among the four skills of english, richardson and morgan (2003) state that “writing may be the most complex communication process within the communicative arts” (as cited in marzulina & saputra, 2015, p.3). therefore, writing is a part of language skills and it becomes one of issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi important skills in english (astrid et al., 2019; erlina et al., 2019; makmur et al., 2016; prasojo et al., 2017). in studying the four english language skill, writing should be learnt by everyone (astrid et al., 2019). according to keling, chapman and williams (2013), writing is important for helping the students to learn, and help the students to explore their own reasons for wanting to write (as cited in purwanti 2017, p. 84). it can be concluded, writing is important skill to help the students’ activity in explore and development of an idea, knowledge and experience for them. based on curriculum of senior high school which is recommended by the goverment, there are some texts which have to be mastered by the students. being able to comprehend and to respond all of the texts is needed for students, but in this study, i will focus only on descriptive text. according to kern and mc guire (2003), descriptive text is typically more difficult because students have fewer experience with them, therefore students explicit instruction in the ways text are organized and they need practice with all of the writing modes, which are termed genres in the school (as cited in iskandar, 2017, p. 55). however, in learning writing some students still have some difficulties to start writing. after doing preliminary study by interviewing the teacher of english of the tenth grade students of sma muhammadiyah 6 palembang, it was found that some students have problems in writing. it happened because the students have lack of understanding in grammar, have difficulty in describing something for their writing, and still lacking in vocabularies for composing the writing text. to solve the students’ problem in writing, guided writing strategy strategy was suggested. in guided writing strategy strategy, lan, hung, and hsu (2011) explain that the principle of the guided writing strategy strategy is to afford instructional materials or relevant media to benefit students write. in addition, komang, nyoman and made (2013) explain that guided writing strategy is the teachers’ appearance who apply this strategy are to guide a small group of students in their attacks to create individual written texts, give acknowledgment to students efforts and develop students’ thinking throughtout the process of writing. related to this study, there is previous study which found that guided writing strategy strategy can improve writing achievement, entitled “improving writing skill through guided writing strategy at the third year students of smu negeri 1 karang anyar” written by dyan (2010), the result of this research showed that guided writing strategy could improve the students’ writing skill. through guided writing strategy strategy, the students showed great interest to be actively involved and participated correctly. this strategy gave benefits for the students. the improvement of the mean scores showed that there was an improvement on the students’ writing skill. based on the facts on students’ problems and previous related study in teaching writing achievement above, i would like to conduct a study entitled “using guided writing strategy strategy in teaching descriptive writing to the tenth grade students of sma muhammadiyah 6 palembang”. literature review the concept of teaching teaching activity concerns about how to transfer knowledge and skill to learners. it is also focused on the capability of the teachers as an actor of learning process. harmer (2004) states that teaching is not an easy job, but it is a basic one, and can be very rewarding when we see our students’ progress and know that we have helped to make it happen. it is true that some practice and students can be difficult and stressful at times, but it is also worth memorializing that at its best teaching can also be extremely enjoyable. teaching gives an instruction in order to help students to understand what they learn. teacher’s approach in teaching affects their students’ will, intention, and motivation in learning process. coe, aloisi, higgins and major explain great teaching is defined as that which leads to enhanced student progress. it means a great teaching as issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that which leads to enhance student acquirement using outcomes that matter to their future success. a teaching is great based on a teacher. a good teacher will teach a great teaching and will make the students become good learners. moreover, great teacher will have some strategies to facilitate students a deeper understanding in giving information; it called teaching strategies (as cited in purwanti, 2017). based on the statements above i can say that in teaching, teachers have an important role as a guide and facilitator to the students to help them to gain the competence in language they have been studied, besides that, students also have a significant role, they should have a good communication and interaction with the teachers. in a nutshell, the students get much information from what they listen. concept of writing writing is the activity to express the idea, opinions, and thought and a way of communicating information, ideas, and feeling to other people. according to harmer (2004) writing is used to benefit students perform a different kind of activity (in this speaking and listening). students need to be able to write to do these activities, but the activities do not teach students to write. generally, writing is a way in sending message to the reader. hyland (2003) argues that writing is seen as skill that is crucial learned, not taught, and teacher’s role is nondirective, facilitating writing through on reassuring and cooperative encompassment with minimal interference. furthermore, brown (2007) argues that writing is the representation of spoken language, written language is almost same with spoken language, the difference is the achievement of written language is converted in graphical (as cited in imam, 2016). based on the statements above it can be concluded that writing is one of the important skills to be mastered by the students. they use it to communicate each other, as means of ideas and emotional expression. it can make they are communicating on paper in their best way. writing process according to clark (2007), there are several components of writing process (as cited in iskandar, 2017). they are: 1. prewriting at this stage, writers generate ideas, brainstorm topics, web ideas together, or talk or think about ideas. teachers explain that students may get writing ideas from personal experiences, stories, pictures, magazines, newspapers, television, and a variety of other sources. 2. drafting students start to express their ideas on paper. students need to keep in mind the genre or format, audience, and purpose. 3. revising revision looks at the organization and the structure of the writing. when revising, students analyze their writing for required traits: sequencing words in a lab report, descriptive language in science fiction story, topic sentences and supporting details in a persuasive essay. so, students must understand how to do both. 4. publishing at this stage, teacher allows students to celebrate their hard work. it occurs after the other steps are completed and the students are ready to produce the final copy, which can be handwritten or typed on a word processor . 5. reflecting reflecting is a key stages in the writing process. it encourages the writer to think about his or her writing. reflection also allows the writer to look back at brainstorming and the beginning of a writing project to see if the original goals were met (as cited in iskandar, 2017). issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the writing process is one of important parts to be done. the teacher has to convince the students that writing is actually a process, not a product. therefore, to make a good writing, the students have to apply the stages of writing stated above. concept of descriptive text descriptive test is also a text which describes something that appeal directly to the sense. nadell, mcmeniman and langan argue descriptive writing can be defined as expression, in vivid language of what the five senses experience. therefore, students can make a clear about writing description by using their sense in order to make the reader can imagine the object that being described (as cited in iskandar, 2017). one of the examples of descriptive text is as follow. table 1. descriptive text my toy identification i have a toy. it is a doll, a bear doll, and i call it teddy. teddy bear is an american origin. my dad bought it as a present for my tenth birthday anniversary last year. description the dolls small, fully, and cute. it has thick brown fur. when i cuddle it, the fur feels soft. because my teddy bear is a doll, i don’t need to feed it. i wash it at laundry at least once a month. every night teddy accompanies me sleeping. when i am at school, teddy stay in my bed. teddy bear is really nice, adorable, and charming toy. i love my teddy bear very much. from: wardani, basri and waris (2014) concept of guided writing strategy strategy there are some theories related to guided writing strategy strategy. according to oczkus (2009), “guided writing strategy strategy facilitates the teacher to demonstrate writing more effectively by taking writers of all ability levels through several steps: identifying example, modeling, shared writing and guided writing” (p. 27 ). then, komang, nyoman and made (2013) explain that guided writing strategy helps the teachers to guide a small group of students in their attacks to create individual written texts, give acknowledgment to students efforts and develop students’ thinking throughtout the process of writing. based on primary national strategy (2007), “guided writing strategy is an essential component of a balance writing curriculum, providing an additional supported step toward independent writing” (p. 6). guided writing strategy is a process of writing after imitative writing and dictation guided by the teacher with stimulator. guided writing strategy is a teaching component designed to teach a specific skill or strategy to the whole group, a small group, or individuals, and to give the students practice in writing. it can be in the form of a model text, an outline, or questions. according to raimes (1983), guided writing strategy is the next step after controlled writing as raimes states that guided composition is an extension of controlled composition. it presents similar result but actually not equal. the teacher gives a first sentence at the beginning, and then followed by giving a last sentence. teacher may also give students an outline to expand, some attractive questions, or additional information in writing. after that, the students start discussing, make notes, share what they found, and make a draft together before they begin to write (p. 103). benefit of guided writing strategy strategy westren australian minister for education, (2013) states that guided writing strategy helps students to: issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 1. independently write texts of increasing difficulty. 2. make choices and devious about their writing in consultation with peers and the teacher. 3. develop as individual writers by practicing, exploring, experimenting, and taking risks in a supportive environment. 4. develop writing behaviors that they can apply to all writing 5. experience success with writing by receiving immediate feedback 6. develop the students ability to self –monitor their writing and set writing goals. furthermore, guided writing strategy emphasizes writing process so that the product of writing activities is less purposeful especially for students in discovering of the texts’ true message due to the structural aspect of the text. procedures of reciprocal teaching strategy there are procedures in guided writing strategy strategy that help teachers to effectively teach writing. according to ontario (2005), there are steps in using guided writing strategy. they are as follows: 1. during the first part of the lesson, students are immersed in the focus skill through examination and discussion of models. 2. students then work as group to compose a text, applying the focus skill. 3. teacher then guides students to write their own text independently, applying the focus skill. 4. students share their writing, as a whole group, with a partner, or with the teacher methods research design in doing this study, the quasi experimental were used. fraenkel and wallen (2012) state that “quasi experimental designs do not include the use of random assignment” (p. 275). i used pretest-posttest non-equivalent group design. there were two groups, they were experimental and control group which both were given pretest and posttest. the experimental group was given treatment by using guided writing strategy, but the control group was not. table 2. the quasy experimental design of the study experimental : o1 x o2 control : o3 o4 where: o1 : pretest in experimental group o3 : pretest in control group x : treatment in experimental group using guided writing strategy o3 : posttest in experimental group o4 : posttest in control group population and sample the population of this study was all of the tenth grade students of sma muhammadiyah 6 palembang. according to fraenkel and wallen (2012), a sample in a research study is the group on which information is obtained. the larger group to which one hopes to apply the result is called the population. the total number of the students is 132 students diveded into 4 class. this method is applied after i had an interviewed and discussed with the teacher of english of the tenth grade students at sma muhammadiyah 6 palembang. the teacher told me that most of issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students’ writing ability in those classes was still low and they have same number of students. there were 64 students taken as the sample of this study, consisting of 32 students from x.ipa a and 32 students from x.ipa c. data collection in collecting the data, pretest and posttest were used. the instrument which was used in pretest and posttest was the same, which was in the form of writing test. in this study, i did the validity tests, namely construct validity and content validity. the construct validity of this study involved items for pre-test and post-test and lesson plans for experimental group. after constructing the instruments related to some aspect measured, then they were consulted to obtain some expert judgments from three validators to evaluate whether the components of the instrument were valid or not to be applied in research activities. from the three validators, it revealed that the instrument and lesson plan were appropriate to be applied. next, content validity was used to measure the appropriate sampling of the content domain of which it is to be concerned. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. after that, to analyze the reliability test on students’ writing, inter-rater reliability was used. it means that to know the tests were reliable. data analysis in this study, the students in both groups, experimental and control group, were given pretest and posttest. the test was in the form of writing test. the same instrument test was used in pretest and posttest for experimental and control group. in analyzing the students’ writing, writing rubrics from brown (2007) was used. there were five aspects in scoring writing descriptive text. five aspects were : content (30 %), organization (20%), grammar (20%), vocabulary (15%) and the last, mechanic (15 %). the data of students’ writing were analyzed by two raters, and they were lecturers of english education study program of state islamic university of raden fatah palembang. the scores which were obtained from the rubric were multiplied by four to get the score that was appropriate with the grading system. after that, to analyze the data from the pre-experimental study, i submitted the data by using the statistical package for the social science (spss) version 20. findings normality and homogeneity in measuring normality test, sample kolmogorov-smirnov was used. the normality test was used to measure students’ pretest and posttest in control and experimental group. the result showed that the significance value of the students’ posttest in control group was 0.633, while the experimental group was 0.271. from the scores, it could be stated that the students’ posttest scores in experimental and control groups were considered normal since the result of the 1sample kolmogronov smirnov were higher than 0.05. in measuring homogeneity test levene statistics was used. levene statistics is a formula that isused to analyze the homogeneity of the data. the homogeneity test was used to measure students’ pretest scores in experimental and control groups, and students’ posttest scores in experimental and control groups. based on table above, it was found that the p-output was 0.507. therefore, it could be stated that the obtained score from students’ posttest in experimental and control groups are homogenous, because it is higher than 0.05. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi hypotheses testing in this study, independent sample t-test was used to measure significant difference on the tenth grade students’ descrip writing taught by using guided writing strategy and those who were not at sma muhammadiyah 6 palembang. two way anova was used to measure significant difference on the tenth grade students’ descriptive writing in excellent, good, average, and poor category between those who are taught by guided writing strategy and those who were not at sma muhammadiyah 6 palembang. interpretation based on of findings stated previously, some interpretations could be drawn. before conducting this research, i interviewed the teacher of english at sma muhammdiyah 6 palembang. based on the interview, it was acquired that the students got some problems in learning english especially writing skill. after conducting the research, it was found that the data of the students’ pretest and posttest in experimental and control group were normal and homogenous. in analyzing the normality test, 1-sample kolmogorov-smirnov test was used. from the result, it could be stated that the students’ pretest and posttest scores in experimental and control groups were categorized normal since the significance of normality test was higher than 0.05. then, i analyzed the homogeneity of the sample data from pretest and posttest between experimental and control groups. in analyzing the homogeneity test, levene statistics was used. from the result, it could be stated that the students’ pretest scores in experimental and control groups and the students’ posttest scores in control and experimental groups were homogenous. it is emphasized that the abilities of the students were the same. from the result of independent sample t-test, it was found that there was significant difference between the students’ posttest score of experimental group who were taught by using guided writing strategy and the control group who were taught by using strategy from the teacher of english at sma muhammdiyah 6 palembang. moreover, from the result of two-way anova, it was found that there were no significant differences on students’ descriptive writing scores in excellent, good, average, and poor category between those who were taught by guided writing strategy and those who were not at sma muhammadiyah 6 palembang. there were differences found on students’ attitudes of experimental group toward the material during treatment in 12 meetings excluding pretest and posttest. in the first and second meetings, the students were still confused about guided writing strategy. therefore, i managed the students in doing the treatment. besides, i also demonstrated guided writing strategy during the treatment. until the third meetings, the students were still confused in understanding the material. the student did not know how to start and how to write descriptive text. between fourth and seventh meeting, they could slowly manage to start understanding the text. finally, on the eighth to twelfth meeting, they could write descriptive text well based on the topic given by the teacher. they felt that it was easy to understand descriptive text, because they could share the information from the texts and they could activate their prior knowledge. based on the result in the research, guided writing strategy was effective to be applied to the tenth grade students of sma muhammadiyah 6 palembang. guided writing strategy significantly improved the students’ ability in teaching and learning english. khatri (2014) states that the effectiveness of guided writing strategy in teaching composition from outcome of average increment shows that experimental group perfomed better than that control group as whole. i also found that guided writing strategy can make students to be active in learning process. it is supported by dyan (2010) who explains that guided writing strategy is strategy that the students showed great interest to be actively involved and participating in teaching and learning process. finally, it was inferred that the implementation of guided writing strategy showed significant difference on students’ reading comprehension at sma muhammadiyah 6 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi palembang. guided writing strategy strategy succesfully motivated the students in learning descriptive text in writing and made the students interested and active in learning english. it could be assumed that guided writing strategy is effective to be applied when teaching writing to the students. conclusions based on the findings and interpretation in the previous chapter, it could be concluded as follows: first, from the result of pretest to posttest in teaching descriptive writing by using guided writing strategy strategy, significant difference on students’ descriptive writing achievement of the tenth grade students of sma muhammadiyah 6 palembang was found. second, it was found that there was no significant difference students’ descriptive writing achievement in poor, average, good, and excellent categories by using guided writing strategy stratregy and those who were not at sma muhammadiyah 6 palembang. from the result of the research finding, i concluded that learning descriptive text by using guided writing strategy was effective to increase the student’s score in descriptive writing. it can be seen from the mean score of posttest. the mean score of posttest in experimental class which was taught by guided writing strategy was higher than the mean of control class which did not use guided writing strategy. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1), 129-145. astrid, a., marzulina, l., erlina, d., harto, k., habibi, a., & mukminin, a. (2019). teaching writing to efl student teachers: teachers' intervention and no teachers' intervention through peer feedback writing techniques. universal journal of educational research, 7(9), 1901-1908. doi:10.13189/ujer.2019.070908 brown, h. d. (2007). principles of language learning and teaching (5th ed.). new york, ny: pearson education. dyan, v. l. (2010). improving writing skill through guided writing strategy (a classroom action research at the third year of smu negeri 1 karanganyar in the academic year of 2009/2010) (undergraduate’s thesis). indonesia, sebelas maret university. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8 th ed). retrieved from https://www.google.co.id/url harmer, j. (2004). how to teach writing. essex, england: pearson education limited. hyland, k. (2003). second language writing. united kingdom, uk: cambridge university press. imam, s. (2016). morphological errors in narrative writing of eleventh grade students at madrasah aliyah negeri 2 palembang, edukasi: jurnal pendidikan dan pengajaran, 3(2), p. 101-117. iskandar, j. (2017). teaching descriptive writing by using cubing strategy to the eight grade students of smp negeri 22 palembang, edukasi jurnal pendidikan dan pengajaran, 4(1), p. 5266. khatri, d. k. (2014). effectiveness of guided writing strategy in teaching composition. journal of nelta surkhet. 4(0), 18-25. https://www.google.co.id/url issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi komang, h. a., nyoman, d., & ni made, r. (2013). the effect of guided writing strategy strategy and students’ achievement motivation on students’ writing competency. e-journal program pasca sarjana universitas pendidikan ganesha. 1, 1-12. lan, y. f., hung, c. l. & hsu, h. j. (2011). effects of guided writing strategy strategies on students’ writing attitudes based on media richness theory. tojet (the turkish online journal of educational technology. 10(4), p. 148-168. makmur., mukminin, a., ismiyanti, y., & verawati. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2(1), 1-10. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.070902 mukminin, a., novprival, n., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edularn), 9 (3), 217-225. mukminin, a., ali, r. m., & ashari, m. j. f. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. qualitative report, 20(9), 1394-1407. nurhayati, l., supriyanti, n., & triastuti, a. (2008). tefl methodology teaching english as a foreign language methodology. jogjakrta,indonesia: fakultas bahasa dan seni. oczkus, l. d. (2009). guided writing strategy: practical lessons, powerful result. tesol arabian perspectives. 16(2). 27-29. ontario. (2005). improving writing with a focus on guided writing strategy. department for childrens, schools, and families. prasojo, l. d., habibi, a., mukminin, a., muhaimin, taridi, m., ikhsan, & saudagar, f. (2017). managing digital learning environments: student teachers’ perception on the social networking services use in writing courses in teacher education. turkish online journal of educational technology, 16(4), 42-55. purwanti, i. (2017). teaching recount writing by using tad (transition action details) strategy to the eight grade students of smp negeri 16 palembang, edukasi jurnal pendidikan dan pengajaran, 4(1), p. 82-97. raimes, a. (1983). technique in teaching writing. new york, ny: oxford university press. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eight grade students of sma negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran. 2(1), p. 1-12. retrived from: https://scholar.google.co.id/citations?user=iobr1mqaaaaj&hl=id western australian minister for education. (2013). writing. canada: pearson canada inc. zhang, s. (2009). the role of input, interaction,, and output in the development of oral fluency. english language teaching, 2(4), 91-100. https://scholar.google.co.id/citations?user=iobr1mqaaaaj&hl=id issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the use of islamic history videos through swell strategy to improve senior high students’ narrative writing achievement juna warni an english teacher at smkn 1 benakat, muara enim, south sumatera junawarni60@gmail.com abstract the objectives of this study were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using islamic history videos through swell strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who were taught by using islamic history videos through swell strategy and those who were not. the population of this study was all the eleventh grade students of senior high school nurul iman palembang which consisted of 65 students. the sample of this study was taken by using total sampling. thus, the total number of the sample was 65 students. the sample was xi science class (control group) which consisted of 33 students and xi social science class (experimental group) which consisted of 32 students. in collecting the data, written test was used. the test was given twice to both experimental and control group, as a pretest and posttest. to verify the hypotheses, the data of students’ pretest and posttest of both groups were analyzed by using paired sample t-test and independent sample t-test in spss. the findings showed that the p-output (sig 2-tailed) from paired sample t-test was 0.000 which was lower than 0.05, and the t-value 7.954 which was higher than t-table 2.040 (with df= 31). then, p-output from independent sample t-test was 0.021 which was lower than 0.05, and t-value 2.371 which was higher than t-table 1.998 (with df= 63). therefore, it could be inferred that narrative writing by using islamic history videos through social-interactive writing for english language learners (swell) strategy gave significant improvement on the students’ narrative writing achievement, and gave significant difference between students’ who were taught by using islamic history videos through swell strategy and those who were not. keywords: narrative text, islamic history videos, social-interactive writing for english language learners strategy manuscript submitted: october 3, 2017 manuscript revised: february 18, 2018 accepted for publication: april 9, 2018 introduction nowadays, english is widely taught around the world as a second or foreign language, including in indonesia (abrar & mukminin, 2016; kamil & mukminin, 2015; yusuf, yusuf, yusuf, & nadya, 2017; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017). according to rini (2014), the aim of teaching of english in schools and universities in indonesian is to make indonesian students competitive internationally. for instance, students are expected to get ready to face the challenges of asean economic community (aec). in addition, ammon, 2001; seargeant & erling, 2011 claim aside from being the world language for mailto:junawarni60@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international communication, english is used in foreign countries in major venues, like the news (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018; haryanto & mukminin, 2012). english is also essential to the field of education and as a foreign language that should be mastered by the students. in indonesian academic curriculum, the aim of teaching english is to master four basic skills of english, which include listening, speaking, reading and writing skill. writing is the process of organizing into a good composition of paragraph (habibi, sofwan, & mukminin, 2016; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). in addition, xia (2011) defines “writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete” (p. 1). writing encourages thinking and learning for it motivates communication and makes thought available for reflection. moreover, eliya (2015) claims that learning how to write well is very important for the students although writing is complex, this skill is very important especially to measure the students’ literature. students can develop their ability to put their ideas or opinions in a composition by writing. since writing skill is a complex process, writing is not easy to master and sometimes is difficult to teach (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). as paul (2003) states that writing is generally regarded as the most difficult of the four skills, and for most students it probably is. writing requires mastery not only on the grammatical and rhetorical devices but also the conceptual and judgemental elements, and it is one of the problems. the writing problems affect not only native english speakers but also hundreds of students who are learning english as a second or foreign language around the world. the fact that the students do not have interest in the composition field leads them to be poor writers, to have low scores in their courses, to increase the errors in their homework, to write run-on sentences and to create incoherent paragraphs. these problems are also experienced by indonesian students, as the english foreign language learners. according to riyani (2009), writing problems faced by indonesian students were actually resulted from the lack of vocabulary and grammar structures mastery, and from the lack of creativity skills. based on the syllabus of the ktsp (kurikulum tingkat satuan pendidikan) or school-based curriculum, there are some kinds of texts that are taught to the eleventh grade students. they are narrative text, recount text, and analytical exposition. among those three types of the text, narrative text can be the most interesting for the student to study, because the social function of narrative text itself is to entertain the readers. according to butcher (2006), narrative text is able to create a learning situation. it allows students’ minds to think the box of their own experiences and to develop creative ways to problem solve. in relation to the teaching strategy, there are still a lot of teachers in schools that do not apply the various strategies in teaching and learning process, including indonesia. based on my observation during teaching practice at a school in palembang, i found out that the teachers did not apply the various strategies in the teaching learning process. they mainly used conventional strategy and mostly used lks or students’ worksheet which led the students get bored and uninterested in the teaching and learning process. this condition affected their english score which i also found still poor. besides, it revealed that writing itself is a serious problem for the students, especially in writing narrative text. it was supported by the questionnaire result which was distributed to the 30 students. i identified some problems, such as many students were not interested in learning english, especially in writing and speaking skill. they still had low in vocabulary; had difficulty in developing idea, in deciding which one is orientation, problem, or resolution in narrative text, and in making coherence among paragraphs. in order to solve these problems, the teacher should find out an interesting strategy, method or visual aid to teach writing, so he or she can make the students interested in writing issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi class. in this case, i used the video as a teaching medium which students are familiar with. ikhlasia (2013) mentions that there are some benefits which students can gain by using the videos, such as learn some things that cannot be learnt through pictures and other media such as gestures and facial expression in a conversation. since both research site and my educational background at state islamic university of raden fatah palembang are based on islamic teaching, it is important to explore islam more to guide the students using an appropriate way in learning islamic history. i decided to use islamic history as the material in the students’ learning of narrative writing. in addition, in order to raise the students’ confidence in doing their assignment, to promote their interest in learning, and to bridge the heterogeneous of students’ level, i believed that swell strategy will help them. swell (social-interactive writing for english language learners) which was proposed by teo (2006) is a kind of collaborative writing which is supported by theory related to collaborative writing, strategy of teaching writing and teacher as feedback provider. swell can increase the students’ confidence in sharing ideas without any doubt. hopefully, with higher confidence owned by the students, they can solve the problems in writing. based on the explanation above, i was interested in conducting a research under the objectives which were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using islamic history videos through swell strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who are taught by using islamic history videos through swell strategy and those who were not. literature review the concept of writing writing is one of the four language skills that should be mastered in learning english. according to huy (2015), writing is one of the ways to transmit thoughts or ideas to the other people. based on nacira (2010), writing is a form of expression and communication which enables learners to communicate ideas, feelings, and different attitudes in a written mode. these statements suggest that writing can be a very good medium in expressing one’s thought or ideas. furthermore, peregoy and boyie (2008) state that writing is skill which helps students clarify their thoughts and remember what they have learned. fasya (2015) also explains that writing deals with a language acquisition as students’ experiment with words, sentences, paragraph to communicate ideas effectively. it can be inferred that in order to have a good writing, the students should maximize english skills they have learned in relation to words, sentences, and paragraph. narrative writing narrative writing is defined as relating a sequence of events which occurs over some period of time. according to wahidi (as cited in ariesca & marzulina, 2016), narrative is a text focusing specific participants. its social function is to tell stories or past events and entertain the readers. mislaini (2015) also mentions that in various sources narrative text can be found in the form: fable, fairy stories, mysteries, science fiction, romance horror stories, legends, historical narratives, personal experience, and ballads. she also points out the generic structures of narrative text are orientation, complication, resolution, re-orientation (coda). further, indrasari (2010) adds that the language features used in narrative text are focus on specific participants, use of past tense, use of temporal conjunction, use of material (or action) processes, and use of mental process. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi swell strategy swell strategy is basically a writing technique that is supported by several theories related to collaborative writing, vygotsky’s theories of learning, and teachers as feedback providers (fitria, 2012). swell which stands for social-interactive writing for english language learners was firstly introduced by teo in 2006. teo applied swell strategy which was modified from topping paired method. considering the weakness of topping paired method which was having lack structure guidelines for students to follow, he reformulated and edited topping paired method. as stated by teo (2006), swell deals with the integration of the process and product of writing from getting idea until producing the best writing after revision. in implementing this technique, the teacher will pair up the students to work collaboratively, but their levels of english proficiency are different, so that a more proficient student could tutor a less proficient student. during the writing process, students with higher writing levels are assigned the role of helper and those with lower writing skills are assigned the role of writer. they have to carefully follow the suggested steps given by the teacher. the procedures of swell strategy teo (2006) provides some steps which should be followed. the steps are ideas, draft, step, read, edit, best copy, and teacher evaluate. step 1: ideas in this step, the students are taught to develop the ideas. the helper tries to help the writer to develop the idea by giving the complete sentence that consists of wh questions. in the swell method, to help ells understand the important components, such as character, setting, problem, and solution in narrative writing, i provided the participants with complete questions that mostly begin with “wh” words to generate ideas. helper writer who did what? the writer answer the question and takes the who did what to whom? important notes. what happened? where did it happen? when did it happen? who are the important people (main characters) in the story? why did he/she/they do that? what was the problem? how did he/she/they solve the problem? what happened next? then what? did anyone learn anything at the end? what was it? (ask any questions you can think of)…? then, both the helper and the writer read the notes and have discussion to make sure that their ideas are on the right tract. the students can consider changing their ideas or not. besides, the students can cluster the idea to make it organize well. step 2: draft in this step, the teacher gives and explains the options that should be chosen by the students. after having an option, the writer begins to write. the writer is advised to write without worrying issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi too much about spelling. what important in this step is that the writer keeps on their writing and let their ideas flow. step 3: read the writer read the writing aloud. if he or she read a word incorrectly, the helper provides support if he or she is capable of doing so. step 4: edit in this step, the helper and the writer see the draft together, and the writer consider where he or she thought improvements are necessary. after finding the problems such as words, phrases, or sentences, they have to mark it with a colored pen, pencil, or highlighter. there are five editing levels in this step: meaning, order, style, spelling, punctuation. the helper needs to mark what the writer has missed and suggests some other changes might be needed to get the better result. then, the writer revises the draft carefully. in this step, both students are allowed to use dictionary for checking the spelling. step 5: best copy the writer then usually copy out a neat or best version of the corrected draft. the helper could provide help when necessary, depending on the skill of the writer. the best copy is a joint product of the pair and both students should have their names on it. the pair then turns in the completed copy to the teacher. step 6: teacher evaluate this step is evaluating step. in this step, the teacher observes the students work and then provides some explicit instructions in writing a grammar or provides other corrective feedback. the pairs, the helper and writer, then review the teacher’s comments together. methodology research design this study was conducted by using experimental research method, pretest-posttest nonequivalent group design. there were two groups in this research: experimental and control group, which both of them would then be given pretest and posttest. the experimental group was given treatment by using islamic history videos through swell strategy, but the control group was not. research site, sampling, and participants in this research, the population was the eleventh grade students in the academic year of 2017/2018. the total number of the students was 65 students who were divided into two classes. i used total population sampling method in choosing the sample of the study. therefore, the total number of the sample was 65 students. the sample was class xi science class (control group) which consisted of 33 students and xi social science class (experimental group) which consisted of 32 students. basically, the groups were chosen based on the average mean score of the students in pretest. the class with lower score in pretest became the experimental group and the one with higher score became the control group. data collection in collecting the data, pretest and posttest were used. the instrument which was used in pretest and posttest was the same. in this study, i did the validity tests, namely construct validity issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and content validity. the construct validity of this study involved items for pre-test and post-test and lesson plans for experimental group. after constructing the instruments related to some aspect measured, then they were consulted to obtain some expert judgments from three validators to evaluate whether the components of the instrument were valid or not to be applied in research activities. from the three validators, it revealed that the instrument and lesson plan were appropriate to be applied. next, content validity was used to measure the appropriate sampling of the content domain of items in a questionnaire. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. after that, to analyze the reliability test on students’ writing, inter-rater reliability was used. all in all, the tests were reliable. data analysis in this study, the students in both groups, experimental and control group, were given pretest and posttest. the test was in the form of writing composition. the same instrument test was used in pretest and posttest for experimental and control group. in analyzing the students’ narrative writing, writing assesment and evaluation rubrics from lexington high school (2012) was used. the rubrics are divided into two aspects which include content (purpose and narrative development), and clarity (structure, style, and conventions). the data were analyzed by three raters, and they were lecturers of english education study program of state islamic university of raden fatah palembang. the scores which were obtained from the rubric were multiplied by 5 to get the score that is appropriate with the grading system. after that, to analyze the data from the pre-experimental study, i submitted the data by using the statistical package for the social science (spss) version 23.0. findings and discussion the result of normality and homogeneity test in measuring normality test, i used skewness and kurtosis in spss program version 23.00. the test of the pretest and post-test results of students’ narrative writing achievement in experimental and control group were categorized normal, since the skewness and zkurtois values were between -1.96 and 1.96. besides, in measuring homogeneity test, levene statistics was used. the data is homogeneous since the p-output is higher than 0.05. table 1. normality test of students’ pretest and posttest scores in experimental group and control group n o group n test skewness seskew ness zs kurtosis sekur tosis zk result 1 experimental 32 pretest 0.655 0.414 1.582 -0.919 0.809 -1.136 normal group post-test 0.785 1.896 0.028 0.035 normal 2 control group 33 pretest -0.256 0.409 -0.625 -0.783 0.798 -0.981 normal post-test 0.341 0.833 -0.276 -0.346 normal issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. homogeneity test of students’ pretest scores in control and experimental group variable test group n levene statistics sig. result islamic history pretest experimental 32 3.775 0.057 homogenous through swell control 33 strategy posttest experimental 32 0.249 0.620 homogenous control 33 the result of students’ pretest and posttest based on the analysis of students’ pretest scores in experimental group, it revealed that there was no student (0%) in excellent category, 1 student (3%) in good category, and 7 students (22%) in fair category, and 24 students (75%) in poor category. meanwhile, the result analysis of students’ posttest scores in experimental group, it also showed that there were 3 students (9.4%) in excellent category, 4 students (12.5%) in good category, 20 students (62.5%) in fair category, and 5 students (15.63%) in poor category. it could be inferred that the students got better score after the treatment. in addition, the analysis of control group’s pretest showed that there was no students (0%) in excellent and good category, 12 students (36.4%) in fair category, and 21 students (63.6%) in poor category. it could be concluded that both of pretest score in experimental group and control group belonged to poor category. meanwhile, the analysis of control group’s posttest showed that there was 1 student (3.0%) in excellent, 3 students (9.1%) in good category, 15 students (45.5%) in fair category, and 12 students (36.4%) in poor category. it meant that control group also got quite better score than before. the result of paired sample t-test in this research, paired sample t-test was used to measure the significant improvement on students’ narrative writing by using islamic history through swell strategy at the eleventh grade students. the result of paired sample t-test is as follows. table 3. result of paired sample t-test from students’ pretest to posttest scores in experimental groups using islamic history paired sample t-test videos through swell test mean t df sig. (2 tailed) ha ho in sma nurul pretest 40.7500 -7.954 31 0.000 accepted rejected iman palembang posttes t 64.6250 based on the table analysis, it was found out that the p-output was 0.000 and the t-value was 7.954. it could be stated that there was a significant improvement on students’ descriptive writing taught by using islamic history videos through swell strategy because the p-output was lower than 0.05 and the t-value was higher than t-table (df 31 = 2.040). therefore, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. the result of independent sample t-test independent sample t-test was used to measure the significant difference on students’ narrative writing scores taught by using islamic history videos through swell strategy and those who were not. the result of independent sample t-test can be seen in table 4 below. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. result of independent sample t-test from students’ posttest scores in control and experimental groups independent sample t-test using swell group mean t df sig. (2 tailed) ha ho strategy and those control 57.8485 2.371 63 0.021 accepted rejected who were taught by method experimental 64.6250 the result of paired sample t-test showed that there was significant improvement between students’ pretest and posttest in experimental group. the students of experimental group were taught narrative writing by using islamic history videos through swell strategy, and the students of control group were not. students’ narrative writing achievement in control group also got improvement but it was not as significant as the experimental group. meanwhile, the result of independent sample t-test showed that there was significant difference between the students’ posttest score of experimental groups who were taught by using islamic history videos through swell strategy and the control group who were taught by using strategy used by the teacher of english. on the other hand, the result of independent sample t-test showed that the significance level was not very high. it was because the difference of mean score of students’ posttest in control group and experimental group was low. it showed that control group also got the improvement. there were some reasons which caused this case. first, based on the information from their english teacher in preliminary study, both experimental group and control group have different level and style in learning. sience class was more active and interested in learning english. second, when i gave the posttest to experimental group, the condition was less conducive. at that time, most of students had to go to the school field for the intra-school organization inauguration, so the students were in a rush to do the posttest. however, based on the data analysis, there were significant improvement and difference on students’ narrative writing achievement taught by using islamic history videos through swell strategy. therefore, this strategy is considered effective to be used in improving students’ writing achievement. it is consistent with a study conducted by indrasari (2010) who found that there are the positive improvements in students’ writing skill and students’ attitude towards writing in class. this result was also consistent with the study which was conducted by priehatini (2011) who claimed that the swell is acceptable and applicable for the students, and it can help the students in improving their writing ability. finally, it can be inferred that the implementation of islamic history videos through swell strategy showed a significant improvement and significant difference on students’ narrative writing achievement at sma nurul iman palembang. the use of islamic history videos through swell strategy successfully motivated the students in learning narrative writing and made the students interested and active in learning english. it could be assumed that the use of islamic history videos through swell strategy is effective to improve students’ writing achievement. conclusions based on the findings and interpretation discussed above, it could be concluded as follows: first, from the result of pretest to posttest in teaching narrative writing by using islamic history videos through swell strategy, significant improvement on students’ narrative writing achievement of the eleventh grade students of sma nurul iman palembang was found. second, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it was found that there was a significant difference on students’ narrative writing achievement between those who were taught by using islamic history videos through swell strategy and those who were not. the result could occur because islamic history videos through swell strategy made the students feel easier in brainstorming process, became more enjoyable in writing a narrative text, and feel more confident in doing their writing. besides, they could interact with their friends, such as during checking the mistakes and giving suggestions about their each other writing. therefore, it can be inferred that the use of islamic history through swell strategy can be considered as one of the alternative strategies in teaching english especially narrative text. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. butcher. (2006). narrative as a teaching strategy. the journal of correctional education, 57(3), 195-207. eliya, r. k. (2015). improving students’ skills of writing short version of narrative texts by using comic strips for the eleventh grade of science class of man yogyakarta in the academic year of 2012/2013 (master’s thesis). yogyakarta state university, yogyakarta, indonesia. fasya, m. d. (2015). improving the grade viii students’ writing skill of narrative text through dictogloss at smpn 1 mungkid, magelang (master’s thesis). yogyakarta state university, yogyakarta, indonesia. fitria, n. a. (2012). the use of swell in teaching writing narrative texts to eight graders. leksika,6(1), 10-14. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. huy, t. n. (2015). problems affecting learning writing skill of grade 11 at thong linh high school. asian journal of educational research, 3(2), 53-69. ikhlasia, n. n. (2013). using cooperative writing and videos to improve students’ writing skills on descriptive texts of class 7c students at smp it abu bakar yogyakarta in the academic year of 2012/2013 (undergraduate thesis). yogyakarta state university, yogyakarta, indonesia. http://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi indrasari, n. (2010). improving students’ writing skill of narrative texts by using short videos (a classroom action research at the eighth grade students of smp negeri 2 temanggung in the academic year of 2009/2010) (master’s thesis). sebelas maret university, surakarta, indonesia. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11(1), 29-41. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mislaini. (2015). improving students’ reading comprehension of narrative text by using fable at the grade x sman 1 bonai darussalam (master’s thesis). university of pasir pengaraian, riau, indonesia. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. nacira, g. 2010. people’s democratic republic of algeria ministry of higher education and scientific research (master’s thesis). university of sétif, shatif, aljazair. paul, d. (2003). teaching english to children in asia. hong kong : pearson longman asia elt. peregoy, f.s., & boyle, f. o. (5th eds.). (2008). reading,writing, and learning in esl : a resource book for teaching k-12 english learner. united states of america : library of congress in cataloging – in – publication data. priehatini, i. (2011). the use of swell (social – interactive writing english language learners) in teaching writing recount text at the first grade of sma hidayatut – thullab sampang (master’s thesis). sunan ampel state islamic university, surabaya, indonesia. retrieved from http://digilib.uinsby.ac.id/gdl.php?mod=browse&op=read&id=jiptiain rini, j. e. (2014). the position of english in indonesia. beyond words, 2(2), 20-40. riyani. (2009). improving the students’ writing skill through feedback (master’s thesis). sebelas maret university, surakarta, indonesia. teo, k.a. (2006). social-interactive writing for english language learners! the catesol journal, 18i(1), 160-178. xia, c. (2011). learners’ strategies in english writing. sino-us english teaching, 8(4), 221-226. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. http://dx.doi.org/10.17985/ijare.45901 http://digilib.uinsby.ac.id/gdl.php?mod=browse&op=read&id=jiptiain issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 193 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reading attitude and its influence on students’ reading comprehension semi sukarni semi.sukarni24@gmail.com english education program, purworejo muhammadiyah university, central java, indonesia abstract this paper investigated the level of the students’ reading attitude and examined its influence on their reading comprehension in undergradute program of english education muhammadiyah purworejo university. sixty two students participated in the study. two types of instruments were used to collect the data, namely reading attitude questionnaire and reading test. the questionnaire is in likert-scale type with five responses in term of agreement with the score starts from 5 – 1. the reading test consists of 40 of multiple-choice type items assessing the students reading skills. descriptive and inferensial statistics were used to analyze the data, including testing the linearity as the assumption of one set data. for doing the analyses, spss version 22 was used. the finding showed that the students’ reading attitude was high as the mean was 78.66 while, the reading comprehension is sufficient as the mean was 64.02. reading attitude had significant correlation toward reading comprehension as the r-value was 0.568. in addition, reading attitude had positive and significant influence on students’ reading comprehension as the r-square= 0.322 with sig. 0.000. reading attitude influenced reading comprehension as much as 32.2%, while 67.8% was influenced by other factors. keywords: attitude, comprehension, influence, reading manuscript submitted: january 2, 2019 manuscript revised: february 2, 2019 accepted for publication: march 6, 2019 introduction there are many factors affecting english proficiency, however in this study, i only corncerns on social-psychologial factors in second or foreign language aquisition. in sla, earlier researchers called them individual differences (ids). ellis (2004) explains that there are seven factors, namely language aptitude, learning style, motivation, anxiety, personality, learner belief and learning strategies (as cited in davies & elder, 2004, p.33). while, freeman and long (2014) mention them which include motivation, attitude, personality, cognitive style, hemisphere specialization, learning strategies, and other factors like memory, language disability, interest, sex and prior experience. on the other hand, dornyei (2005) describes “the taxonomy of individual differences (ids) namely temperament, intelligence, attitudes, and abilities as the main focus areas” (p.7). based on the facts above, attitude is one of ids which contribute to the result of language learning. attitude toward language learning is important factor in determining the language learning achievement. as it is pointed out by kumaravadivellu (2008) that “attitude linked to the language learning processes and practices because it affects the learner not only on processing information but also with respect to motives and relationship between language and culture”(p.39). reading is one of the receptive skills which is very important in boosting other mailto:semi.sukarni24@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 194 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi skills like writing and speaking. through reading language learners can obtain large amount of vocabulary and become more familiar with written expression. the more frequent the learners read, the more they are familiar with english vocabulary. on the contrary, the learners often find difficulty in learning english particularly reading because of certain factors. the causes of poor comprehension among them are limited vocabulary knowledge, lack of practice, lack of fluency, lack of familiarity with subject matter, difficulty level of text, inadequate use of effective reading strategies (westwood, 2008). i am as the lecturer of reading is concerned about the learners’ proficiency in reading. the learners often get unsatifying result in reading test. i believed it is related to the factor of the individual differences among the learners. attitude is one of the individual differences as one of the variables which can influence on the learning result or the learners’ achievement. as it is pointed out by brown (2007) that language learners benefit from positive attitude and that negative attitude may lead to decreased motivation, because of decreased input and interaction, to unsuccessful attainment of proficiency. does the low score of reading because of the low reading attitude? if the students’ reading attitude is high, is there any other factor contributes to the low reading score? these misteries lead the writer to conduct the study related to the reading attitude and its influence on their reading comprehension. several studies had been conducted in relation with attitude and reading comprehension or learning achievement. among them were descriptive research and correlational studies. the descriptive studies were done by azizifar et al. (2014); hosseini and pourmandnia (2013); and sidek (2009). these studies tried to explored the learners’ attitude toward learning english. while the correlational studies were conducted by kocaarslan (2016); alkaff (2013); awe (2014); bastug (2014); dehbozorgi (2014); sani and zain (2011). these studies investigated the correalation of language attitude toward the language learning in various contexts. learning the importance of attitude as one of ids and understanding students’ attitude in learning reading and its contribution to the reading comprehension, leads me to conduct the study which aims to investigate: 1. the level of reading attitude of the fifth semester of under-graduate students of english education program. 2. the influence of students’ reading attitude on their reading comprehension. literature review concept of attitude in learning english the concept of attitude is complex. many definitions have been proposed to describe its essence. according to allport (as cited in gardner, 1985) an attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual response to all objects and situations with which is related. attitudes are said to have cognitive, affective and conative components. the cognitive component refers to the individual’s belief structure, the affective refers to emotional reactions, and the conative refers to the tendency to behave toward the attitude object. gardner (1985)summarizes an individual’s attitude is an evaluative reaction to some referent or attitude object, infered on the basis of the individual’s beliefs or opinion about the referent. with regard to language attitudes, he explained that the cognitive component refers to the thoughts, beliefs, and values about the language of learners; the affective component concerns their feelings toward the language; and the conative component refers to a behavioral intention of the plan of action. further, he points out if the students’ attitude are favourable, it is reasonable to predict that other things being equal, that experience with the language will be pleasant, and the students will be encouraged to continue (gardner, 1985, p.8). specifically, the knowledge function reflects the ability of attitudes to issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 195 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi summarize information about objects in the environment, and the utilitarian function exists in attitudes that maximize rewards and minimize punishments obtained from objects in the environment (as cited in haddock & maio, 2004, p.13). the concept of learners’ attitudes has been the focus of attention in explanation and investigation of human behavior offered by social psychologists. attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing such as an idea, object, person, or situation. students have positive or negative attitudes towards the language they want to learn or the people who speak it. malallaha (2000) points out that having positive attitude towards tests is also claimed to be one of the reasons which make students perform better on the tests in (as cited in hosseini & pourmandnia, 2013). the concept of attitude which is based on multi component model of attitude has been developed by haddock and maio (2004). it shares the basic tenet that attitude are global evaluation of stimulus objects that are derived from three sources of information: affective responses, cognitions, and behavioural information. affective refers to feeling and emotions associated with an attitude object; cognitive refers to beliefs about an attitude object, and behavioral refers to past behaviours associated with the attitude object. positive feeling is usually accompanied by positive beliefs and positive experiences. at the same, it affects cognition. figure 1. the multicomponent model of attitude (adopted from (haddock & maio, 2004, p. 36) baker (1992) explaines a tripartile attitudinal structure, which covers cognitive, affective and conative constituents: (1) cognitive element is related to thoughts and beliefs. (2) affective components concerned aspects related to feeling and emotions. (3) conative aspect is associated with those aspects of attitude which connect with behavioural intention (as cited in batram, 2010, p.36). brown’s ideas (2007) about attitudes are not very different from those of baker’s. he believes that attitudes “develop in early childhood and are the result of parent's and peers' attitudes, of contact with people who are different in any number of ways, and of interacting different factors in the human experience”. he touches on gardner and lambert (1972) extensive studies on the effect of attitudes on language learning is motivation as a construct made up of certain attitudes. to elaborate on the issue, brown points to the large-scale studies that oller and his colleagues (1977) conducted on the relationship between attitudes and language success (as cited in brown, 2007). there are a number of people whose attitudes to each other can be significant namely the learner, the teacher, the learner's peers and parents, and the speakers of the language, as it mentioned by (freeman & long, 2014, p.309). however, futher, they emphasize that learner attitude towards learning situation affect the degree of success. meanwhile, teachers’ attitude towards learners can also affect the quality and quantity of the learning (freeman & long, 2014, p.309). cognitive affective behaviour al attitude issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 196 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi concept of reading and reading comprehension reading is an activity to get information and process to understand the material from different kinds of text critically. reading is called receptive skills are the ways in which people extract meaning from the discourse they see or hear (harmer, 2007). reading is the ability to draw meaning from the printed page and interpret this information appropriately (grabe and stroller, 2013). from the definitions above, it can be concluded that generally reading is about understanding written texts, however, to understand a written text is not simply by looking at the symbols, reading is a complex activity that involves both perception and thought. reading is an activity with purpose. as it is mentioned by grabe and stroller (2013) there are seven purposes of reading namely reading to search for simple information, reading to skim quickly, reading to learn from texts, reading to integrate information, reading to write or search for information needed for writing, reading to critique texts and reading for general comprehension. the purpose of reading also determines the appropriate approach to reading comprehension. moreover, teaching reading will not be successfully if the students can only read words, without understanding the message being read. in other words, whatever we read, it should be understood. comprehension means understanding. this means that reading comprehension is a process of thought where the readers understand the writer’s ideas and interpret them into his or her own needs. and it is generally accepted that the major goal for any reading activity is comprehension. that comprehension is the active process of constructing meaning from text; it involves accessing previous knowledge, understanding vocabulary concepts, making inferences, and linking key ideas. it is pointed out by blanton (as cited westwood, 2008, p.31) that comprehension an active thinking process through which a reader intentionally constructs meaning to form a deeper understanding of concepts and information presented in a text. reading comprehension depends on three factors. the first factor is that the reader has command of the linguistic structures of the text. the second factor is that the reader is able to exercise metacognitive control over the content being read. this means that the reader is able to monitor and reflect on his or her own level of understanding while reading the material. according to tankersley (2003), “the third and most important criterion influencing comprehension is that the reader has adequate background in the content and vocabulary being presented” (p.90). from above definitions it can be concluded that reading comprehension is activity of visual process which involves perceiving symbols to get meaning from the writen text through active thinking by using background knowledge, vocabulary, drawing inference from the facts presented in the text. related research there were earlier research findings related to attitude and language learning. the descriptive studies among them are sidek examined the language attitude among first year college students the finding indicated that the instruction helped improve efl learners’ language attitude towards efl learning (sidek, 2009). hosseini found that having positive attitude a certain language and the way learners perceived that language can bring a big influence upon their performance on the language its (hosseini & pourmandnia, 2013). in line with hosseini, alkaff’s finding showed that the most students had a positive attitude towards learning english and they try to improve their english and use the language eventhough there are a lot of demands on time and opportunity to practise it (alkaff, 2013). however, azizifar, ghaitasi, and gowhary (2014) focused on investigating the efl adult learners found that the most students the participants had negative behavioral attitude toward speaking skill while they had postive cognitive and emotional attitude. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 197 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the second research type were correlational studies, among them are sani and zain (2011) research. they investigated the relationships among second language reading attitudes, reading self-efficacy, and reading ability, as well as gender differences. they found that l2 reading ability was found to be somewhat mediocre, l2 reading self-efficacy was low, and attitudes were not positive. l2 reading attitude and efficacy had significant roles in reading improvement in a non-supportive esl setting (sani & zain, 2011). in line with sani and zain, oroujlou emphasized that motivation and attitude had great roles in improving proficiency and efficiency of the students in language learning. among the factors like taecher’s and students’ role, society, syllabus, etc. motivation and attitude are very important in language learning. another was dehbozorgi’s finding (2012) on the effects of attitude towards language learning and risk-taking on efl students' proficiency. correlational analysis revealed a significant positive relationship between attitude towards language learning and risk-taking (r=.20, p< 0.05). besides, language proficiency and attitude towards language learning did not have a significant correlation (r= .06, p> 0.05) (dehbozorgi, 2012). awe (2014) studied the relationship between reading attitudes and reading comprehension performance of secondary school students. it was found that a total of 65.75% of the students had a generally negative attitude towards reading: 61.13% of them performed well only at the literal level of reading; 38%; 60% and 65.87% at the inferential, evaluate and creative levels, respectively. also, there was a very high, positive and significant relationship between the students’ reading attitudes and their reading comprehension performance (r=.0835 df 798 p≤ 0.05).these findings implied that negative attitudes to extensive reading could lead to students’ poor performance in reading comprehension, which could in turn lead to poor performance in english language (awe, 2014). however, bastug (2014) found that the result reading attitude and reading comprehension significantly predicted academic achievement. in addition, reading attitude was found to be a significant predictor of reading comprehension (bastug, 2014). in line with bastug’ finding kocaarslan (2016) found that reading attitude and vividness of mental imagery were significant predictors for students’ reading comprehension competencies. in addition, the results indicated that approximately 14% of the variance in reading comprehension competence could be explained by reading attitude (kocaarslan, 2016). methods this research belonged to quantitative non-experimental research it used correlational design involving two variables namely independent and dependent. the independent variable was reading attitude and dependent variable was reading comprehension. the research was conducted at the fifth semester of english education program of muhammadiyah purworejo university of central java. purposive sampling technique was used to determine the sample. there were 62 under-graduate students of the fifth semester of the third year with the age range between 21-22 years old participated in the study. to get the data i used two types of instruments, they were test and non-test. the first was a questionnaire of reading attitude to get the data on the students’ attitude toward reading. there were 20 likert-scale items in the questionnaire. the questionnaire was constructed by adopting attitude motivation test battery (amtb) issued by gardner (2005). the participants were asked to rate the degree of agreement on a five-point scale (5=strongly agree,4= agree, 3=neither agree nor disagree, 2=disagree and 1=strongly disagree). the questionnaire had been tried out to 30 students who almost had similar characteristics to the target participants and tested for the validity and realiability. the result of questionnaire validity and realiability showed that all items were valid and reliable as the r-value of each item was higher than 0.05. the second instrument was a reading test to get data of students’ reading comprehension. the test issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 198 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi consisted of 40 items which were constructed by adopting and adapting toefl and test items of first certificate in english (fce) which had high validity and realibility. the test was tried out to 60 students of the sixth semester of english education program purworejo muhammadiyah university to check for the difficulty index. the try-out participant characteristics were similar to the actual participants. based on the item analysis the difficulty index was 0.75. the data of the students’ attitude were calculated based on the students’ response in answering questionaire. the range score is between 1 – 100. futhermore, the reading test score was also calculated based on the students’ correct answer with the similar range score from 1 – 100. after the data were completed, the data were analyzed by using descriptive and inferential analysis. descriptive analysis was used to find out about the students’ reading attitude and reading comprehension. it was specifically to find the mean of both variables. in making inferential analysis, first the data of both variable were tested for the linearity to see whether the data of the two variables were linear or not. as it was mentioned by ho (2014) “for testing correlation there must be pairs score and the assumption was the relationship between the two variable must be linear” (p.220). to test the hypotheses, correlation and regression were applied. the test was done by using spss version 22 findings and discussion 1. students’ reading attitude and reading comprehension to classify the score of reading attitude and reading comprehesion, i adopted the achievement classification category issued by arikunto (2009, p.245). there were five range score with five categories. the classification was as follows. table 1. achievement classification category score grade level 80-100 a excellent 66-79 b good 56-65 c sufficient 40-55 d fairly-sufficient 30-39 e low the results of students’ reading attitude and reading comprehension were described in the table below. table 2. table of students’ reading attitude and reading comprehension range score reading percentage reading percentage attitude (%) proficiency (%) 80-100 34 54.84 4 6.45 66-79 28 45.16 18 29.03 56-65 0 28 45.16 40-55 0 12 20.97 30-39 0 0 0 total 62 100 62 100 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 199 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2 showed the result of reading attitude and reading comprehension. reading attitude laid only on two categories namely very high (54.84%) and high (45.16). before calculating the average, it could be predicted that the students’ reading attitude was in good category. while reading comprehension laid on four categories namely very high only 6.45%, high (29.03%), sufficient (45.16%) and low (20.97%). it showed that reading attitude was better than reading comprehension. figure 2. students’ reading attitude there were only two bars in figure 2. it showed that there were 34 students in the range score between 80-100 and 28 students in the range score between 66-79. figure 3. students’ reading comprehension different from the reading attitude, there were four bars in figure 3 described students’ reading comprehension. it showed that there were four students in the range score between 80100, 18 students in the range score between 66-79, 28 students in the range score between 56-65 and 12 students in the range score between 40-55. the comparison of the the result of reading attitude and reading proficiency could be seen in the table below. 34 28 0 0 0 0 10 20 30 40 1 2 3 4 5 reading 4 18 28 12 0 0 5 10 15 20 25 30 1 2 3 4 5 reading comprehension issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 200 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 3. descriptive statistics of reading attitude and reading comprehension attitude reading comprehension n valid 62 62 missing 0 0 mean 78,66 64,02 median 80,00 64,00 mode 80 65 std. deviation 5,660 8,916 variance 32,031 79,492 minimum 66 50 maximum 89 88 sum 4877 3969 based on the arikunto’s score category (2009) the students had good reading attitude as the mean score was 78.66 in the range between 66-79, while students’ reading comprehension was in sufficient category as the mean score is 64.02 in the range between 56-65. even the two variables had different minimum and maximum score. the minimum score of reading attitude was 66 and this was in good category while the minimum score of reading comprehension was 50 and this was in fairly-sufficient category. however, the maximum score of reading attitude and reading comprehension had the same category or excellent as the the maximum score of reading attitude was 89 and the maximum score of reading comprehension was 88. 2. the influence of reading attitude on reading comprehension before testing the hypothesis, i tested the linearity of the two variables. below was the result of the linearity test. table 4. result of linearity test of reading attitude and reading comprehension anova sum of squares df mean square f sig. reading comprehe nsion * attitude between groups (combine d) 2938,448 18 163,247 3,674 ,000 linearity 1566,204 1 1566,204 35,25 0 ,000 deviation from linearity 1372,244 17 80,720 1,817 ,058 within groups 1910,536 43 44,431 total 4848,984 61 first, based on the anova output table, value sig. deviation from linearity of 0.058 > 0.05. it could be concluded that there was a linear relationship between the variables of reading attitude and reading comprehension. to test the hypothesis, correlation and regression test were applied. the result of pearson correlation was shown below. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 201 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. the correlation between reading attitude and reading comprehension attitude reading comprehension attitude pearson correlation 1 ,568 ** sig. (2-tailed) ,000 sum of squares and cross-products 1946,194 1743,355 covariance 31,905 28,580 n 62 62 reading comprehension pearson correlation ,568 ** 1 sig. (2-tailed) ,000 sum of squares and cross-products 1743,355 4848,984 covariance 28,580 79,492 n 62 62 **. correlation is significant at the 0.01 level (2-tailed). table 6. model summary model r r square adjusted r square std. error of the estimate 1 ,568 a ,322 ,311 7,402 a. predictors: (constant), attitude table 6 showed that r-value = 0.568 with sig. (2-tailed) 0.000. the correlation was medium as it was in the range between 0.40-0.599. sig. (1-tailed) < 0.05, ho was rejected so it could be concluded that their was positive correlation between reading attitude and reading comprehension. r-square= 0.322 showed coefficient determination (r 2 ). it implied the contribution of attitude to reading comprehension 32.2%, the rest (67.8%) from other other variables or other factors table 7. anova a model sum of squares df mean square f sig. 1 regression 1561,657 1 1561,657 28,503 ,000 b residual 3287,327 60 54,789 total 4848,984 61 a. dependent variable: reading profficiency b. predictors: (constant), attitude table 7 showed the coefficient determination test result. the test found the f-value 28.503 with sig. = 0.000. as the sig. value < 0.05 ho is rejected. it meant reading attitude had significant influence on reading comprehension. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 202 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 8. coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -6,432 13,229 -,486 ,629 attitude ,896 ,168 ,568 5,339 ,000 a. dependent variable: reading comprehension table 8 showed test of linear regresion. based on the test result, t-value was 5.339 with sig. = 0.000. as the sig. value < 0.05 so ho was rejected. it meant that reading attitude had positive influence on reading comprehension. from the test result, it could be stated that attitude had positive and significant influence on students’ reading proficiency. in other words, attitude significantly predicted students’ reading proficiency. based on the research finding, the students’ reading attitude was high or positive. it was different from the earlier finding from awe (2014) and sani (2011) and that the students’ attitude were not positive. however, the students’ reading comprehension was only in sufficient level. there were different levels of the two variables. although the students’reading attitude were high or positive the students’ reading comprehension were not in the same level or high. the finding did not support the statement from garnder (1985) “if the students’ attitude are favourable, it is reasonable to predict that other things being equal”(p.8). this was also contradicted with malallaha (as cited in hosseini & pourmandnia, 2013) that having positive attitude towards tests was claimed to be one of the reasons which make students perform better on the tests. it seemed that the students still found it difficult to do the reading test as it was the standardized test as they were lack of vocabulary mastery. the students needed more pratice in preparing the reading test and they also needed to expand the vocabulary particulary academic vocabulary. the finding on the influence of reading attitude on students’ reading comprehension supported several the earlier findings namely kocaarslan (2016); awe ((2014); bastug (2014); and sani (2011). the four studies had found that there were positive and significant relationship between attitude and reading comprehension or learning achievement. in kocaarslan’s finding it was only 14% the variance of reading comprehension could be explained by reading attitude while in this current study reading attitude gave influence 32.2 % on reading comprehension. it was greater than the previous research findings. however, the finding was contradictory with the earlier finding from dehbozorgi (2012) that there was no significant correlation between attitude and students’ proficiency. conclusion and implication based on the descriptive analysis, the students had good level or positive reading attitude but it was not balanced with the reading comprehension. the students were only in the sufficient level. based on the inferential analysis, reading attitude had significant correlation toward reading comprehension as the r-value is 0.568. in addition reading attitude has positive and significant influence on students’ reading comprehension as the r-square= 0.322 with sig. 0.000. reading attitude. reading attitude influenced reading comprehension as much as 32.2% while 67.8% was influenced by other phychological factors like motivation, self esteem, self efficacy, anxiety, personality, learning style and others. gardner (1985) explains that negative attitude might result from frustrations experienced, while positive attitudes might evolved from success. (gardner, 1985) related to this explanation the finding had implication that english teachers and lecturers should make class condition more relax-friendly-learning atmosphere in order that students have positive attitude toward the language they learn. the second finding related to the issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 203 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi influence of reading attitude on reading comprehension had implication that teachers of english and lecturers of reading had to to develop students’ positive attiude towards reading as it contributed about 32.2% on reading comprehension. in other words, by developing students’ positive attitude, students reading comprehension would be slightly better, of course it also needed to encourage students to expand their vocabulary and do more practice before doing reading test. limitation of the research there are limitations of the study. first, in the way the students answer reading attitude questionnaire. they rated themselves high because if they rated low they were afraid it would have consequence in low final score of reading comprehension which was given by the lecturer. second, in doing the reading test, the students had lack of academic vocabulary mastery so the reading score was not good. the third, the study is limited to the reading class at the fifth semester of the third year of undergradute program of english education. to achieve more comprehensive data, futher research involving students studying on different semester or year. references alkaff, a. a. (2013). students’ attitude and perception towards learning english. arab world english journal awej, (2), 106–121. arikunto, s. (2009). dasar-dasar evaluasi pendidikan. jakarta, indonesia: bumi aksara. awe. (2014). relationship between reading attitudes and reading comprehension performance of secondary school students in kwara state, nigeria bola margaret tunde awe, 3(2), 203– 215. azizifar, a., ghaitasi, h., & gowhary, h. (2014). efl adult learner᾽s attitudes towards learning speaking. sciences explorer publication, 8(10), 1755–1764. bastug, m. (2014). the structural relationship of reading attitude: reading comprehension and academic achievement. international j. soc. sci. & education, 4(4), 931–946. batram. (2010). attitude to modern foreign language learning. great britain, english: mpg books groups. brown, d. (2007). principles of language learning and teaching. new york,ny: pearson education. davies, a. & elder, c. (2004). the handbook of applied linguistics blackwell publishing blackwell handbooks in linguistics. uk: blackwell. dehbozorgi, e. (2012). effects of attitude towards language learning and risk-taking on efl student ’ s proficiency, 2(2), 41–48. retrieved from http://doi.org/10.5539/ijel.v2n2p41 dornyei, z. (2005). the psychology of the language learner. mahwah, nj: lawrence erlbaum associates, inc. freeman & long. (2014). introduction to second language acquisition book. london,uk: routledge. gardner. (1985). the social psychology of language. london,uk: edward arnold ltd. gardner, r. c. (2005). attitude/motivation test battery. canada: international amtb research project. grabe and stroller. (2013). teaching and researching reading. new york, ny: routledge. haddock & maio, g. r. (2004). contemporary perspectives on. canada: psychology press. harmer, j. (2007). the practice of english language teaching. london,uk: longman pearson. ho, r. (2014). multivariate data analysis with ibm spss. boca raton, nw: taylor & franscis group. hosseini & pourmandnia. (2013). language learners’ attitude and beliefs: brief review of the related literature and frameworks. international journal on new trends in education and their issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 204 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi implication, 4(2), 63–74. kocaarslan, m. (2016). an exploratory study of the relationships between reading comprehension competence , reading attitude and the vividness of mental imagery among. international electronic journal of elementary education, 8(1), 675–686. kumaravadivellu. b. (2008). understanding language teaching. new jersey, nj: lawrence erlbaum associates, inc. sani, a. z. (2011). the reading matrix relating adolescents ’ second language reading attitudes , self efficacy for reading , and reading ability in a non-supportive esl setting. international online journal, 11(3), 243–254. sidek. (2009). personality traits and language learning attitude among college students. jurnal personalia pelajar, 12, 67–85. tankersley. (2003). the threads of reading: strategies for literacy development. alexandria: ascd. westwood, p. (2008). what teachers need to know about reading and writing. camberwell, australia: acer press. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi an investigation into a link between classroom environment and efl student teachers’ academic achievement mei afriliani an english teacher of sma muhammadyah lahat, south sumatera meiafriliani56@gmail.com muhamad holandyah faculty of tarbiyah and teaching sciences state islamic university of raden fatah muhammadholandyah_uin@radenfatah.ac.id abstract the aim of the present study was to investigate the relationship between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang by conducting correlational research. 366 students of english majors of the second, fourth, and sixth semester took part in the study as the sample by using convenience sampling. the data of this study were collected by administering a questionnaire of college and university classroom environment inventory (cucei) to assess classroom environment of the students and the students’ cumulative gpa was also used to get the students’ academic achievement score. pearson product moment and regression analysis were used to analyze the data. from the analysis, it was found out that the r was 0.296 and it was higher than r-table (0.1059) and the level of probability (p) significance (sig.2-tailed) was 0.000. it means that h0 was rejected and h1 was accepted. this result showed that there was a significant correlation between classroom environment and the students’ academic achievement. additionally, the regression analysis showed that classroom environment contributed only 8,8 % to the students’ academic achievement. keywords: classroom environment, academic achievement, student teachers manuscript submitted: august 8, 2017 manuscript revised: january 11, 2018 accepted for publication: april 9, 2018 introduction in this globalization era, the students in every institution are trained to be academically successful (azkiyah & mukminin, 2017; mukminin, rohayati, putra, habibi, & aina, 2017; mukminin, kamil, muazza, & haryanto, 2017). brockman and russell (2012) consider thatacademic success is directly linked to the successful outcomes and values for youth in society. furthermore, musthaq and khan (2012), luschei (2017), and sánchez-escobedo and hollingworth (2017) argue that the social and economic development of the country is directly linked with students’ academic performance. performance is how well or badly something is done. in educational parlance, performance is indicated through academic achievement (siahi & maiyo, 2015). hisken (2011) defines academic achievement as the level of actual accomplishment or proficiency one has achieved in an academic area, as opposed to one's potential. therefore, mailto:meiafriliani56@gmail.com mailto:muhammadholandyah_uin@radenfatah.ac.id issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the quality of student experiences during college is shown by ones academic achievement (abrar & mukminin, 2016; luschei, 2017; haryanto & mukminin, 2012; mukminin, haryanto, makmur, failasofah, fajaryani, thabran, & suyadi, 2013; mukminin & mcmahon, 2013). academic achievement is important for students to prepare them for future career and to allow students to enter competitive fields. it also plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development (ali, mokhtar, & kamaruzaman, 2009; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017; haryanto & mukminin, 2012). moreover, academic achievement serves as a key criterion in order to judge students’ true potentials and capabilities (daulta, 2008; & nuthanap, 2007) which can help students in all areas of their lives. teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (ariesca & marzulina, 2016; azkiyah & mukminin, 2017; mukminin, rohayati, putra, habibi, & aina, 2017; mukminin, kamil, muazza, & haryanto, 2017). in the teaching and learning process, it can be seen that there is a difference in student’s achievement. this is caused by different factors that affect the academic achievement of students (kamil & mukminin, 2015; mukminin, ali, & ashari, 2015). one of factors that affects students’ academic achievement is classroom environment. the classroom is a basic structural unit of our educational system (talton & simpson, 2007). it is a miniature community in which members’ interest influences the behavior of others. vygotsky stated that classroom environment is the culture that can be the place to study and learn about knowledge (as cited in wei & elias, 2011, p. 240). classroom environment is an embodiment of physical psychosocial conditions. according to carpenter (2006), physical environment is made up of chairs, desks, tables, lightening, ventilation, space, acoustics and instructional materials, while psychosocial environment refers to the feeling, a type of classroom that has to do with interactions in the classroom. classroom environment plays an important part of students’ educational success (habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015. based on vygotsky’s theory of social development (as cited in wei & elias, 2011, p. 240), students’ learning development can be determined by the classroom environment because students spend their time to learn mostly in the classroom although learning can take place in other venues. moreover, yan (2006) said that for foreign language learners, classroom is the main place where they are frequently exposed to the target language. therefore, creating a conducive learning environment by providing sufficient classroom environment physically and social psychologically are very important. taken into the consideration that classroom environment affects students’ academic achievements, the students’ perceptions of classroom environment are very important. therefore, the reason why students failed in some subjects is probably because they are not engagedd in classroom activities sufficiently. the finding of study conducted by ziegler, cheryan, plaut and metzoff (2014) showed that the physical classroom environment, such as inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to lower student achievement. physical environment is not only the main problem that caused poor achievement, but also interaction in classroom. as stated by william (1997) “classroom environment is a dynamic system where students interact each other. it is the place where the interaction between student and student or between students and instructor occur most frequently” (p. 9). according to dewey (2006), the poor student relationship may lead to poor achievement, while good student/teacher relationship may lead to better achievement. moreover, bucholz and sheffler (2009) revealed that a warm interaction in a classroom environment can lead to increased academic achievement and a sense of pride and belonging in a college. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi preliminary study was conducted by interviewing students of english education study program of state islamic university of raden fatah palembang. it revealed that some students enjoyed studying because they felt that classroom was already well-structured, clean enough, conducive lighting, and comfortable air temperature. however, the problem started when the electricity stopped working. the classroom was hot and dark and this bothered the students, especially those who sit on the back. in such situations, the students started feel sleepy, and made some of them lost their focus to fully grasp the lecture. students also said that they were dissatisfied with their academic achievement because the class sometimes seemed boring and they did not participate in the class as well. this kind of interaction within the class influenced their feeling. some researchers have tried to investigate the correlation between students’ perception of classroom environment and their academic achievement. kaur (2001) showed that there was a positive correlation between classroom environment and academic achievement. temperature and ventilation also affects the classroom learning environment. in the study of ziegler et al. (2014), it was found out that the building’s structural facilities influenced students’ achievement. on the other hand, one study did not find relationship between structural condition and student performance in wyoming (picus, marion, calvo, & glenn, 2005). from the explanations above, the aims of the study were to find out: (1) whether or not there was any significant correlation between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang, and (2) whether or not classroom environment significantly influenced academic achievement of english education study program students of state islamic university of raden fatah palembang. literature review classroom environment and academic achievement classroom environment is the place in which teaching and learning process occurs. akubue (2001) defines the classroom as a base for all types of activities. it holds students together and offers them the opportunities of achieving the purpose of education. a greater part of educational activities of any school or college occurs in this room. hannah (2013) also describes that classroom is where the student develops what they want their future to look like, as well as knowledge of the skills they need to reach that goal. the classroom environment also defines in terms of the students’ and teachers’ shared perceptions in that environment (fraser & pickett, 2010). in addition, the classroom is a place for interaction amongteachers, materials and students in order to create students behavior. however, classroom environment has influence in the teaching and learning process. abrar, mukminin, habibi, asyrafi, makmur, a marzulina (2018) state that classroom environment, and negative comments from teachers and peers, may hinder the learners from actively engaging, and eventually make it difficult to speak. students’ academic achievement refers to the grades obtained by students upon accomplishing the courses in the end of their study of an instructional environment, specifically in school, college, and university. hisken (2011) defines academic achievement as the level of actual accomplishment or proficiency one has achieved in an academic area, as opposed to one's potential. there were two kinds of academic achievement, gpa (grade point average), which is the students’ academic achievement in each semester that students achieve at the end of their college, and cumulative gpa, which is obtained by having score of each subject from the whole semesters that they already take. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the relationship between classroom environment and academic achievement the role of classroom environment in influencing academic outcomes has been shown by many researchers in recent years (suleman & hussain, 2014; fraser 1986). the psychosocial environment in a classroom can significantly predict academic achievement (joanna, 2009). recent research in retention rates of university students has contributed evidence for the positive relationship between the perception of classroom environment and academic achievement (mokhtar, 2003). fraser (1986) asserts that the classroom environment is such a potent determinant of student outcomes that it should not be ignored because students will perform better and have more positive attitudes in learning when they perceive classroom environment positively (as cited in macaulay, 1990). as reported by gazelle (2006) that a positive classroom learning environment is closely related to students’ enhanced academic achievement. therefore, it can be said that students’ perception of classroom environment will affect students’ academic achievement because the students who have the positive perception of their classroom environment will have a high interest with the lesson and it may increase their grades. methodology research design in this study, correlational research method was used to find out the correlation between variables and interpret the result that may appear. this method was used to find out the correlation between classroom environment and academic achievement of students of english education study program at state islamic university of raden fatah palembang. creswell (2005) states that correlation design is procedures in quantitative research in which investigators measure the degree of association (relationship) between two or more variables using the statistical procedure of correlation analysis. furthermore, fraenkel, wallen and hyun (2012) states that correlational studies investigate the possibility of relationships between only two variables although investigations of more than two variables are common. the procedures were (1) college and university classroom inventory (cucei) questionnaire from treagust, frasher, and dennies (1986) was given to know students classroom environment, (2) the students' academic achievement was obtained by their cumulative gpa, (3) spss 16 was used in order to find out the correlation between the variables based on the result of questionnaire and cumulative gpa, and (4) the explanation and interpretation of the results were then discussed. research site, sampling, and participants the population of this study was all the students of english education study program of state islamic university of raden fatah palembang in the academic year 2016-2017 which consisted of 580 students. then, 366 students of english education study program of the second, fourth, and sixth semesters took part in the study as the sample by using convenience sampling. data collection before collecting the data, the two instruments in this study were checked for the validity and reliability. cucei questionnaire was a ready-made questionnaire and was already validated by treagust, frasher, and dennies (1986). the questionnaire consists of 49 likert-type items of positive and negative statement and consist of 4 likert-scale ranging from 1 “strongly disagree” to 5 “strongly agree” (for positive statement), and 5 “strongly disagree” to 1 “strongly agree” (for negative statement). cronbach alpha of .70 to .90 was obtained. it can be concluded the cucei was valid and reliable. besides, documentation is an objective and reliable measure students’ academic achievement. documentation validity was not checked because it has been validated issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and reliable. to sum up, all the data were able to be used for each correlation and regression analysis. data analysis before analyzing the data obtained, normality and linearity test was conducted. if p> 0.05. if p< 0.05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality indicates that the data from each variable were all normal and appropriate for data analysis with coefficients of .192 for classroom environment and .058 for academic achievement. for linearity test, deviation of linearity was obtained. if probability is higher than .05, the two variables are linear. the results showed that the deviation from linearity between classroom environment and academic achievement (sig) was 0.343 or higher than 0.05 which the result was linear. after all of data were found normal and linier, the correlation and regression analysis were conducted. the results from the instruments of both questionnaire and students’ gpa were calculated to find any potential correlation between variables through pearson product moment coefficient in spss with 5% significant level. then, the significance of the correlation coefficient is used to determine by comparing the data of the coefficient (r data) in the level of significance of 5 percent in the table of product moment (r table). the correlation coefficient is significant if r table in the level of significance of 5 percent less than r data. in addition, according to cohen, manion, and marison (2007), there is a correlation if p-value is higher than 0.20. in order to know the contribution of classroom environment and academic achievement of undergraduate efl students’ of state islamic university of raden fatah palembang, regression analysis was applied. findings and discussion in this study, two kinds of instruments were used; questionnaire and documentation. first, from the college and university classroom environment inventory questionnaire, the result of students’ classroom environment showed that the maximum score was 220, and the lowest score was 103. the mean of classroom environment scores for the participants was 171.74 and the standard deviation was 18.047. this mean score (171.74) indicated that the level of classroom environment of english education study program students of state islamic university of raden fatah palembang was in average level. the descriptive statistical analysis of classroom environment for the participants is shown in table 1 below. table 1. descriptive statistics of classroom environment n minimum maximum mean std. deviation classroom_environment 345 103 220 171.74 18.047 valid n (listwise) 345 it revealed from the questionnaire that the three levels of classroom environment were perceived by the students. the result showed that 115 students (33.3 %) were in high category, 208 students (60.3 %) belonged to average category, and 22 students (6.4 %) were in low category. the details are described in table 2 below. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. distribution of students’ classroom environment score interval category frequency percentage 180 – 245 high 115 33.3 % 114 – 179 average 208 60.3 % 49 113 low 22 6.4 % total 345 100 % second, after the documentation of students’ academic achievement was obtained, the descriptive statistics showed that the highest cumulative gpa was 4.00 and the lowest was 1.45. the mean of academic achievement for the participants is 3.4503, and the standard deviation is 0.28468. the distribution of the result of the students’ cumulative gpa can be seen in table 3 below. table 3. descriptive statistics of academic achievement n minimum maximum mean std. deviation academic_achievement 345 1.45 4.00 3.4503 .28468 valid n (listwise) 345 after collecting the result of students’ academic achievement, i then categorized the students based on their cummulative gpa score. the result showed that 3 students (0.9 %) were in summa cumlaude category, 152 students (44%) were in cumlaude category, 175 students (50,7 %) were in very good category, 12 students (3.5 %) were in good category, and 3 students (0.9 %) were in enough category. from the data, it can be concluded that most of students’ academic achievement is above very good category. the distribution of the students’ academic achievement is presented in the following table: table 4. distribution of academic achievement score interval category frequency percentage 4.00 summa cumlaude 3 0,9 % 3.51 – 3.99 cumlaude 152 44 % 3.01 – 3.50 very good 175 50,7 % 2.51 – 3.00 good 12 3,5 % 2.00 – 2.50 enough 3 0,9 % total 345 100 % based on pearson product moment correlation coefficient, the result indicated that there was a correlation between classroom environment and academic achievement. the correlation coefficient or the r-obtained (.296) was higher than r-table (0.1059). then the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. it can be inferred that the alternative hypothesis (ha) is accepted and null hypothesis (h0) is rejected. in other words, there was a positive correlation between classroom environment and academic achievement. based on the interval coefficient by cohen, manion, and marisson (2007), the correlation coefficient or the r-obtained (.296) indicates that the level of correlation between variables is slight correlation. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. correlations between classroom environment and academic achievement classroom environment academic achievement classroom_environment pearson correlation 1 .296 ** sig. (2-tailed) .000 n 345 345 academic_achievement pearson correlation .296 ** 1 sig. (2-tailed) .000 n 345 345 ** ** correlation is significant at the 0.01 level (2-tailed). since there was a correlation between classroom environment and academic achievement, it can be inferred that classroom environment has influence on students’ academic achievement. therefore, regression analysis was conducted to find out if classroom environment influenced academic achievement. the result of regression analysis is described in table 6 below. table 6. contribution of classroom environment on students’ academic achievement model unstandardized coefficients standardize d coefficients t sig. b std. error beta 1 (constant) 2.648 .140 18.852 .000 classroom_environment .005 .001 .296 5.739 .000 a. dependent variable: academic_achievement the results indicated that classroom environment influenced students’ academic achievement with tvalue(5.739) which was higher than ttable(1.967) and sig.value (.00) was lower than probability (.05). from the data above, it can be concluded that classroom environment significantly influenced the academic achievement of english education study program students of state islamic university of raden fatah palembang. in addition, to know the percentage of classroom environment influence on academic achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .088. it means that classroom environment gave effect in the level of 8.8% toward academic achievement. the percentage of the influence can be seen from table.7 below. table 7. the percentage of classroom environment contributing to students’ academic achievement model r r square adjusted r square std. error of the estimate 1 .296 a .088 .085 .27232 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 7. the percentage of classroom environment contributing to students’ academic achievement model r r square adjusted r square std. error of the estimate 1 .296 a .088 .085 .27232 a. predictors: (constant), classroom_environment in order to strengthen the value of this study, the interpretations were made based on the result of data analyses. according to the findings, there was a positive and significant correlation between classroom environment and academic achievement, and also an influence of classroom environment toward academic achievement of english education study program students of state islamic university of raden fatah palembang. in addition, the result of pearson product moment correlations showed that there was a positive correlation between classroom environment and academic achievement students of english education study program at state islamic university of raden fatah palembang (r.296). this means that classroom environment had slight relation to their academic achievement. though it was a slight correlation; classroom environment can give an impact toward students’ academic achievement. it is in line with fraser (1998) who stated that the quality of the classroom environment is the significant determinant of students’ learning. similarly, bennipal and singh (2014) also found that there was a positive relationship between academic achievement and classroom environment among adolescents of schools of ludhiana district. in addition, a study conducted by akomolafe and adesua (2015) showed that there was a significant relationship between classroom environment and the academic performance. besides, it also revealed that students’ classroom environment gave slight influence on students’ academic achievement. students spend their time to learn mostly in the classroom. classroom remains to be the main learning environment in an institution (falsario, muyong, nuevaespana, 2014). despite being the main learning environment, it does not guarantee that classroom environment will give more impact on students’ academic achievement. in this study, classroom environment gave only 8.8% effect towards academic achievement. it means that from 345 students, classroom environment influenced 30 students’ academic achievement, and 91,2 % was influenced by other factors. those factors are gender difference, teacher’s education and teaching style, class environment, family education background (mushtaq & khan, 2012), age, peer influences, course assessment, class attendance, class size and entry qualification (daniel, 2016). in addition, farooq, chaudhry, shafiq, and berhan (2011) stated that not only environment and personal characteristics of learners that play important roles on their academic success but also socioeconomic status. socioeconomic status is one of the most researched and debated factors among educational professionals that contribute towards the academic performance of students. the most prevalent argument is that the socioeconomic status of learners affects the quality of their academic performance. moreover, the findings of research by hijazi and naqvi (2006) focused on student performance is affected by different factors, such as learning abilities because new paradigm about learning assumes that all students can and should learn at higher levels, but it should not be considered as constraint because there are other factors like race, gender, sex that can affect student’s performance. therefore, the influence of classroom environment toward students’ academic achievement was not strong. finally, this study found there was relationship and influence between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusions from the findings and interpretations in discussed above, some conclusions could be presented. first, the correlation coefficient or the r-obtained (.296) was higher than r-table (0.1059), it means that the result indicated that there was a positive and significant relationship between classroom environment and academic achievement. second, the findings revealed that there was a slight influence of classroom environment toward academic achievement of english education study program students of state islamic university of raden fatah palembang. it was shown that classroom environment gave only 8 % contribution to their academic performance. so, it can be inferred that the lower classroom environment as perceived by the students, the lower their academic achievement would be. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. akubue, a.u. (2001). classroom organization and management: a 5-points strategy. ibadan: wisdom publishers. akomolafe, c.o, & adesua, v.o. (2015). the classroom environment: a major motivating factor towards high academic performance of senior secondary school students in south west nigeria. journal of education and practice, 6(34), 17-21. ali, n., jusoff, k., ali, s., mokhtar, n., & salamat, a. s. a. (2009). the factor influencing students’ performance at university technology mara kedah, malaysia. canadian research & development center of sciences and cultures, 3(4), 81-90. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. benipal, a. s., & singh, j. (2014). a study of academic achievement of adolescents in relation to their perception of classroom environment in punjab. educationa confab, 3(7), 18-26. brockman, m. s., & russell, s. t. (2012). academic success. retrieved from http://classroom.leanderisd.org/users/0955/docs/academic_success.pdf. bucholz, j.l., & sheffler, j.l. (2009). creating a warm and inclusive classroom environment: planning for all children to feel welcome. electronic journal for inclusive education, 2(4), 1-13. carpenters, b. o. (2006). foundation of education, benin: ethiopia. cohen, l., manion, l., & morrison, k. (6 th eds.). (2007). research methods in education. new york, ny: routlege. daniel, a. (2016). gender effect on academic performance of junior high school athlestes in ghana: a case study of komenda, edina, eguafo, and abirem municipality in central region. international journal of physical education, sports and health, 3(2), 355-364. daulta, m.s. (2008), impact of home environment on the scholastic achievement of children. journal of human ecology, 23(1), 75-77. http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://classroom.leanderisd.org/users/0955/docs/academic_success.pdf issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dewey, t. o. (2006). infant and child in the culture of today. new york , ny: harper and row. farooq, m. s., chaudhry, a. h., shafiq, m., & berhan, g. (2011). factors affecting students’ quality of academic performance: a case of secondary school level. journal of quality and technology management, 7(2), 1-14. fraenkel, j. r., wallen, n. e., & hyun. (8 th eds.). (2012). how to design and evaluate: research in education. new york, ny: mcgraw-hill higher education. fraser, b., & pickett, l. (2010). creating and assessing positive classroom learning environments. childhood education, 3. retrieved from http://www.highbeam.com fraser, b. j. (1998). classroom environment instruments: development, validity, and applications. learning environment research, 1(1), 7-34. gazelle, h. (2006). class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: a child x environment model. developmental psychology, 42, 1179–1192. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hannah, r. (2013). the effect of classroom environment on student learning (honors thesis, western michigan university, usa). retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context= honors_theses. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hisken, l. j. (2011). the correlation between self-esteem and student reading ability, reading level, and academic achievement. master thesis, university of central missouri, warrensburg, missouri. hijazi, s. t & naqvi, s, m. m. r. (2006). factors affecting students’ performance a case of private colleges. bangladesh e-journal of sociology, 3(1), 1-10. joanna, i. o. (2009). relationship between students perception of psycho-social environment and achievement in geography.university of nigeria, nsukka, nigeria. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11 (1), 29-41. kaur, (2001). academic achievement as resulted to achievement motivation at senior secondary level. dissertation, panjab university, chandigarh. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1(1), 6-17. macaulay, d. j. (1990). classroom environment: a literature review. educational psychology, 10(3) 239-253. mokhtar, s. (2003). classroom environment and academic performance at kolej yayasan pelajaran mara kuala lumpur. master thesis, international islamic university malaysia, kuala lumpur, malaysia. mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. the qualitative report (usa), 22(1), 309-326. http://www.highbeam.com/ http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online,16(1), 35-59. mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., haryanto, e., makmur, failasofah, fajaryani, n., thabran, y., & suyadi. (2013). the achievement ideology and top-down national standardized exam policy in indonesia: voices from local english teachers. turkish online journal of qualitative inquiry, 4(4), 19-38. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mushtaq, i. & khan, s.n. (2012). factor affecting students’ academic achievement. global journal of management and business research 12(9), 17-22. nuthanap, g. (2007). gender analysis of academic achievement among high school students. master thesis, dharwad university of agricultural sciences, dharwad. picus, l. o., marion, s. f., calvo, n., & glenn, w. j. (2005). understanding the relationship between student achievement and the quality of educational facilities: evidence from wyoming. peabody journal of education, 80, 71-95. sánchez-escobedo, p., & hollingworth, l. (2017). a model for evaluation of rural schools in developing countries. indonesian research journal in education |irje|, 1(1), 18-28. siahi, e. a, & maiyo, j. k. (2015). study of the relationship between study habits and academic achievement of students: a case of spicer higher secondary school, india. international journal of educational administration and policy studies, 7(7), 134-141. suleman, q. & hussain, i. (2014). effects of classroom physical environment on the academic achievement score of secondary school in kohat division, pakistan. international journal of learning and development, 4(1), 71-82. talton, e. l, & simpson r. d. (1987). relationship of attitude toward classroom environment with attitude toward achievement in science among tenth grade geography students. journal of research in science teaching, 24, 507526. treagust, d. f. & fraser, b, j. (1986). validity and use of a classroom environment instrument for higher education. national association for research in science teaching, san francisco. wei, l. s., & elias, h. (2011). relationship between students’ perceptions of classroom environment and their motivation in learning english language. international journal of humanities and social science, 1(21), 240-250. william, d. l. (1997). evaluating the university environment from a comprehensive system perspective: the college/university environment scale. master thesis, acadia university, canada. yan, x. (2006). teacher talk and efl in university classrooms. dissertation thesis, chongqing normal university and yangtze normal university, china. ziegler, s.a., cheryan, s., plaut, v.c., & meltzoff, a. n. (2014). designing classroom to maximize students achievement. behavioral and brain sciences, 1(1) 4-12. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 144 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi investigating the link between critical thinking skill and argumentative writing skill: the case of islamic senior high school riza oktari putri a customer relation of magenta language academy in palembang, south sumatera, palembang rizaoktari58@gmail.com abstract this study was aimed at describing the link between the second year students’ critical thinking skill and their argumentative writing skill at islamic senior high school in palembang, south sumatera, indonesia. there were 60 students participated in this study. the data were obtained by using two instruments: cornell critical thinking test (cctt) and argumentative writing test. pearson product moment correlation coefficient and regression analysis were used to analyze the data. from the result, statistically significant positive link between students’ critical thinking skill and their argumentative writing skill was found with correlation coefficient .695, and the p-value was (.000) lower than significance value (.000 < .005). since there was a significant link, regression analysis was used. as the result, critical thinking skill had 48.4% contribution to the students’ argumentative writing skill. in short, critical thinking skill had relationship with argumentative writing skill, and it gave 48.4 % constribution to the students’ argumentative writing skill. keywords: argumentative writing skill, critical thinking skill manuscript submitted: june24, 2018 manuscript revised: september3, 2018 accepted for publication: september 17, 2018 introduction writing skill plays an important role in learning english as a foreign language. it is considered as an important skill needed for both academic purposes and lifetime learning. writing itself is variously defined by experts. according to rivers (1981), writing is conveying information or expression of original ideas in a consecutive way in the new language. it is also supported by akkaya and kirmiz (2013) who explain that writing is the expression of feelings, thoughts, desires and plans in black and white. as an important tool, writing has so many benefits. as stated by mandal (2009), students who are good at writing will bring many benefits. firstly, writing is a good way to help develop students’ ability of using vocabulary and grammar, increasing the ability of using language. secondly, writing is an essential tool to support other skills. if a student has good writing ability, they can speak and read the text more effectively. thirdly, writing is a way to approach modern information technology as well as the human knowledge. richardson and morgan (as cited in marzulina, 2018, p.4) stated that writing is the most complex communication process activity in communicative art. as one of the basic skills in english, writing is more complex because it involves constructing a new text rather than dealing with an already created one (mohammadnia & ayaz, 2014). in relation to this, writing ability is only learnable with the help of formal and organized instruction (emig, 1997). in addition, hiew (2015) argues that writing requires students to be able to write smoothly as the ideas flow through their http://jurnal.radenfatah.ac.id/index.php/ mailto:rizaoktari58@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 145 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi mind. consequently, writing is not an easy activity to do by students as jarvis (2000) emphasizes that many students do not enjoy writing because they feel that if they cannot do it correctly at the first time then they will never get it. even though low and average proficiency students are recommended to write freely without worrying about their spelling and grammar, they still find it hard to express their thoughts and feelings due to the lack of vocabulary knowledge, writing practice and reading (muslim, 2014). concerning about writing, there are still some problems found in indonesia. alwasilah (2005) claims that skill of writing in indonesia is the most ignore skill in language education. then, writing habit in indonesia is lower than reading habit (khak, 2011). this situation is basically supported by the fact that indonesia is in a far move to consider english as the foreign/second language in the country. moreover, based on the data found in scopus and scimago, indonesia only had 3.231 journal publications (arradian, 2014). this number is not satisfying if it was compared to malaysia’s and singapore’s. thus, as stated in surat dirjen dikti no. 152/e/t/2012, there is a rule from directorate general of higher education of indonesia which required students to write a research article and publish it in a journal as a requirement for graduation since august 2012. in writing, there are text types that can be written. according to lowenberg (2000), in indonesia, there are various types of writing that should be learnt by the students including expository, narrative, descriptive, recount and argumentative. richards and schmidt (2010) define argumentative writing as composition which the writers give their opinion and arguments as well as evidence in order to support or defend position. in line with this, zhu (2011) describes argumentative writing as the act of forming reasons, making inductions, drawing conclusions, and applying them to the case in discussion; the operation of inferring propositions, not known or admitted as true, from facts or principles known, admitted, or proved to be true. argumentative writing, in fact, is not an easy task. it is supported by amalia (2016) who says that all of language skills are useful for students, however; the ability of argumentative writing seems to be the most crucial one. it is because the ability of argumentative writing is used more in field of education and workplace than other. it is needed for writing article and essay, conducting research and applying scholarship, etc. moreover, saito (2010) also claims that argumentative writing skill as the most difficult of other writing skills. it is because composing argumentative writing requires students to have a critical thinking, scientific ideas, and argumentative expression. in l1 context, crowhurst (1991) reviews the previous studies on argumentative writing and find that even native english speakers have poor performance in writing an argumentative discourse throughout the school system. the problems in argumentative writing identified in those studies are writing shorter texts than narration, insufficient content and ideas, failure to support the point of view, poor organization due to a lack of knowledge concerning argumentative structure and stylistic inappropriateness. in indonesian context, there are many explanations accounting for students’ difficulties in writing an argumentative essay. according to rahmatunisa (2014), it is noted that indonesian students are more familiar with narration, such as writing about their experiences in journals or diaries than any other types of writing. thus, even when they are assigned to write an argumentative essay, they tend to produce narration and construct their own pattern to write an argumentation. besides, al-khasawneh (2010) mentions that indonesian students lack implicit knowledge about argumentative conventional pattern. consequently, they do not know how to write a good argumentative essay. to cope with the writing problems, factors affecting students’ argumentative writing skill are necessary to investigate, and on the factor investigated in this study is crirical thinking skill. masduqi (2011) states that indonesian students tend to be ineffective in sharing ideas in writing because of their limited use of critical thinking skills and meaningful activities. furthermore, as stated by lai (2011), writing does not only require the mastery of linguistic such as grammar http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 146 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi vocabulary, pronunciation, intonation, etc, but also requires the conceptual judgment and critical thinking. kellog (2001), claims that writing academically is a main cognitive challenge because it is a test of memory, language and thinking ability as well. therefore, i assume that the problem of the students’ argumentative writing skill is not only because students’ lack of english competencies but also there is another factor influencing students’ writing namely critical thinking skill. accordingly, facione (1990) discusses critical thinking in the context of perfections of thought. this preoccupation with the ideal critical thinker is evident in the american philosophical association’s consensus portrait of the ideal critical thinker as someone who is inquisitive in nature, openminded, flexible, fair-minded, has a desire to be well-informed, understands diverse viewpoints, and is willing to both suspend judgment and to consider other perspectives. critical thinking theory, promoted by paul in 1992, has attracted many researchers and educators throughout the world. he has identified that thinking skill has three broad categories: reflective, creative, and critical. he emphasizes that we all have critical thinking skill that influenced in all aspects of human life. fahim and mirzaii (2014) report in their study that critical thinking is regarded to be the most influentialfactor in argumentative writing and they also concluded that having critical thinking skill in higher education is crucial and plays a significant role in understanding the learning process. regarding the problem above, studies have been undertaken to investigate the link between students’ critical thinking skill and students’ argumentative writing skill. the findings from the previous studies play an important role in designing this research. on the other hand, assadi, davatgar, and jafari (2013) show that integrating current issues of critical thinkingactivities improved students’ writing. from the problems occurred above, it is assumed that the level of the students’ critical thinking skill has relationship with students’ argumentative writing skill. therefore, this study was intended to investigate whether or not there is a link between critical thinking skill and argumentative writing skill of the second year students of islamic senior high school in palembang, south sumatera, indonesia, and whether or not students’ critical thinking skill influences their argumentative writing skill. literature review the concept of critical thinking skill nikou, bonyadi, and amirikar (2015) explain that the definitions of the concept of critical thinking are broad, the definitions range from multiple perspectives: philosophical, psychological, and educational. some of definitions given by experts are sometimes different. however, it is important to gather the serious definition to construct the definition of critical thinking. critical thinking can be defined as the ability to identify and analyze problems as well as to seek and evaluate relevant information in order to reach an appropriate conclusion (watson & glaser, 2012). good conclusion can be reached by identifying, analyzing, and evaluating the matter issues. critical thinking is also called as “reasonable thinking”. it means that having good and logical reason is the major characteristic of critical thinking skill needed when drawing conclusion or making decision. paul and elder (2008) define critical thinking as the art of analyzing and evaluating thinking with a view to improving it. in line with paul’s and elder’s opinion, freeley and steinberg (2007) describe critical thinking as the ability to analyze, criticize, and advocate ideas, to reason inductively and deductively, and to reach factual or judgemental conclusions based on sound inferences drawn from unambiguous statements of knowledge of belief. critical thinking is about analyzing, evaluating, and criticizing something (knowledge, information, problem, and issue) in order to find good conclusion and judgment. meanwhile, wasshburn (2010) points out that critical thinking http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 147 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi relates to the activity to criticize people or things both in terms of negative side of them that may lead to the comprehension and best judgment about them. the concept of argumentative writing skill sweat (2012) states that argumentative writing is a genre of writing that allows writers to express their opinion on a topic and support that opinion with strong logic and evidence. the main purpose of argumentative writing is to convince the readers that the writer’ particular view or opinion on a controversial issue is correct and to persuade the audience to take some sort of action (langan, 2008). in argumentative writing, a writer attempts to support or defend a position or difference point on with his/her logical arguments, ideas, and opinions. in argumentative writing, some data, example, and other’s opinion are needed in order to support the argument. good argumentation is required because it can help the writer easily convince and persuade the reader. therefore, the writer should truly know the issue, his/her position, knowledge in order to give good argumentation. methodology research design, research site, sampling, and participants in this study, correlational study was used to find out the link between students’ critical thinking skill and their argumentative writing skill. creswell (2005) states that correlation design is procedures in quantitative research in which investigators measure the degree of association (relationship) between two or more variables using the statistical procedure of correlation analysis. the first procedure was identifying the students’ critical thinking skill using cornell critical thinking test (cctt) and the second procedure was that giving the students an argumentative writing test. the next step was that the data analysis by using pearson correlation coefficient and regression anlysis. the second year students of one islamic senior high school in palembang, south sumatera, indonesia in the academic year 2017/2018 was chosen as the population. the total number of the population was sixty students, and all of them were taken as the sample. data collection the data were collected by using test. best and khan (as cited in putra & marzulina, 2015, p.7) state that test is an instrument designed to describe and measure a sample of certain aspects of human behavior. in this study, to measure the students’ critical thinking skill, there were 72 questions in the cornell critical thinking test (cctt) which was taken from ennis (2012). for critical thinking test, the cornell critical thinking test (cctt) was already being tested in the term of validity. the developers argue for the construct validity of the cornell critical thinking test (cctt) based on its content validity. moreover, level x was chosen by several researchers (ismail, 2003; rosyanti & awang, 2008) to measure students critical thinking skills. since, the critical thinking test was taken from ennis, millman, and tomko (1980), there was no need to conduct the validity test anymore. further, the reability rating of cctt was 0.90 which was very high realibility (ennis & norris, 1989). thus, this cornell critical thinking test (cctt) could be used since it was reliable. the last instrument, argumentative writing test was used by asking the students to write an argumentative text consisting of maximum 250 words and the topic came from their english text book. for its validity, expert judgment was used. the result of expert judgements showed that the instructions, topics, time allocation, content, and rubric were appropriate. to get the reliability of the writing test, inter-rater reliability was used. inter-rater realibily allowed the raters to give a http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 148 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi degree or rating to the instruments whether it was appropriate for the sample or not. from three raters, the result showed the instruction, topic, time allocation and rubric were appropriate, and content was appropriate. thus, argumentative writing test was reliable. data analysis data analysis was done based on the data obtained from the cornell critical thinking test (cctt) and the argumentative writing test. first, data from critical thinking test were analyzed to determine the students’ critical thinking skill. the minimum score was 0 if a student’s correct answer is 0 and the maximum score is 100 if a student’s correct answer is 72 from total 72 questions. from the result of students’ score of critical thinking test, the categories of students’ critical thinking skill then were classified into three levels: (1) high (71-100); (2) medium (50-70); and (3) low (0-49). second, the students’ argumentative writing test was analyzed by the three raters who validated the argumentative writing test by using the rubric for argumentative writing from jacob et. al. there were five aspects of the argumentative writing scoring system; content, vocabulary, usage, organization, and mechanism. as a result, the highest point of all was 100. the average points from them was determined as the students’ argumentative writing skill. the result of students’ argumentative writing test was categorized into four categories: (1) excellent (86-100); (2) good (76-85); (3) average (56-75); and (4) poor (<56). to explain the data, descriptive statistics was presented. then, the normality and linearity test were carried out. to see the correlation between variables, pearson product-moment correlation coefficient was applied. furthermore, to see the influence of predictor variables toward criterion variable, regression analysis was applied. findings and discussion students’ critical thinking and their argumentative writing skill first of all, the result of critical thinking is presented. it was found that the minimum score of the students’ critical thinking skill was 55 and their maximum score was 93. critical thinking skill’s mean score was 74.65 and the standard deviation was 9.010. the last, argumentative writing skill minimum score was 62 and maximum score was 88. the mean score of argumentative writing skill was 75.65 and the standard deviation was 6.903. table 1. score distribution of students’ critical thinking skill level of critical thinking skill range score number of students percent (%) high 71 – 100 35 58 medium 50 – 70 25 42 low 0 – 49 0 0 total 60 100 based on table 1, the descriptive data revealed that the majority of students, 35 out of 60 (58%), had high critical thinking skill and as much as 25 students out of 60 (42%), had medium critical thinking skill. last but not least, there was no one categorized as low critical thinking skill. table 2. score distribution of students’ argumentative writing skill categories of argumentative writing skill score interval number of students percent (%) http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 149 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi excellent 86 – 100 5 8 good 71 – 85 24 40 average 56 – 70 31 52 poor 4155 0 0 very poor 0 40 0 0 total 60 100 secondly, it can be seen from the table 2 that for each category, 5 students had excellent argumentative writing skill, 24 students had good argumentative writing skill, 31 students had average argumentative writing skill and there was no student having poor argumentative writing skill. the result of normality amd linearity test based on the results of normality test, it was found that the significance value of critical thinking skill was 0.418, and the significance value of argumentative writing skill was 0.779. since all of the significance values are higher than 0.05, it can be concluded that the data are normally distributed. therefore, the data could be used for further analysis. next, the results of linearity indicated that the deviation from linearity between critical thinking skill and argumentative writing skill was 0.229. in short, all data were linear for each correlation and regression. link between students’ critical thinking skill and argumentative writing skill based on the statistical analysis, it showed that the correlation coefficient or the r– obtained (0.695) was higher than r-table (0.05) (n-2=58). then the level of probability (p) significance (sig.2tailed) was .000. it means that p value (.000) was less than 0.05. thus, for the first hypotheses, h1 was accepted and h0 was rejected. it indicates that there was statistically significant positive link between critical thinking skill and argumentative writing skill. since the data showed a significant link between the variables, the further analysis was conducted to find out the significant influence between the variables. the detail result was presented in table 3. table 3. the link of students’ critical thinking skill and argumentative writing skill critical thinking skill argumentative writing skill critical thinking skill pearson correlation 1 .695** sig. (2-tailed) .000 n 60 60 argumentative writing skill pearson correlation .695** 1 sig. (2-tailed) .000 n 60 60 based on table 3, it showed that the correlation coefficient or the r – obtained (0.695) was higher than r-table (0.05) (n-2=58). then the level of probability (p) significance (sig.2-tailed) was .000. meaning that p value (.000) was less than 0.05. thus, for the first hypotheses, h1 was accepted and h0 was rejected. it means that there was statistically significant positive link between critical thinking skill and argumentative writing skill. therefore, since the data showed a significant link between the variables, the further analysis was conducted to find out the significant influence between the variables. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 150 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi table 4. r-square analysis model r r square adjusted r square std. error of the estimate 1 .695a .484 .475 5.003 table 4 showed that the r-square was .484. it implied that the students’ critical thinking skill had significant effect in the level of 48.4% toward argumentative writing skill, and 51.6% was unexplained factors value. then, for the second hypotheses, h1 was accepted and h0 was rejected, it implied that critical thinking skill significantly influence argumentative writing skill of the second year students of islamic senior high school in palembang. in accordance with the results, there were some discussions in this study. first, in this study, most of the students had high level of critical thinking skill. the explanation to support this finding is that from the beginning of their life, the students had been involved in critical thinking process. since they were born, they use critical thinking to analyze, evaluate, and criticize something (knowledge, information, problem, and issue) in order to find good conclusion and judgment. wasshburn (2010) points out that critical thinking relates to the activity to criticize people or things both in terms of negative side of them that may lead to the comprehension and best judgment about them. it means that before making decision or judgment, a critical thinker has to think critically about what should to do or believe in order to make a good and reasonable judgment and decision. critical thinking skill is obviously indispensable used in many field such as in education, research, finance, social, politics, management or other aspects of life. next, for argumentative writing skill, the data distribution showed there was the small amount of percentage of the students who were in excellent level as the students who were in average level of argumentative writing skill. it could happen due to the lack of vocabulary, limited idea, and difficulty in expressing their thoughts through writing. however, there was no one in poor and very poor level of argumentative writing skill. it might be because the students of islamic senior high school in 67 palembang were aware of their critical thinking skill. students could easily use their ability in analyzing, evaluating, and criticizing to make argumentative writing from a certain topics. they assessed themselves of how capable they were to accomplish a given task. critical thinking skill could affect their judgment and opinion which are necessary in making argumentative writing. student with high critical thinking skill would give great reason and evidence when facing difficulties or problems, and they probably look for strong evidence to support their opinion. in other words, the critical thinking skill level affects argumentative writing activity. moreover, level of critical thinking skill, in fact, gives different performance in argumentative writing skill. students with high critical thinking skill can provide a strong evidence to support their idea and make a rational reason about the problem. it can be said that the higher critical thinking skill level the students have, the easier they make an argumentative writing. it means students with high critical thinking skill can gather their ideas more easily than students with low critical thinking skill. it can be assumed that critical thinking skill is crucial in composing writing. it is because each process of writing requires some thinking skills. therefore, without being able to think and also write critically, the writers cannot produce a piece of good writing. besides, argumentative writing requires mental discipline and close attention to the set of logical rules included in critical thinking (langan, 2008). the finding in the study was in line with the study of assadi, davatgar, and jafari (2013). they found that students’ critical thinking skill had significant positive link with writing skill. results of this study showed that students with higher critical thinking skill were more likely to receive higher scores in writing. ruggiero (2004) states that it can be due to the fact that critical thinking in general can help students to participate in tasks, and students with high critical thinking skill set higher goals and engage themselves in tasks which require considerable fact and evidence http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 151 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi (tays, 2007). rashid and hashim (2008) also found that there was a statistically significant positive link between critical thinking ability and language proficiency. students who had high critical thinking ability also achieved at least a satisfactory level of proficiency in the target language. furthermore, agustina (2013) found that there was relationship among reading attitude, critical thinking, and self-determination, in a college sample. critical thinking as the predictor is used in the model to measure of academic reading attitude, although social self-determination is also shown to have a significant effect. such a theory would predict that students with high levels of critical thinking are generally higher achievers than those who have lower levels of critical thinking. nikou, boyadi, and amirikar (2015) in their research also found the existence of a significant positive link between critical thinking skill and the quality of argumentative writing. it can be said that the students with good critical thinking skill, they will have good writing skill as well, particularly in argumentative writing and the students with lack of the critical thinking skill usually have poor argumentative writing skill since critical thinking skill enables students to develop the idea critically and creatively. on the contrary, sugianto (2014) could not find any significant effect between critical thinking skill and writing skill. it indicated that the differences of means between high critical thinking skill and low one are not significant. even though college-students with higher critical thinking skill also performed higher in writing activity, in fact, the differences between high and low critical thinking were not quite significant in writing activities. the level of critical thinking skill, either low or high, surprisingly does not give significant effect in writing activities though students with high critical thinking could make better writing. this indicates that high critical thinking does not automatically emerge and initiate students to make better writing task. this is in contrary to a research by helix (2015) which showed a large significant positive link between critical thinking and writing of students in florida state university; in writing activities for college students of florida state university, students’ level of critical thinking skill affect students’ ability in writing. the unexplained factors also influenced students’ argumentative writing skill. the findings of this study also give pedagogical implications for teachers, students, and next researchers. finally, investigation the link and the influence between critical thinking skill and argumentative writing skill of the second year students islamic senior high school in palembang was successfully done. conclusions the result of the study indicated that the alternative hypothesis was accepted. the null hypothesis was rejected as the correlation coefficient was .695 and the p-value was .000 which was less than .05 (.000< .05). it implied that there was significant positive link between students' critical thinking skill and argumentative writing skill of the second year students of oneislamic senior high in palembang, south sumatera, indonesia. this result also means that the higher the level of students’ critical thinking skill is, the better the the students’ skill in argumentative writing. futhermore, critical thinking skill gave 48.4 % constribution to the students’ argumentative writing skill. to sum up, the more critical the students think, the more creative and critical they are in developing the ideas in making good argumentative writing. therefore, future studies are expected to consider whether teaching method, teaching strategy, or teaching technique related to develop students’ critical thinking skill, and also to correlate with other variables since there are many unexplained factors that affect students’ argumentative writing skill. references akkaya, j., & kirmiz, b. (2013). how to teach writing. london, uk: pearson education limited. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 152 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi al-khasawneh, f., & maher, s. (2010). writing for academic purposes: problems faced by arab postgraduate students of the college of business, uum. esp world, 9, 1-23 alwasilah, a. i. (2005). summarization strategies adopted by the senior level female students of the department of english at king saud university (thesis).king saud university, saudi arabia. alwasilah, a.c. (2005). developing theories of teaching academic indonesian to non-language majors: ways of collecting and analyzing data. qualitative convention in malaysia, 1-8. amaliah, h. (2016). adjustment amongst first year students in a malaysian university.european journal of social sciences, 8(3), 496-505. arradian, p. c. (2014). instructional interventions affecting critical thinking skills and dispositions: a stage 1 meta-analysis. american educational research association, 78(4), 1102-1134. assadi, n., davatgar, h., & jafari, p. (2013). the effect of critical thinking on enhancing writing among iranian efl learners. international journal of scientific & engineering research, 4(3). assadi, n., davatgar, h., & jafari, p. (2013). the effect of critical thinking on enhancing writing among iranian efl learners. international journal of scientific and engineering research, 4. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). upper saddle river, nj: pearson education, inc. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research. upper saddle river, nj: pearson merrill prentice hall. crowhurst, m. (1991). syntactic complexity in narration and argument at three grade levels. cadian journal of education, 5(1), 6-14. dirjendikti. (2012). kewajiban publikasi makalah mahasiswa sebagai persyaratan lulus. retrieved from http://www.kopertis12.or.id/2012/02/01/surat-dirjen-dikti-no-152et2012-tentang-wajibpublikasi-ilmiahbagi-s1s2s3.html#sthash.fjex4zjw.dpuf. emig, j. (1997). teaching and assessing writing. new jersey, nj: buyntoncook publication inc. ennis, r. h., gardiner, w. l., morrow, r., paulus, d., & ringel, l. (1985). cornell critical thinking series: the cornell class-reasoning test, form x. retrieved from http://www.criticalthinking.net%20cornellconditionalreas.pdf facione, p. a. (2011). critical thinking: what it is and why it counts. retrieved from http://www.whatitisandwhyitcountscriticalthinking.com fahim, m., & mirzaii, m. (2014). improving efl argumentative writing: a dialogic critical thinking approach. international journal of research studies in language learning, 8(3). fraenkel, j., & walen, n. e. (2012). how to design and evaluate research in education. new york, ny: mcgraw-hill companies. freeley, a., & steinberg, d. (2007). argumentative and debate: critical thinking for reasoned decision making. london, uk: wadsworth cengage. hiew, a. (2005). introduxtion to academic writing. new york, ny: pearson education inc. jarvis, w. m. (2000). ‘not quite right’: helping students to make better arguments. teaching in higher education, 13(3), 327–340. kellog, i. a. (2001). diagnosis of learning difficulties in english: the arabic bilingual context. elixir psychology, 36, 3448-3454. khak, a. (2011, november 23). minat baca indonesia rendah minat menulis lebih rendah lagi. rima : review of indonesia and malaysia affairs. lai, n. s. (2011). the effect of efl learners’ mother tongue on their writings in english: an error analysis study. journal of the college of arts, 60, 22-45. langan, j. (2006). english skills seventh edition. new york, ny: mcgraw hill. langan, j. (2008). english skills eighth edition. new york, ny: mcgraw hill. lowenberg, a. (2000). ‘culture and context: critical thinking and student learning in introductory macroeconomics’. studies in higher education, 30(3), 339-354. mandal, v. n. (2009). the practice of english language teaching. new york, ny: longman. http://jurnal.radenfatah.ac.id/index.php/ http://www.whatitisandwhyitcountscriticalthinking.com/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 153 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi marzulina, l. (2018).learning strategy towards students’ descriptive writing achievement taught by using pick–list–evaluate–active–supp ly–end strategy. edukasi: jurnal pendidikan dan pengajaran, 5(1), 63-75. masduqi, g. (2011). uae university male students’ interests impact on reading and writing performance and improvement. english language teaching, 7(9), 57-63. mohammadnia, z., & ayaz, r. (2014). studying the approaches to grammar in the foundation programme of sultan qaboos university. general foundation programmes in higher education in the sultanate of oman, 6591. muslim. (2014). pengembangan media dan sumber pembelajaran. jakarta, indonesia: prestasi pustakaraya. nikou, f.r., bonyadi, a., & amirikar, n. (2015). investigating the relationship between critical thinking skills and the quality of iranian intermediate tefl students’ writing. journal of australian international academic center, 6(2). paul, r. (1992). apple classrooms of tomorrow: what we’ve learned. education leadership, 57(7), 410. paul, r., & elder, l. (2008). the miniature guide to critical thinking concepts and tools. retrieved from http://theconceptandtoolofcriticalthinking.com putra, h., & marzulina, l.(2015).teaching reading comprehension by using content-based instruction(cbi)method to the second year learners at mts al-furqon prabumulih. edukasi: jurnal pendidkan dan pengajaran, 2(1), 1-12. rahmatunisa. (2014). education policy and efl curriculum in indonesia: between the commitment to competence and the quest for higher test scores in teflin. journal teflin, 18(1). rashid, a., & hasyim, r., a. (2008). edu-com 2008 international conference:the relation between critical thinking and language proficiency of malaysian undergraduates. edu-com 2008 international conference. malaysia: edu-com 2008 international conference. richards, l., & schmidt d., l. (2010). using hierarchical categories in qualitative data analysis. london, uk: sage publication inc. rivers, c. r. (1981). evaluating writing: describing, measuring, judging, buffalo. new york, ny: national council of teacher of english. ruggerio, k. (2004). developing composition skills: academic writing and grammar. boston, australia: heinle cengage learning. saito. (2010). faculty views on the importance of writing, the nature of academic writing, & teaching and responding to writing in the disciplines. journal of second language writing, 13, 29– 48. saputra, h., & marzulina, l.(2015).teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. sugianto, a. (2014). the relationship between critical thinking ability and writing ability. jakarta, indonesia: uin syarif hidayatullah. sweat, s. (2012). argumentative essay: definition, format & examples. retrieved from: http://study.com/academy/lesson/argumentative-essay-definitionformat-examples.html tays, r. l. (2007). second thoughts: critical thinking for a diverse society. new york, ny: the mcgrawhill companies, inc. watson & glaser. (2012). the watson-glaser critical thinking appraisal (w-gcta). london, uk: pearson education ltd. zhu, j. l. (2011). a systematic review of the impact on students and teachers of the use of ict for assessment of creative and critical thinking skills. london, uk: evidence for policy and practice (eppi) center. http://jurnal.radenfatah.ac.id/index.php/ http://theconceptandtoolofcriticalthinking.com/ http://study.com/academy/lesson/argumentative-essay-definitionformat-examples.html issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching narrative reading texts by using murder method to the eleventh grade students anadya kavorina teacher of english at nurul iman kindergarten palembang, south sumatera, indonesia anadyakavorina@ymail.com abstract mood, understand, recall, detect, elaborate and review (murder) method is an alternative method which enables the students comprehending reading texts, particularly narrative texts, by collaboration working between two groups. the objectives of this study were to find out (1) the significant improvement on the eleventh grade students’ reading comprehension achievement in narrative reading texts before and after being taught by using murder method and (2) the significant difference on the eleventh grade students’ reading comprehension achievement in narrative reading texts between those who were taught by using murder method and those who were not. this study used quasi experimental design by using pretest and posttest nonequivalent groups design. there were 111 eleventh grade students of sma muhammadiyah 2 palembang in academic year 2016/2017 were used as the population of this study. 57 students from two classes were taken as sample by using convenience sampling. 28 students from class xi ipa 2 were as the experimental group and 29 students from class xi ipa 1 were as the control group. in collecting the data, multiple choice tests were used in pretest and posttest to experimental and control groups. the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in spss program. the findings showed that the p-output from independent sample t-test was lower than 0.05 and the result of p-output from paired sample t-test was lower than 0.05. it means that murder method can be implemented as one of alternative method in teaching narrative reading texts. keywords: murder method, narrative texts, reading comprehension, quasi experimental manuscript submitted: 9 april 2020 manuscript revised: 6 may 2020 accepted for publication: 18 may 2020 introduction english is one of the most popular languages in the use of communication. over the length and breadth of world, english becomes a common thing. in many parts of the world, cook (2003) writes english is often referred as a lingua franca. harmer (2001) defines a lingua franca as a language widely adopted for communication between two speakers whose native languages are different from each other’s and where are the both speakers are using it as a second language. it means that english can unite many people from different countries and languages to interact each other (mukminin et al., 2019; mukminin, ali, & ashari, 2015). the existence of english has a big role in human’s life. almost all sectors of human’s activities use english, such as education, medical, business, science, technology, tourism, even politics. according to cook (2003), english is now taught as the main foreign language in virtually every country, and used for business, education, and access to information by a substantial proportion mailto:anadyakavorina@ymail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the world’s population (abrar et al., 2018; marzulina et al., 2019; mukminin et al., 2018; mukminin et al., 2015). as a developing country, indonesia uses english as a foreign language. english is taught in every level, from elementary until university. it even becomes a compulsory subject as it is stated in the law 1989, chapter ix, section 39, and verse 3. it is written that english is specified as a compulsory subject, part of the basic curriculum. the government has organized the curriculum for each level. this fact shows that english is very important to be mastered because almost all sectors could not be apart from english words (. english consists of four fundamental language skills; they are speaking, listening, reading, and writing. the students are expected to master those four skills for the purpose of developing communication competence in oral and written form (astrid et al., 2019; erlina et al., 2019; habibi, sofwan, & mukminin, 2016; habibi, razak, yusop, & mukminin, 2019; maimunah et al., 2019; makmur, mukminin, ismiyanti, & verawati, 2016; nazurty et al., 2019; soma, mukminin, & noprival, 2015). this reaserch will be focused on reading. reading is an important skill that needs to be developed in learning and teaching activities because people get many knowledge and information by reading. byrnes (1998) says reading is an interactive process that goes on between the reader and the text. the text presents letters, words, sentences, and paragraphs that encode meaning. in order to understand or to get some points from the text, we need comprehension for the text. pang, muaka, bernbardt, and kamil (2003) state that comprehension is the process of deriving meaning from connected text, it involves word knowledge (vocabulary) as well as thinking and reasoning. the reader actively engages with the text to construct meaning. it is important to teach reading comprehension to the students because teaching reading is not easy. the students always find some difficulties during reading activities. according to westwood (2008), the potential causes of difficulties in reading learning may caused by teaching method; the time allocated for learning; language ability; phonological awareness; social or cultural disadvantages; and factors intrinsic to the learner, such as weak cognitive ability (general intelligence), deficiencies in relevant psychological processes and attitudinal and behavioural aspects (motivation, consentration span, and attention to task). teachers should use some methods to make the students understand and overcome their difficulties in comprehending the reading materials. there are many teaching reading methods that applicable to help the students’ success in reading comprehension. one of them is using murder method. murder is the acronym of mood, understand, recall, detect, elaborate and review; it is one of a general problem solving strategies that are too general for most students to apply (cromley, 2000). according to lee, maureen, and george (1997), murder method asks the students to collaborate to perform the thinking tasks or summarising and elaborating on reading material. murder is more effective because it engages the students’ collaboration in group, both recaller and detector group. the other benefits of murder method are that enables students to interact with other students in the positive environment and provides students with chance to ask, to negotiate, to share information, and clarify ideas through discussion. in indonesia, the curriculum highlights that the eleventh grade students of senior high school should be able to read various types of the text. one of them is narrative text. narrative itself always appears in national examination. kistono, cahyono, tupan, purnama and kastaredja (2007) state narrative text is a type of spoken or written text that tells a story of one character or more who face certain problematic situations. narratives are popular because they present plots which consist of complications and resolutions. according to soeprapto and darwis (2007), the social function of narrative text are to amuse, entertain and deal with actual or vicarious experience in different ways; narrative deal with problematic events which lead to a issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi crisis or turning point of some kind, which in turn finds a resolution. narrative always deals with some problems which lead to the climax and then turn into a solution to the problem. the writer has done an interview to one of english teacher at sma muhammadiyah 2 palembang. the conclusion of the interview, the writer got description that the students still faced difficulties in comprehending the reading materials, including in narrative reading text. some problems that the students still face are: reading the narrative text with poor pronounciation, having low motivation to participate actively on the reading process, reading the texts without understanding what the messages and purposes of texts, having lack of vocabularies, and having difficultness to convey the main idea and information from the reading. additionally, only a few students could reach the standard of minimum completeness (kkm). the kkm of english lesson in sma muhammadiyah 2 palembang was 75. based on the explanations above, the writer would like to apply murder method in teaching narrative reading text to the eleventh grade students of sma muhammadiyah 2 palembang. the aims of this study are to find out significant improvement on the eleventh grade students’ reading comprehension achievement who are taught by using murder method before and after the treatment at sma muhammadiyah 2 palembang and to find out significant differences on the eleventh grade students’ reading comprehension achievement between the students who are taught by using murder method and those who are not at sma muhammadiyah 2 palembang. literature review reading comprehension serafini (2010) states reading is the process of constructing meaning in transaction with texts and not simply the ability to recall what was directly stated in the text. during the reading process, the readers try to understand the text and then memorize the content of the text. reading and comprehension linked to each other. people need to comprehend the texts content and context to gain the information during the reading activity. snow (2002) defines reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. readers can have a surface or literature understanding of what was read, or they can gain a deeper understanding involving inferring meaning from what is not explicitly stated, analyzing information and the meaning into a new or deeper meaning. according to pang et al. (2003), reading comprehension is about relating prior knowledge to new knowledge contained in written texts. it is a complex activity that involves both perseption and thougt. during reading process, people engage their prior knowledge, vocabulary, grammatical knowledge, experience with text and some strategies to help them understand the text. it can be concluded that reading comprehension is a complex activity where the readers can get knowledge from the text both of information or message. murder method murder method was first introduced by danserau et al. in 1979 (hayes, 1981). the result of their study showed that this method could improve students’ reading skill. the acronym of murder itself is mood, understand, recall, detect, elaborate and review. the murder method is variant of scripted collaborative learning; it involves the interaction between two partners learning from a text (kollar, fischer, & hesse, 2012). weinberger, ertl, fischer, and mandl (2005) say that the murder method sequences aims to facilitate text comprehension by providing learning dyads. first, the learners relax and concentrate on the task (mood). second, both learners read the first section of the text (understand). third, one learner reiterates the text section without looking at the text (recall). fourth, the learning partner provides feedback issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (detect). fifth, both learners elaborate on the information (elaborate). finally, both partners look through the learning material once again (review). kollar et al. (2006) mention two objectives of murder method. first, learners are supposed to acquire knowledge about text content. second, they are supposed to acquire text-learning method. this method included cognitive skills, such as explaining, and meta-cognitive skills, such as monitoring. in accordance with these objectives, murder method increases learners’ engagement in cognitive and meta-cognitive activities. as an example for cognitive activities, learners are supposed to engage in explaining. brophy (2004) states the benefits of murder method are students share ideas about how to elaborate the information to make it more memorable; groups of student using murder method tend to learn more than students who study alone or pairs of students but without collaboration working; and group goals combined with individual accountability are usually needed to ensure that students in pairs or small groups consistently help their partners to meet their individual goals and thus ensure their team will do well. procedures of murder method according to lee et al. (1997), there are some steps in applying murder method. they were explained as follows: a. mood: teacher divides the students into two members/groups (recaller and detector). each group sets a relaxed purposeful mood before beginning their work. they make sure they are clear on the procedure to follow and to engage in a little chit-chat. b. understand: teacher has divided the text into sections, each group should understand the first section by reading silently. c. recall: the recaller group summarizes the main ideas without looking at the text. d. detect: the detector group listens for the errors or omission in the recaller’s summary and discusses these with the recaller member. the role of recaller and detector rotate for the next section. e. elaborate: both groups elaborate on the ideas in the section. the types of elaborations include the following: 1. connections with other thing the students have studied 2. links between the section and students’ lives. 3. opinions with the view or ideas expressed the section. 4. reaction to the section such as gladness, anger, or sadness. 5. applications for the ideas and information. 6. questions either about things not understood or questions sparked by the section. the groups repeat the understand, recall, detect and elaborate step for all sections of the text. f. review: both groups combine their thoughts to summarize the entire text after completing all the sections the advantages of murder method jacobs (1998) writes there are some advantages of murder method. they are as follow: 1) promoting positive inter-dependance because group members depend on each other to some extent to play the roles they are given, for re-caller or detector, 2) encouraging is by rotating roles of summarizer and monitor, 3) making students from different ethnic groups collaborate leading a heteregenouss pair to generate more varied elaborations, 4) helping students of different proficiency level to help each other to understand the text, the excellent students might be able to help the weaker one, and 5) suitable for simultaneous interaction with a large class. it could be concluded that murder method increases students’ motivation working together. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi narrative text dietsch (2006) says that narrative text tell a story or relate an event or anecdote. the writer often sets the scene first, telling who or what when and where. description, dialogue, or illustrations may be included to kindle interest and to clarity. action verbs keep the story moving. narratives often build suspence, reversing a surprise for the end. it means that narrative text tells a story with complication or problematic events and it tries to find the resolutions to solve the problem. according to priharini and marta (2013), the purpose of narrative text is to amuse or entertain the readers. afterwards, they divided narrative into four parts: 1) the orientation; the characters are introduced, the place in which the action goes on is mentioned and perhaps is described, and the action itself is set going. 2) the complication; after the characters and setting have been introduced, the obstacles usually appear. the main actor tries to solve the problems using his utmost endeavors result in a series of incidents in the story. as the struggles go on, the story grows more and more intense until it reaches its highest point or climax. 3) the resolution; the story reaches its conclusion. 4) the re-orientation (optional); it contains the final result for better or for worse. methods research design, research site and participants this study used the quasi experimental design, particularly pretest-posttest non-equivalent group design to know the significant difference on students’ comprehension achievement in narrative text. there are two groups, they were control and experimental group which both were given pretest and posttest. the experimental group was given treatments by using murder method, but the control group was not. the population of this study was all the eleventh grade students of sma muhammadiyah 2 palembang consisting of four classes. the total number of the students was 111 students. furthermore, the sample of this study was taken by using convenience sampling. the number of sample from two classes was 57 students. each class consisted of 29 students from xi ipa 1 and 28 students from xi ipa 2 class. besides that, the writer determined the two classes to be control and experimental group, after those classes were given the pretest. the result of pretest between xi ipa 1 and xi ipa 2 class showed that the students’ score for xi ipa 2 class was lower than xi ipa 1 class. therefore, it is assumed that xi ipa 2 class is suitable to get the treatment by using murder method. data collection and analysis to collect the data, the writer used test item. the kind of test is multiple choice reading questions which cover four options, namely (a, b, c, and d). the total numbers of questions were forty after the test was tried out to the one class of eleventh grade students of sma nurul iman palembang. before the test was distributed, its validity and reliability were checked. the writer had consulted the instrument with three validators to evaluate whether the components of the instrument are valid and reliable or not to be applied in research activities. the results from validators showed that it was considered valid and reliable. in this study, test was conducted twice as pretest and posttest. the pretest measured students’ reading comprehension before giving the treatment. to measure the students’ improvement after giving the treatment, posttest was administered. the result of control and experiment groups’ posttest could be used to know the effectiveness of murder method. data analysis before analyzing the data, the data frequency and descriptive statistics were counted to show the distribution of data. in the data frequency, the students’ scores, frequency, percentage issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi were obtained from pretest and posttest scores in both experimental and control group. in descriptive statistics, number of sample, minimal score, maximal score, mean and standard of deviation was analyzed. then, the normality and homogeneity was counted. normality test used one-sample kolmogorov smirnov and homogeneity test used levene statistics through spss program. to analyze the data, it used t-test. it was run by spss version 16.0 software. paired sample t-test was used to know the significant improvement on the students’ reading comprehension achievement who were taught by using murder method before and after giving the treatments. meanwhile, independent sample t-test was used to measure the significant difference on the students’ reading comprehension achievement between the students who are taught by using murder method and those who are not. the significant improvement and significant difference was accepted whenever the p-output (sig.2-tailed) was lower than 0.05 and t-obtained was higher than t-table. findings the result of murder method the analysis result of data frequency on students’ pretest scores in experimental group from 28 students was showed that none students got excellent category, three students (10.7%) were in good category, twenty one students (75%) were in average category, and four students (14.3%) were belonged to poor category. for the descriptive statistics, it was found the minimum score was 50.00, the maximum score was 85.00, the mean score was 68.6607 and the score of standard deviation was 8.26310. meanwhile, the analysis result of control group from 29 students, there was found none of the students got excellent and poor categories, four students (13.8%) were in good category, and twenty five students (86.2%) belonged to average category. for the descriptive statistics, it was found the minimum score was 60.00, the maximum score was 82.05, the mean score was 71.0345 and the score of standard deviation was 6.32163. the distribution of data frequency and descriptive statistics on students’ pretest scores in experimental and control groups are presented in table 1 below: table 1. distribution of data frequency and descriptive statistics on students’ pretest scores in experimental and control groups groups categories f percentage (%) min max mean std deviation experimental excellent 0 0 50 85 68.6607 8.26310 good 3 10.70 average 21 75.00 poor 4 14.30 total 28 100 control excellent 0 0 60 82.5 71.0345 6.32163 good 4 13.80 average 25 86.20 poor 0 0 total 29 100 after applying the treatment, the result of data frequency in posttest of experimental group showed that sixteen students (57.1%) were in good category and twelve students (42.9%) were categorized in average category. for the descriptive statistics, it was obtained the minimum score issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was 70.00, the maximum score was 87.50, the mean score was 79.4643 and the score of standard deviation was 5.32974. meanwhile, the result of data frequency in posttest of control group became two students (7%) were in good category, twenty six students (89.6%) belonged to average category, and one student got poor category. for the descriptive statistics, it was found the minimum score was 52.05, the maximum score was 82.05, the mean score was 70.0826 and the score of standard deviation was 5.80497. it could be assumed that murder method made the students’ score was better after the treatments. the distribution of data frequency and descriptive statistics on students’ posttest scores in experimental and control groups are presented in table 2 below: table 2. distribution of data frequency and descriptive statistics on students’ posttest scores in experimental and control groups groups categories f percentage (%) min max mean std deviation experimental excellent 0 0 70.00 87.50 79.4643 5.32974 good 16 57.10 average 12 42.90 poor 0 0 total 28 100 control excellent 0 0 52.50 82.50 70.0826 5.80497 good 2 7.00 average 26 89.60 poor 1 3.40 total 29 100 the result of normality test and homogeneity test from the result of normality test by using one-sample kolmogorov smirnov in spss program, the significance (2-tailed) value in control group was 0.446 for the pretest and 0.107 for the posttest. then, the result of experimental group was 0.483 and 0.148 for the pretest and posttest. it can be said that the score distribution of both groups were normal since it was bigger than 0.05. the result of normality test could be seen in table 3 as follow: table 3. result of normality test of students’ experimental and control groups groups scores sig. control pretest .446 posttest .107 experimental pretest .483 posttest .148 then, to know whether the score distribution of test was homogenous or not, it was seen from experimental and control groups’ result of pretest and posttest by using levene statistics in spss program. the result of significance level of students’ pretest was 0.497 and for the posttest was 0.739. it could be concluded that the students’ scores of pretest and posttest on both groups issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi were homogenous since it exceeded 0.05. the result of homogeneity test could be seen in table 4 below: table 4. result of homogeneity test groups sig. category pretest (experimental-control) .497 homogenous posttest (experimental-control) .739 homogenous significant improvement and difference after applying the murder method paired sample t-test was used to measure significant improvement on the students’ reading comprehension after taught by using murder method. while, independent sample t-test was used to measure the significant difference among students who were taught by using murder method and those who were not. table 5. the result of paired sample t-test of pretest and posttest on experimental group using murder method paired sample t-test ha ho t df sig. (2-tailed) accepted rejected 6.540 27 .000 table 6. the result of independent sample t-test of posttest on experimental and control groups using murder method and those who were not independent sample t-test ha ho t df sig. (2-tailed) accepted rejected 6.347 55 .000 based on the result of paired sample t-test on table 5, it could be seen that p-output was 0.000 with df=27 (2.051) and t-obtained was 6.540. it proved that there was a significant improvement on students’ reading comprehension achievement before and after the treatments since the poutput was under 0.05. furthermore, the result of independent sample t-test on table 6, it was found that p-output was 0.000 with df=55 (2.004) and t-obtained was 6.347. it could be said that there was a significant difference on students’ reading comprehension achievement between the students who were taught by using murder method and those who were not since the poutput was lower than 0.05. discussion before doing the treatments by using murder method, i gave a pretest in control and experimental groups. the pretest was held before the treatment to find out the students’ reading comprehension achievement. after doing the pretest, the data of the students’ pretest in both groups were found. according to the pretest result of both groups, the writer chose xi ipa 2 as the experimental group because the students’ scores in this class were lower than the students’ scores in xi ipa 1. the mean scores of pretest in xi ipa 1 was higher than xi ipa 2. then, after did pretest to both of groups, i gave the experimental group a treatment by using murder method to help the students improve their ability in reading comprehension, especially for narrative text. i saw the students were being more active and gave a high enthusiasm while reading learning process. the recaller and detector group share their ideas about how to elaborate the information to make it more memorable. brophy (2004) states issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi murder method has been developed to create interdependence between partners and encourage students to collaborate fruitfully. it could be concluded that murder method is helpful in reading learning and can improve students’ comprehension by collaborating groups. they could comprehend the information on the reading text easily by sharing, discussing, and elaborating the text. it is related to kollar, fischer, and hesse (2006) who mentions that the objectives of murder method are students’ acquiring knowledge about text content and students’ acquiring in text learning strategies include cognitive and meta-cognitive skills. after the treatment, the posttest was given to both experimental and control groups. from the analysis of independent sample t-test on students’ posttest scores in experimental and control groups, i found that the students’ scores in experimental group were higher than students’ scores in control group. it could be concluded that there was a significant difference between the students’ posttest in experimental and control groups. moreover, based on the result of paired sample t-test, it was found that there was a significant improvement from students’ pretest to posttest scores in experimental group. in other words, students’ reading comprehension scores in experimental group improved after they were taught by using murder method. for that reason, it can be assumed that there was a significant improvement between students’ pretest scores (before treatment) and students’ posttest scores (after treatment) in experimental group. the students in experimental group felt the advantages of the implementation of murder method on their reading comprehension. they were more active and motivated by playing role as the recaller and detector groups to share the information and ideas about the reading materials. wastermann and rummel (2012) asserted that murder method was developed to help students when collaboratively learning texts. the aims of this method as cromley (2000) clarifies that murder method asks the students detect omissions, errors, as ways of organizing the information. additionally, slavin (1995) says that by using murder method students can share information between recaller and detector groups. when the recaller group summarizes the information, the detector group corrects any errors, fills in any omitted material, and helps think of ways both groups can remember the main idea. this method needs the collaborative among both of groups. it makes the students more active and motivated in learning reading process. it can be concluded that murder method can be used to make students more active and interested in learning reading comprehension. based on the explanation above, murder method was successfully applied to the eleventh grade students of sma muhammadiyah 2 palembang. from this research result, the teacher of english can apply murder method as an alternative method in teaching and learning process to improve students reading comprehension achievement. conclusion based on the findings above, some conclusions can be drawn. firstly, the study that i did to the eleventh grade students of sma muhammadiyah 2 palembang in teaching narrative reading text showed that there was significant difference on students’ reading achievement between the experiment class who were taught by using murder method and the control class who were not. secondly, murder method gave significant improvement on the students’ reading achievement in experiment class before and after treatment. it was shown by the result of experiment class’ posttest mean score which higher than pretest. it can be concluded that murder method was an effective method to be taught to eleventh grade students of sma muhammadiyah 2 palembang and this method can be considered as an alternative learning method to be used, especially in teaching narrative reading text. from the study, i would like to give some suggestions to the teachers of english, students, and the future researchers. for the teachers of english, i hope murder method can be a useful alternative way to teach reading issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi comprehension. the teachers should give high motivation to raise the students’ confidence in teaching and learning process. for the students, i wish this method could be a fun and meaningful way in reading sections and they can express their minds about the ideas in the texts freely. and the last, for the future researchers who want to conduct the research in reading comprehension skill, this study could be a reference for further relevant research. i suggested they should consider some aspects before applying this method, such as the reading material, learning media, students’ capability, the classroom condition and time allocation. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1), 129-145. astrid, a., marzulina, l., erlina, d., harto, k., habibi, a., & mukminin, a. (2019). teaching writing to efl student teachers: teachers' intervention and no teachers' intervention through peer feedback writing techniques. universal journal of educational research, 7(9), 1901-1908. doi:10.13189/ujer.2019.070908 brophy, j. (2004). motivating students to learn. mahwah, nj: lawrance erlbaum associates. byrnes, h. (1998). reading in the beginning and intermediate college foreign language class. retrieved from https://eric.ed.gov/?id=ed433724. cook, g. (2003). applied linguistics. new york, ny: oxford university press. cromley, j. (2000). learning to think, learning to learn: what the science of thinking and learning has to offer adult educations. washington d. c, wa: national institute for literacy. dietsch, b. m. (2006). reasoning and writing well: a rhetoric, research guide, reader, and hand book. new york, ny: mcgraw-hill. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’ demotivation factors. indonesian journal of english teaching, 5(2), 199-213. habibi, a., razak, r. a., yusop, f. d., & mukminin, a. (2019). preparing future efl teachers for effective technology integration: what do teacher educators say? asian efl journal, 21(2), 9-30. harmer, j. (2001). the practice of english language teaching (3 th ed). cambridge, ma: longman. hayes, j. r. (1981). the complete problem solver. philadelphia, pa: franklin institute press. jacobs, g. m. (1998). cooperative learning techniques in reading instruction. retrieved from https://files.eric.ed.gov/fulltext/ed573881.pdf. kistono, c. d. k., tupan, a., purnama., & kastaredja, s. (2007). the bridge english competence. jakarta, indonesia: yudhistira. kollar, i., fischer, f., & hesse, f. w. (2006). collaborative scripts – a conceptual analysis. educational psychology review, 18(2), 159-185. retrieved from https://hal.archievesouvertes.fr/hal-00703937/document. lee, c., maureen, ng., & george, m. j. (1997). cooperative learning in the thinking classroom: research and theoritical perspective. retrieved from https://files.eric.ed.gov/fulltext/ed574147.pdf. makmur., mukminin, a., ismiyanti, y., & verawati. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2(1), 1-10. https://eric.ed.gov/?id=ed433724 https://files.eric.ed.gov/fulltext/ed573881.pdf https://hal.archieves-ouvertes.fr/hal-00703937/document https://hal.archieves-ouvertes.fr/hal-00703937/document https://files.eric.ed.gov/fulltext/ed574147.pdf issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. do maimunah, marzulina, l., erlina, d., astrid, a., mukminin, a., habibi, a., fajaryani, n., eryani, e., ningsih, r. w. (2019). listening strategies used by arabic education student teachers: a survey study. universal journal of educational research, 7(11), 2544-2550. mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., nurullaningsih n., ikhsan, i. (2019). they can speak english, but they don’t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 24(6), 1258-1274. mukminin, a., muazza., hustarna., & sari, s.r. (2015). stories from the frontlines: in‐service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40-52. mukminin, a., ali, r. m., & ashari, m. j. f. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. qualitative report, 20(9), 1394-1407. mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students’ learning strategies. [çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] elementary education online, 17(2), 1204-1223 mukminin, a., novprival, n., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edularn), 9 (3), 217-225. nazurty, rustam, priyanto, nurullaningsih, pratiwi, a., sarmandan, habibi, a., mukminin, a. (2019). learning strategies in reading: the case of indonesian language education student teachers. universal journal of educational research, 7(11), 2536-2543. pang, e. s., muaka, a., bernbardt, e. b., & kamil, m. l. (2003). teaching reading. lyon, fra: sadag, bellegarde. priharini, a. w. d., & yuliani, m. (2013). bahasa inggris untuk sma/ma kelas xi semester i. klaten, indonesia: intan pariwara. soma, r., mukminin, a., & noprival. (2015). toward a better preparation of student teachers' reading skill: the sq3r strategy with authentic and simplified texts on reading literacy and vocabulary mastery. journal of education and learning (edularn), 9 (2), 125-134. serafini, f. (2010). classroom reading assessments: more efficient way to view and evaluate your readers. portsmouth, nh: heinemann. slavin, r. e. (1995). research on cooperative learning and achievement: what we know, what we need to know. baltimore, md: johns hopkins university. snow, c. c. (2002). reading for understanding: toward an r&d program in reading comprehension. santa monica, ca: rand. soeprapto., & darwis, m. (2007). the world 3 english for senior high school. jakarta, indonesia: yudhistira. wastermann, w., & rummel, n. (2012). delaying instruction: evidence from a university relearning setting. institute of educational research journal, 40(4), 673-689. westwood, p. (2008). what teachers need to know about reading and writing difficulties. melbourne, vic: acer press. weinberger, a., ertl, b., fischer, f. & mandl, h. (2005). epistemic and social scripts in computer supported collaborative learning. instructional science journal, 33(1), 1-30. retrieved from https://link.springer.com/article/10.1007/s11251-004-2322-4. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 101 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the use of gallery walk to enhance speaking ability of the eleventh grade students of state madrasyah aliyah kerisnin otoyo english instructor at gloria english course palembang, south sumatera, indonesia otoyo3194@gmail.com abstract the objectives of the study were to find out (1) the significant improvement on the eleventh grade student’s speaking ability before and after being taught using gallery walk strategy at one state madrasyah aliyah in palembang, south sumatera, indonesia; and (2) the significant difference on the eleventh grade students’ speaking ability between those who were taught by using gallery walk strategy and those who were not at state madrasyah aliyah in palembang. quasi experimental with pretest and posttest non equivalent-group design was used. there were 301 students at eleventh grade students of state madrasyah aliyah palembang in academic year of 2016/2017 who were used as the population of the study. 76 students were taken as sample by using purposive sampling. 38 students from the first class of eleventh grade students were chosen as experimental group and 38 students from the second class of eleventh grade students were chosen as control group. this study used speaking performance test to collect the data in a form of oral test. there were two kinds of test which administered in this study. they were pretest and posttest for both experimental and control groups. the results of the test were analyzed by using paired sample t-test and independent t-test. the result of this study showed that (1) significant improvement on the eleventh grade students’ speaking ability before and after the treatment at was found since the p-output was lower than 0,05; and (2) significant difference from students’ posttest score in experimental and control group on the eleventh grade students’ speaking ability taught by using gallery walk strategy and teacher’s strategy were found since the p-output was lower than 0,05. in short, gallery walk strategy can be implemented as one of the strategies since it can enhance students’ speaking ability. keywords: gallery walk strategy, speaking ability, speaking performance, quasi experimental manuscript submitted: september 3, 2018 manuscript revised: september 17, 2018 accepted for publication: november 30, 2018 introduction the objectives of teaching and learning english are that students can understand the general information and how to give response by using english in their daily life. as stated by masita (2013), english is used by more than one billion people in theworld to access information, dobusiness, and maintain social communication. according to lauder (as cited in, saputra & marzulina, 2015, p.1), it is widely recognized that english is as a global international language since it is communicated in all aspects of life (putra & marzulina, 2015). as a compulsory subject at indonesian school, students must learn english. it is in line with what marzulina, pitaloka, herizal, holandyah, erlina, and lestari (2018) stated that english is one of the compulsory subjects inindonesia’s educational system. in indonesia, on the 2013 curriculum (k-13) mentioned the teaching of english as one of compulsory subjects. in issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 102 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi reference to this curriculum proposed by the ministry of national education in 2013, oral and written communciations are focused as the objective of teaching english in indonesia. all students should master four main skills (listening, speaking, reading and writing) which are stated in the 2013 curriculum (k-13). those four language skills are very necessary to be learned, including speaking skill. as it stated in this curriculum that students have to master speaking utterances orally and creative thinking are proposed in the classroom. besides, some expressions, such as; expressions of asking and giving opinion, suggestion and advice, invitation, and telling about their hobbies and interests are asked to be involved. thus, the students need to have a good speaking ability in order to achieve the objectives of english teaching and learning. speaking is considered as a first productive, a priority and the most important language skill in many schools. richards (2008) mentions that for many second-language or foreignlanguage learners, the mastery of speaking skills is as a main priority to communicate. furthermore, gert and hans (2008) claim that speaking is speech or utterances with the purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intentions. then, asrida (2014) proves that the process of building a sharing meaning through the use of language orally may encourage students to build their communication effectively. in addition, hughes (2006) states that speaking is the first mode in which children acquire language. it is the prime motor of language change and it also provides our main data for understanding bilingualism and language contact. recently, many people think speaking in a different language which is not their mother tongue is more difficult than just reading, writing or listening. one of the possible reasons is that speaking requires complex skills, not merely conveying ideas verbally (abrar et al., 2018). dwintan (2017) persuades that lack of good communication skills can lead to misspellings of words. furthermore, alonso (2013) states that one of the problems that students suffer is that when students have finished their english lesson, they will forget the language. as found in a research by novita (2017), the first cause that makes the students difficult to speak english is that the environment (outside the class) which does not support the students to speak english frequently. according to zaim (2002) and arif (2015), it happens because the learner makes the similarity between the sentence in english (as target language) and the sentence in indonesia (as mother tongue) that he mastered. in addition, ur (1996) declares some problems of speaking that ar faced by the students in the class are inhibition, nothing to say, low or uneven participation, and mother-tongue use. and also one of the psychological factor has the role to make a conversation run smoothly. furthermore, gunawan (2017) adds that psychological factor is a factor which comes from the inner of individual. based on the preliminary study conducted in this school through teacher’s and students’ interview, it revealed some of the students thought that speaking was one of the most difficult lessons because they could not manage their self-confidence or their attitude when they wanted to begin to speak. they also had to consider about grammar, vocabulary and being criticized when they are speaking. sometimes, they were also confused what to say and if they met the people with the same mother tongue, they would prefer using their l1 to using practice their english. considering the importance of speaking skill and some problems in speaking class, teachers can actually help students enhance their speaking ability by providing them with effective speaking strategies, techniques and skills rather than using conventional methods that can make students feel bored. as mentioned by hendriani (2010) that the teacher is an external factor which can help students to get much success in their language learning. in addition, saswandi (2014) explains that different teaching styles give different responses to students, especially on students’ interest in learning process and it has a big deal toward the effectiveness of teaching learning process. furthermore, gallery walk strategy is one of strategies that can be used and make them more confident to speak english to the whole classroom. as proposed by issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 103 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi gregory and kuzmich (2007), gallery walk strategy is a collaborative problem-solving tool. it is an excellent means for communication that acknowledges the creativity and power of the group. as stated by fox and hoffman (2011), this strategy requires students to physically move around the room. the advantage of the gallery walk strategy is that students are actively engaged as they walk throughout the classroom and discuss to have team building. as mentioned by harris (2013), students who participate in gallery walk strategy get the benefit of physical movement combined with sharing of information with a partner. hence, gallery walk strategy can be used as an appropriate strategy for teacher when teaching speaking in the classroom. it can make the teacher more creative in teaching speaking, and the students can discuss some problems and share their ideas confidently in the classroom. moreover, gallery walk strategy also gives some advantages in its application such as giving chance to move around the classroom, directing students’ focus and interrupting the lethargy. the objectives of the study were finding out: (1) significant improvement on the eleventh grade students’ speaking ability before and after the treatment at one state madrasyah aliyah in palembang and (2) significant difference on the eleventh grade students’ speaking ability between those who were taught by using gallery walk strategy and those who were not at one state madrasyah aliyah palembang. literature review the natureof speaking speaking is spoken productive language skill. paramaditha (2015) suggests that productive skills refers to oral skills which should be mastered by all students. speaking consists of producing systematic verbal utterance to convey meaning (mart, 2012, as cited in nunan, 2003). additionally, dwintan (2017) indicates that speaking is one way to share the ideas and thought which are delivered through message orally. it is supported by yonsisno (2014) who states speaking is the process of sharing with another person, or with other persons, one’s knowledge, interests, attitudes, opinions or ideas. the elements of speaking speaking is considered to be the most complex skill. in the process of communication, the utterances should be adapted by the learners to the hearer. they have to use a range of ways to express themselves; to clarify their thoughts and sustain their utterance to develop thinking and reasoning, they should use communication. according to yonsisno (2015), in speaking, students should master the elements of speaking, such as vocabularies, pronunciation, grammar, and fluency. furthermore, harmer (2001) proposes that the ability to speak in english needs the elements necessary for the spoken production such as: 1) language features; connected speech, expressive device, negotiation language, lexis and grammar, 2) mental/ social processing; language processing, interacting with others, and (on the spot) information processing. meanwhile, heaton (1990) claims that in the process of speaking, each learner should master four components; they are: 1) pronunciation, 2) grammar, 3) vocabulary, and 4) fluency. teaching speaking the aim of teaching speaking in the classroom is to maintain students’ ability to speak well and to improve their ability in oral communication. learning a foreign language can be a frustrating experience for language learners if teaching learning process happening in the classroom are not interesting, motivating and/or meaningful to them (hendriyani, 2014). a lot of types of classroom speaking activities are found in the teaching process. harmer (2001) observes six classroom speaking activities, such as: acting from script, communication games, discussion, prepared talks, questionnaires, simulation, and role play. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 104 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi since english is included as a compulsory subject (lestari, 2003) at high schools in indonesia, the students’ goal are passing the examinations to graduate from the school, studying at university and getting a better job, and the key for the success is the students need to be able to speak and hold in conversations. for teachers of english, nunan (2003) offers some principles for teaching speaking such as: 1) be aware of the differences between second language and foreign language learning contexts; 2) give students practice with both fluency and accuracy; 3) use group work or pair work; 4) plan speaking tasks that involve negotiation for meaning; and 5) design activities that involve guidance and practice in transactional and interactional speaking. every student has his/her own characteristics and motivation to learn. arib (2017) states that motivation in learning english is also shaped by a variety of factors like family inputs, teacher inputs, and school inputs. as the teacher, we must know what is the best and worst for their learning activities. moreover, students have various personality factors that should be considered by the teacher in planning and conducting learning activities(astrid et al., 2017). there are some factors that could give positive impact to teaching and learning activities, but there are others that could give bad effects. related to this, before the teachers want to conduct the teaching process, the teachers have to know what the students need. as mentioned by irwan (2009), there are several steps teachers can do to analyze the sudents’ need, they are: 1) knowing the materials teachers have presented: teachers need to know all materials they have explained to their students along the teaching learning process. they may not give the test material to their students that they have not explained yet. if they did, there will be many mistakes made by their students. it does not become a valid test. 2) grouping students’ ability: know how far the students can understand the materials. 3) mapping students’ difficulties: in what topics or subjects they have many difficulties. for example, most of students have difficulty in vocabulary building, then, teachers have to stress their test material about vocabulary. 4) keeping focus on purposes of testing: never let teachers’ purposes go away without any purposes. be consistent with the purposes stated at the beginning of the test. gallery walk strategy according to gregory and kuzmich (2007), gallery walk is a collaborative problemsolving tool. it is an excellent means for communication that acknowledges the creativity and power of the group. pitaloka (2014) states that multimedia can facilitate students in decoding the information and increase their effective cognitive encoding as it has various representations which facilitated both verbal an visual modes of processing in human’s mind. furthermore, jonson (2006) comments that gallery walk is an exhibit of students’ comments about and personal responses. students walk through the gallery to view each other’s thought just as one might walk through an art gallery to view artwork. indeed, one researcher commented that “the gallery walk connects learners to each other and learners to the training topic in a number of interesting, interactive ways”(bowman, 2005). using gallery walk is to promote class discussion, higher order thinking, cooperative learning, and team building. jonson (2006) declares that the implementation of using gallery walk, as follows: 1) the teacher hangs up three or more large piece of butcher paper in the room. at the top of one is label “comment.” another is labeled “questions.” the third is titled “personal responses;” 2) they are all asked to walk around the “gallery” to see what the pictures are about; 3) after students have completed seeing, they are instructed to write down their thoughts for each of the three categories listed on the butcher paper; 4) finally, students take their seats and discuss what they have seen. they may ask for clarification of comments, suggest answers to questions, or build on or questions responses. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 105 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design, research site, sampling, and participants a quasi-experimental design with a pretest-posttest non-equivalent group design was used in this study. a non-random sampling method was used to select the sample. this study included two groups, experimental and control groups. the experimental group was given treatment by using gallery walk strategy and the control group was not given any treatment. 301 students at the eleventh grade students of one state madrasyah aliyah in palembang were chosen as the population of the study which consisted of eight classes.. this study used purposive sampling method. the total numbers of students as the sample in this study were 76 students from 2 classes, had the same background knowledge and difficulties of speaking ability. besides, the number of the sample was the same in both classes (38 students for each). data collection the progress of students’ speaking ability scores before and after treatment was measured by using oral test. the students were given some pictures and they gave their opinion within 3 minutes. while they were presenting their opinion, i recorded the students’ performance. giving opinion was taken as a test material as stated in the syllabus of curriculum 2013. the purpose of the test in this study was to know the results in the teaching of speaking by using gallery walk strategy. in this study, test was conducted twice; pretest and posttest. the pretest measured students’ english speaking ability before giving the treatment. to know the post-test of students’ english speaking ability scores after the treatment, posttest was administered. the result of this test was compared to know the result of the effect of teaching speaking through gallery walk strategy and those who are not to the students’ speaking ability. the students' speaking test was scored by three raters using speaking scoring rubrics suggested by brown (2004). they are: 1) grammar (1-5),2) vocabulary (1-5), 3) comprehension (1-5), 4) fluency (1-5) and 5) pronunciation (1-5). research instrument analysis research instrument was analyzed for their validity and reliability tests. validity was defined as referring to the appropriateness, meaningfulness and usefulness of the specific inferences researchers make based on the data they collect (fraenkle, wallen, & hyun, 2012). in this study, expert judgments were required to check the construct validity. the format of the instrument test and lesson plan were measured by three validates before doing tryout. english lecturers from one state university in palembang were validators in this study. they checked the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument before it was given as test instrument or tryout to students later on. the content validity was achieved by devising a topic in accordance with the objectives of the test to measure students’ speaking skill. the result analysis in content validity was described in the table of specification including: objective, indicator, item and number of item. then, three experts were asked to check the appropriateness of the content of the test. research instrument was measured by the reliability test to find out whether pretest and posttest activities are reliable or not. fraenkel, wallen, and hyun (2012) describes reliability as consistency of the scores obtained, how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. to prove the instrument, tryout was given to non-sample students. to find out the reliability of the test, interrater reliability was applied. the result showed that the speaking test is reliable, since the issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 106 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi reliability score was higher than 0.70. the result of validity and reliability tests were appropriate and instrument could be used since the reliability score was 0.96. data analysis the data from the test were analyzed to determine whether the use of gallery walk strategy is effective or not to be used for enhancing students’ speaking ability. paired t-test was administered to measure a significant improvement for testing the students’ pre-test to post-test scores in speaking by using gallery walk strategy in experimental group. a significant improvement was found whenever the p-output was lower than 0.05 and t-table 2.026 (with df = 37). to measure the significant difference, independent sample t-test was used for testing the students’ post-test scores in speaking in both control and experimental groups. a significant difference was found whenever the p-output is lower than 0.05 and t-table 1.994 (with df = 74). before analyzing the obtained data from students’ pretest and posttest scores in both groups (experiment and control), normality and homogeneity tests were done. normality test was administered to measure the obtained data whether it was normal or not. the data was obtained from students’ pretest and posttest in control and experimental groups. the data can be classified into normal whenever the p-output is higher than 0.05 (basrowi & soenyono, 2007). in measuring normality test, one-sample kolmogorov smirnov was used.homogeneity test was administer to measure the obtained data whether it was homogenous or not. the data can be categorized homogenous whenever it is higher than 0.05 (basrowi & soenyono, 2007). in measuring homogeneity test, levene statistics was used. findings the result of gallery walk strategy the result analysis of students’ pretest scores in control group showed that thirty one students (82%) got the score between 41-55 in poor category, seven students (18%) got the score between 0-40 in very poor category. in the analysis of students’ posttest scores in control group, it showed one student (2.6%) got the score between 56-70 in average category, and twenty eight students (73.7%) got the score between 41-55 in poor category, and nine students (23.7%) got the score between 0-40 in very poor category. and then, the result analysis of students’ pretest scores in experimental group showed that one student (2.6%) got the score between 5670 in average category, twenty five students (65.8%) got the score between 41-55 in poor category, and twelve students (70%) got the score between 0-40 in very poor category. after the analysis of students’ posttest scores in control group was done, it showed that two students (5.3%) got the score between 71-85 in good score, thirty four students (89.4%) got the score between 56-70 in average category, and two students (5.3%) got the score between 41-55 in poor category. furthermore, the result analysis of descriptive statistics in experimental and control groups are described in the following table: table 1. descriptive statistics of the students in both groups n min max mean std. dev pretest in control 38 33 52 45.1316 5.08932 posttest in control 38 32 56 44.4211 5.16030 pretest in experimental 38 32 56 43.7895 6.46470 posttest in experimental 38 51 77 60.8947 5.55459 valid n (listwise) 38 issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 107 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the result of normality and homogenity test the result analysis of normality test indicated that the significance (2-tailed) of pretest and posttest of the control group were 0.225 and 0.850, while the significance (2-tailed) of pretest and posttest of the experimental group were 0.468 and 0.065. from those scores, it showed that all values were higher than 0.05, it means that the data were considered normal and homogeneous. students’ speaking improvement and difference between those who were taught using gallery walk strategy and those who were not paired sample t-test was administered to measure significant improvement on the eleventh grade students’ speaking ability score taught by using gallery walk strategy before and after treatment. while, independent sample t-test was used to measure a significant difference on the eleventh grade students’ speaking ability score taught by using gallery walk strategy and those who were not. table 2. result analysis in measuring significant improvement on students’ speaking ability on the experimental group taught using gallery walk strategy paired sample t-test ha gallery walk t df sig. (2-tailed) strategy -11.630 37 0.000 accepted based on the table analysis, the p-output was found 0.000 with df=37 (2.026), and t-value -11.630. from the score, it could be stated that a significant improvement from students’ pretest to posttest scores in experimental group taught using gallery walk strategy was found since the p-output was lower than 0.05. table 3. result analysis of independent sample t-test on post-test using gallery walk strategy independent sample t-test ho and those who are taught t df sig. (2-tailed) using teacher’s method -13.394 74 0.000 rejected from the table analysis above, it was found that the p-output was 0.000 and t-value was -13.394. from the scores, a significant difference on students’ speaking ability score taught by using gallery walk strategy and those who were not at man 2 palembang was found since it was lower 0,05. discussion first, pretest and posttest were given in experimental and control groups and treatment was only applied in experimental group. during the pretest, i found that students faced issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 108 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi difficulties in speaking, such as the students could not express what was in their mind. it could be said so because before doing the pretest, the teacher of english in the school just asked the students to read the conversation and the students listened to their teacher, so they could not understand about how to have a good speaking skill. it was because the teacher seldom used interesting media such pictures, posters and laptop to encourage them to speak. these factors made them have no high motivation in learning speaking. second, the treatment in experimental group was applied by using gallery walk strategy to help students to enhance the students’ speaking ability. after using gallery walk strategy, it was found that the students were more motivated, active and interested in the learning process. it is in line with francek (2006) who declares that the use of gallery walk in teaching english can provide an interesting activity because it involves open-ended questions using the terminology and language of the discipline. in this study, the students’ speaking achievement with gallery walk strategy in teaching speaking was implemented. based on the informal interview with the teacher of english in preliminary study, the students were lacking of speaking and writing ability. they found difficulties in speaking because of their less motivation and afraid of making mistake. then, the class of eleventh grade mia 3 and eleventh grade mia 5 were recommended because they had the same speaking level. based on the pretest result, the first class of eleventh grade students got the higher mean score than the second class of eleventh grade students. the result of the first class of eleventh grade students’ speaking achievement were thirty one students in poor category and seven students in failed category and the result in the second class of eleventh grade students were one student was in average category, twenty-eight students were in poor category, and nine students were in failed category. it was because the students were not accustomed to speaking in english, they were shy to talk in english in front of the class because they were afraid of making mistake. lack of vocabulary made them hard to express what they wanted to say and it became their main problem in speaking. to translate the words directly from indonesian to english were often done by them because they felt it was easier and more natural to express themselves in l1. the students’ speaking ability was enhanced and proved by the progress of the students before and after given treatment by using gallery walk strategy. during the first to second meeting, the students still felt confused about what they had to do in this gallery walk. i gave them explanation about the strategy and motivated them to learn speaking by using gallery walk strategy. therefore, in the third to seventh meeting, the students were more enthusiastic when gallery walk strategy was implemented in learning process. it happened because they thought that they had something new and fun. the students took part in experimental group actively in the class; they used english more often and could say what they wanted to say. the students shared one another and did repetition to memorize what they got. during the gallery walk strategy in the eighth to the tenth meeting, the students were motivated in learning and students were more confident to share their opinions by using english to the classroom. no wonder the students’ progress was better and they obtained higher score after the treatment. indeed, one researcher commented that “the gallery walk connects learners to each other and learners to the training topic in a number of interesting, interactive ways”(bowman, 2005). using gallery walk is to promote class discussion, higher order thinking, cooperative learning, and team building. the implementation of gallery walk strategy makes the class well organized and more engaged. this finding is supported by gregory and kuzmich (2007) who state that gallery walk is a collaborative problem-solving tool because it is an excellent means for communication that acknowledges the creativity and power of the group. it was seen during the repetition session that the students could remember the lesson easily and took part actively with their classmates. the students in experimental group involved more actively in posttest than in pretest. they did not have much difficulties to express their opinions in english even though they used simple sentences. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 109 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi conclusion and recommendations from the previous findings and interpretation, it was clear to see that the improvement of the eleventh grade students made the students become more active in learning process. the students had more motivation to learn english, especially speaking and they had more courage share their opinion in public. from that result, i can say that gallery walk strategy was effective to enhance the students’ speaking skill of the eleventh grade students. the students got more progress from the implementation of gallery walk strategy. from the the study, some suggestions were offered to teachers, students, and the other researchers. for the teachers, the gallery walk strategy can be useful to improve their english teaching and learning especially for teaching speaking skill. for the students, gallery walk strategy can be used as their favourite learing strategy to improve their speaking skill. so that, they can learn with a fun condition and can get best result in their speaking achievement. for other researchers who want to conduct the research in teaching speaking, they can use the result of this research as a basic way for conducting the research and as an additional reference for further relevant research certainly with different variables and conditions. the other researchers can also consider the weaknesses of the result from this research to conduct a better research. in conducting this study, i found some limitations; there were too many students in a class, so i had a difficulty to manage the students to speak in every meeting. i only provided the students with the small pictures, so it made the students hard to see the pictures clearly since they were in the large group. it would be better for the next researchers to patch or provide the students with the better media for the gallery. besides, this study only focused on the speaking ability, it would be better for the next researchers to combine with other skills, or choose other skills to compare the result with this study. more importantly, this study was only taken in eleventh grade of the madrasyah aliyah students, it would be better for the next research it will be taken in other levels of education to make the better research in the future. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 alonso, s. (2013). the importance of teaching listening and speaking skills. retrieved from https://www.ucm.es/data/cont/119-2015-03-1712.rocioseguraalonso2013.pdf arib, w., a. (2017). do family backgrounds control students’ motivation and achievement in learning a foreign language? the case of one islamic senior high school in jambi. ta’dib: journal of islamic education, 22(1), 1-38. arif, n. (2015). mother-tongue interference in the error of learners’ grammar.jurnal penelitian universitas jambi serihu maniora, 17(2), 26-30. asrida, d. (2014). communicative activities of teaching speaking for the students.ta’dib: journal of islamic education, 17(1), 60-65. astrid, a., rukmini, d., sofwan, a., & fitriati, s., w., (2017). the effect of writing feedback techniques and students’ writing anxiety on students’ essay writing ability. international journal of foreign language teaching & research, 5(18), 37-51. bailey, k. m. (2005). practical english language teaching: speaking. new york, ny: mcgraw-hill. basrowi and soeyono.(2007). metode analisis data sosial. kediri, indonesia: cv jenggala pustaka utama. bowman, l. s. (2005).the gallery walk: an opening, closing, and review activity. glenbrook, nv: bowperson publishing and training, inc. http://nsuworks.nova.edu/tqr/vol23/iss1/9 https://www.ucm.es/data/cont/119-2015-03-1712.rocioseguraalonso2013.pdf issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 110 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi brown, h. d. (2004). teaching in principle: an interactive approach to language pedagogy (2 nd ed.). new york, ny: longman. cresswell, j. w. (2012). educational research: planning, conducting, and evaluatingquantitative and qualitative research (4 th ed). boston, ma: pearson education, inc. dwintan, d., a., (2017). improving the eleventh grade students’ speaking achievement through whole brain teaching method at smk farmasi bina medika palembang. edukasi: jurnal pendidikan dan pengajaran, 4(1), 125-136. fox, j., & hoffman, w. (2011).the differentiated instruction book of lists. san francisco, ca: josseybass. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012).how to design and evaluate research in education (8 th ed). new york, ny: mcgraw hall, inc. gert, r. and hans, s. (2008). handbook of communication competence. bielefeld, germany: university of bielefeld. gregory, h. g., & kuzmich, l. (2007).teacher teams that get results: 61 strategies for sustaining and renewing professional learning communities. thousand oaks, ca: corwin press. gunawan, j. (2017). the correlation between students’ self-esteem and speaking achievement of undergraduate efl students of english education study program of islamic state university of raden fatah palembang. edukasi: jurnal pendidikan dan pengajaran, 4(1), 1-10. harmer, j. (2001). how to teach english. england, uk: longman. harris, b. (2013). battling boredom: 99 strategies to spark students’ engagement. new york, ny: routledge. heaton, j. b. (1990). longman handbooks for language teachers:writing english language test (3 rd ed). new york, usa: longman, inc. hendriyani, s. (2010). improving learners’ english proficiency through learning strategy instruction. ta’dibjournal of islamic education, 13(2), 170-177. hendriyani, s. (2014). implementing task-based language teachingto overcome the problems of teaching speaking. ta’dib: journal of islamic education, 17(1),75-80. holandyah, m. (2014).designing and evaluating quantitative research in education (2nd rev). palembang, id: noerfikri offset. hughes, r. (2006). spoken english, tesol, and appliedlinguistic. new york, ny: palgrave macmillan. irwan. (2009). designing students worksheet: a sociolinguistic approach for testing speaking and listening. ta’dib: journal of islamic education, 11(1), 43-48. jonson, f. k. (2006). 60 strategies for improving reading comprehension in grades k-8. thousand oaks, ca: corwin press. lestari, a. l. (2003). should english be a compulsory subject in primary schools?bahasadan seni, 31(2). mart, t. c. (2012).developing speaking skills through reading.international journal of english linguistics, 2(6), p. 91-96. doi:10.5539/ijel.v2n6p91 marzulina, l., pitaloka, n., herizal, holandyah, m., erlina, d., & lestari, i.(2018). looking at the link between parents’ educational backgrounds and students’ english achievement. indonesian research journal in education|irje|, 2(1),51-60. retrieved fromhttps://onlinejournal.unja.ac.id/index.php/irje/article/view/4425 masita, e. (2013). bilingual education: a way to promote english literacy? jurnal penelitian universitas jambi 15(1), 31-38. novita, t. (2017). students’ english speaking skill and motivation method: the case of one senior high school. edukasi: jurnal pendidikan dan pengajaran, 4(2), 10-17. nunan, d. (ed.). (2003). practical english language teaching. new york, ny: the mcgraw-hill companies, inc. https://online-journal.unja.ac.id/index.php/irje/article/view/4425 https://online-journal.unja.ac.id/index.php/irje/article/view/4425 issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 111 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi paramadhita, t. (2015). the use of task-based learning to develop english speaking ability of the fifth year students of min 1 teladan palembang. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 69-76. pitaloka, n. (2014). developing interactive multimedia with local-content-based narrative texts for grade eight. lingua, jurnal bahasa dan sastra, 15(1),1-22. putra, h., & marzulina, l. (2015). teaching reading comprehension by using content-based instruction(cbi) method to the second year learners at mtsal-furqon prabumulih. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. richards, c. j. (2008). teaching listening and speaking; from theory to practice. new york, ny: cambridge univesity press. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. saswandi, t. (2014). teaching style and students’ interest in learning english.jurnal penelitian universitas jambi seri humaniora, 17(1), 33-39. ur, p. (1996). a course in language teaching: practice and theory. cambridge, uk: cambridge university press. yonsisno. (2014). improving students’ speaking skill using role play technique at grade xi ipa 1 of sman 2 kota sungaipenuh. jurnal penelitian universitas jambi seri humaniora, 16(2), 37-40. yonsisno. (2015). the effect of using debate technique toward students’ speaking skill at the eleventh grade students of sma negeri2 kota sungaipenuh. jurnal penelitian universitas jambi seri humaniora, 17(1), 40-44. zaim, m. (2002). kesalahan sintaksis dan semantic dalam terjemahan pembelajaran bahasa inggris. padang: universitas negeri padang press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 156 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the efl teachers’ challenges in teaching speaking online: a case study lenny marzulina universitas islam negeri raden fatah palembang, south sumatra, indonesia e-mail: lennymarzulina_uin@radenfatah.ac.id dian erlina universitas islam negeri raden fatah palembang, south sumatra, indonesia herizal universitas islam negeri raden fatah palembang, south sumatra, indonesia lily kurnia margaretta universitas islam negeri raden fatah palembang, south sumatra, indonesia abstract this article presents english teacher's challenges in teaching speaking online at one madrasah tsanawiyah (mts) in palembang, south sumatera, indonesia. a qualitative case study was employed in conducting this research. data were collected by using semi-structured interview with the english teacher through a set of open-ended questions. thematic analysis was used to identify, analyze, and describe the obtained data in the process of selecting codes and constructing themes. the results revealed that the teacher faced some main challenges in teaching speaking online, as follows: (a) lack of students’ confidence in speaking english, (b) internet connection issues, (c) lack of students’ learning interactions and participations, (d) difficulty in designing/developing speaking materials for online class, (e) difficulty in managing the time, and (f) unreliable online teaching and learning devices. these challenges should be considered and anticipated by the teachers and other pertinent parties to get the alternatives for solutions. keywords: speaking, teacher’s challenges, teaching speaking online manuscript submitted: september 21, 2022 manuscript revised: november 2, 2022 accepted for publication: november 15, 2022 mailto:lennymarzulina_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 157 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction speaking is an important aspect in students’ language learning. it helps students express their thoughts or feelings and have conversations with others in this global era (erlina et al., 2019; . in efl context, mastery of english speaking haryanto & mukminin, 2012; mukminin et al., 2019) skills is a priority for many second or foreign language students ( ). in nunan, 2003; richards, 2008 fact, speaking skills are one of the most difficult skills that efl students face (leong & ahmadi, ). in this case, teaching speaking might be challenging for the teachers (2017 mukminin et al., 2015). they should have appropriate teaching strategies, especially in teaching online classes during the pandemic of covid-19. this covid-19 pandemic has forced the schools and universities worldwide to shift their teaching and learning activities from offline to online to avoid the rapid spread of covid-19 in schools. in indonesia, the minister of education and culture stated that face-to-face teaching and learning activities were temporarily suspended and replaced with teaching and learning online as of march 17, 2020 ( ). this requires internet network, computers, laptops, or smart kemendikbud, 2020 phones to connect teachers and students for distance learning. persico, pozzi, and sarti (2010) mentioned that online teaching is applied to reach the presence of students who must take part in learning activities from home. online teaching that allows real time participation and synchronous interaction can be made possible with the use of information and communication technology (ict) (navarro and claimed that the use of ict in education during the pandemic has become shoemaker (2020), integral to the teaching and learning interaction. prasojo, habibi, mukminin, and marzulina (2018) also mentioned that teachers and students are currently in an environment that supports the integration of technology which is part of teaching. therefore, teachers often face some challenges related to the use of ict in the forms of various applications or learning system management tools such as whatsapp, zoom, google classroom, e-learning, google meet, and others to teach online classes ( ). habibi et al., 2019; hadiyanto et al., 2013 the sudden change from in-class learning settings to online learning settings affects teacher teaching readiness, this is because teaching online is still relatively new, particularly in indonesia. previous studies reported that online classrooms certainly have some challenges for teachers and students in carrying out the online teaching and teaching activities (cao, fang, hou, han, xu, dong, . mentioned in their studies, the method of delivering & zheng, 2020) gonzalez and st.louis (2018) material in online teaching must be appropriate and interesting for students; it will be useful to motivate students to take online classes. in the same manner, in his research found priyanto (2009) that many schools in indonesia do not have experience in online teaching because there is no previous online teaching arrangement. therefore, teachers’ challenges in teaching online classes during the pandemic are important to investigate. the results of our preliminary study conducted at one madrasah tsanawiyah (mts) in palembang, south sumatera, indonesia showed that the english teacher encountered several challenges in teaching speaking through the online platform. the teacher cannot observe the students’ speaking ability, eye contact, gestures, and appearances directly in teaching and learning process. indeed, online learning brings different social attitudes due to limited teaching and learning interactions . related to the description above, this study focused on the online (siemens, 2005) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 158 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching challenges and aimed at describing those challenges to be considered in identifying and determining alternative strategies for solutions. literature review teaching online teaching online is a learning process that does not require a face-to-face process between teachers and students which is carried out remotely, need the technology or ict, and requires media or electronic devices to support the learning process. technology and information support and make it easier for teachers and students to carry out daily activities, ranging from sending messages, school assignments, and online communication through messages and improving several things in online learning. online learning often occurs through the internet which is also called e-learning or distance learning. mentioned that the teaching process in sepulveda-escobar and morrison (2020) the classroom can use ict as a source of learning materials. therefore, teachers should have skills for using ict for teaching online. teaching speaking teaching cannot be separated from the learning process which means guiding and facilitating learning, enabling learners to learn, and managing appropriate learning conditions (brown, 2000). it is in line with research conducted by found that in teaching english, rasyid (2016) the ability of english teacher is needed who can form and maintain effective and interesting classroom conditions or situations so that students can enjoy the learning process in class, so it is hoped that they will practice speaking skills. there are several things in teaching speaking to students, namely to be able to use word stress and sentences correctly, the language used as a tool to express assessment or show assessment, and to produce sounds or speech patterns in good english ( teaching speaking is not only about presenting language but nunan, 2003; mukminin et al, 2018). requires communicative oral communication actions ( . a wenxia, 2008; mukminin et al., 2015) person should know some aspects of speaking to have good speaking skills. brown (2001) described the speaking aspects as vocabulary, pronunciation, fluency and accuracy. 1. vocabulary vocabulary is a core part of language acquisition. having good vocabulary skills makes it easier for students and makes it easier for students on how to speak, listen, write, and read ). without knowing a large number of large vocabularies, a (renandya & richards, 2002 person may experience difficulties in following or learning english. 2. pronunciation pronunciation is away for someone to be able to produce words that are spoken clearly and accurately when speaking ( ). furthermore, stated that kline, 2001 fraser (2001) pronunciation also includes several aspects of speech such as intonation, expression, rhythm, articulation and more peripheral eye contact, gestures or body language. 3. fluency fluency is something that can be seen from the extent to which a person can use language confidently, quickly, without any doubts or mistakes in choosing words (nunan, 2003). fluency is the ability of someone who is fluent in speaking coherently and using the correct words with a clear pronunciation of a person in this case, fluency can also be (hedge, 2000). used to measure a person's ability to speak and also to use language. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 159 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 4. accuracy accuracy is something that leads to the extent to which one's speech can be accepted grammatically, with clear and precise pronunciation . furthermore, (nunan, 2015) thornbury , accuracy is very important for students to pay attention to in learning because the (2005) correct use of grammatical structures requires length, complexity of speech and wellstructured clauses. media in teaching speaking online there are several media platforms to support the online teaching and learning process: 1. whatsapp (wa) whatsapp is an application that can be used to communicate between one person and another. wa is an easy-to-use application and in the online classroom teachers and students can use the wa application to communicate with students during teaching online. in the wa application there is a group feature that is connected to instant messaging can easily share learning objects through comments, messages, and students can use voice note fitur or send the video for speaking class. this group feature can be used by teachers and students to discuss the learning materials taught in class. wa gives students the ability to create class publications of their assignments in groups ). information and knowledge is (barhoumi, 2015 easy to create and share via wa instant messaging. wa has many conveniences for students and teachers to use as a medium for online teaching speaking during the pandemic. 2. zoom zoom is a cloud-based service that offers online meetings, webinars, and meetings as well as providing content sharing and online video conferencing capabilities. zoom can help the learning process, for example, english teachers unite their students in an online space then the teacher can explain the material as in a face-to-face class. zoom is a very useful and effective platform for teachers and students during online classes and can improve language skills appropriately, especially in speaking activity. the zoom platform is more motivating and interesting for students to use in learning the target language through technology (ramadani, 2020). characteristic teaching speaking online teaching speaking online has a unique characteristic, namely as a network that allows teachers and students to communicate with each other without having in person meeting. according to , there some characteristics of online learning, namely: riyana (2020) 1. using teaching materials that are made independently by the teacher and stored online, so that the teaching materials can be accessed by students via the internet without any limitations of place and time. 2. with the development of technology, it can make it easier for teachers and students to access schedules, curricula, learning activities and all things related to learning in the classroom. 3. using internet network services in accordance with technological developments, teacher can teach speaking online use the platform without face-to-face. challenges in teaching speaking online in this digital era, teachers must have the high level of creativity and innovation needed in the teaching process. in this case, teachers are required to always keep abreast of technological edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 160 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi developments. it is in line with research conducted by which found atmojo and nugroho (2020), that there are three challenges that teachers often face when online teaching: 1. the lack of experience and ability of teachers in teaching using online teaching models during the covid-19 pandemic such as designing the material online for the students. this is because teachers are less prepared in implementing online teaching that is used when teaching during the pandemic. 2. challenges in the problem of communication and interaction between teachers and students. there are several other factors including the limited time and place so that in this case the teacher is less flexible in explaining the subject matter when online classes take place, the student factor is the lack of focus and motivation in participating in the online teaching process, many students do not actively participate in the learning process and the difficulty of teachers in motivating them to be active in the online learning and teaching process. 3. challenges in student participation in online teaching, many students are passive in participating in online teaching activities. other contributing factors are unstable internet network, students do not have internet quota, do not have smartphones and difficulties in operating applications and platforms used during online classes. methodology research design this research used a qualitative case study design. in qualitative research the researcher looks for the meaning of the phenomenon from the participant's point of view (creswell, 2014). case study method is an empirical investigation that investigates contemporary phenomena with real-life contexts, when the boundaries between phenomena and contexts are not clear, and sources of evidence are widely used the qualitative case study approach applied in this study to (yin, 2003). determine the phenomena faced by the english teacher in teaching speaking online at one madrasah tsanawiyah (mts) in palembang, south sumatera, indonesia. participant of the study the participant was selected using purposive sampling. the participant was selected based on the purpose of research to identify a lot of information and population particular characteristics . in this study, the english teacher’s challenges in teaching (fraenkel, wallen, & hyun, 2012) speaking online were explored. in this case, one participant was selected with the characteristics of permanent and certified english teacher with more than five years of teaching experience. these criteria were important for this research to allow the researchers to gain informative data about the english teacher’s challenges in teaching speaking online. data collection to collect the data in this study, the researchers used one-on-one interviews. according to one-on-one interview is the process of collecting data in which the researcher asks creswell (2012), questions to participant and records the answers from only one participant in the study at a time. the interviews involve unstructured and open-ended questions to elicit views and opinions from the research participant. then, according to open-ended response to questions creswell (2012) allows the participant to create the options for responding. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 161 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis in analyzing the data, the researchers applied thematic analysis. thematic analysis is a method for identifying, and reporting pattern (themes) within data . (braun & clarke, 2006) therefore, the researchers analyzed data about teacher’s challenges in teaching speaking online based on some steps purposed by . first, the researchers collected the data from creswell (2014) interviews (transcriptions or typed notes). second, the researchers put the data into computer files. then, the researchers began to code the data related to the research question of this study. last, the researcher made a personal communication as the final summary of data analysis. establishment trustworthiness the trustworthiness was used to validate the data by applying member checking. according to member checking is a process to determine the accuracy of qualitative findings creswell (2014), through taking a final report or description or certain theme back to participants and determining whether the participant feels the data is accurate. the researchers delivered transcripts and interpretations of the data to the research participant to verify the accuracy of the data. findings the research findings presented in this study were the teacher’s challenges in teaching speaking online at at one madrasah tsanawiyah (mts) in palembang, south sumatera, indonesia. the following are the descriptions of the findings: teacher’s challenges in teaching speaking online the researchers discovered some challenges faced by the english teacher in teaching speaking online. table 1 summarizes the themes and codes derived from the analysis of qualitative data obtained from interviews: table 1. themes and codes for teacher’s challenges in teaching speaking online themes codes 1. lack of students’ confidence in speaking english a. not fluent in english speaking english b. afraid of making mistakes in speaking 2. internet connection issues c. the students are out the city d. internet blackout or shutdown problems e. poor internet connection 3. lack of teaching and learning interactions f. lack of teacher-student interactions g. lack of student-student interactions 4. lack of students’ participations in learning h. reluctant to ask and answer the questions i. did not do and collect the assignments 5. difficulty in developing speaking materials for online class j. difficulty in developing speaking materials in the forms of videos, presentation slides, and recordings. 6. difficulty in managing the time k. lack of time to deliver the speaking materials during online class. l. did not have enough time to give feedback on students speaking performance and assignments. 7. lack of reliable online teaching and learning devices m. lack of computers (desktops and laptops) n. unreliable internet devices o. lack of webcam, microphone, and headset, lcd projector edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 162 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the themes and codes constructed from the interview data presented in the table 1 above were described as follows. one of the challenges faced by teacher in teaching online speaking class was related to students’ speaking ability. most of them were not fluent and had less courage in english speaking. it is supported by the teacher, “the abilities of students are still lack in speaking, students face many difficulties such as they are not fluent in english speaking and do not have courage to show their abilities when the teacher asks them to speak in english”. then, “they have problem with speaking fluency. some of them still have difficulty in pronouncing words” (interview, june 14, 2022). some of the students faced some difficulties to join the online class due to poor or unstable internet connection and quota to support the online speaking activities. as mentioned by the teacher “the students complain about network problems, internet blackout when taking online classes because they live out of the city”. “students do not always have sufficient internet quota so they cannot join the online classes”. then, “also, in online class we face problem with the signal because the signal is unstable” (interview, june 14, 2022). lack of teaching and learning interactions also complained by the teacher in teaching speaking online. it was difficult for the teacher to make the class interactive. the teacher cannot observe the students’ abilities directly in online speaking class. as said by the teacher “i cannot observe the students’ english speaking abilities because most of them do not interact with the teacher and classmates” (interview, june 14, 2022). another difficulty faced by the teacher in teaching speaking online was the majority of students did not participate actively in learning. they were reluctant to practice speaking and do their speaking tasks. as said by the teacher “some of them are not interested in practicing their speaking skills”. then, “some students do not submit their speaking assignments”( ). interview, june 14, 2022 difficulty in developing speaking materials for online class was also reported by the teacher. selecting and developing speaking materials in the forms of videos, presentation slides, and recordings were quite challenging for the teacher. as mentioned by the teacher “for the material in online classes, i think it is quite difficult to make material that is interesting, like video and recording to make the students enthusiastic in learning. i observed that some students are demotivated in practicing their speaking skills” ( . interview, june 14, 2022) in teaching speaking online, it was also difficult for the teacher to give feedback on students’ speaking performance. the teacher did not have enough time check and provide feedback on students speaking assignments. as mentioned by the teacher, “there are so many students in the class that i am unable to manage or pay attention to students one by one during online classes, such as i cannot provide feedback on their video assignments. i think the time allocation is not enough to have various activities in online classes” . (interview, june 14, 2022) unreliable online teaching and learning devices also a challenge for the teacher in teaching english speaking online, lack of computers (desktops and laptops), unreliable internet devices, webcam, microphone, headset, and lcd projector in the school required the teacher to use their own laptop and internet data to conduct online class. as said by the teacher “the school has some problems related to the facilities, such as computers that can be used by teachers to conduct online classes, we have computers at school but it is for the school operators”. “we usually use our own laptop to do online classes” (interview, june 14, 2022). discussion the first challenge mentioned by the teacher was the students’ lack of confidence in speaking english. they were not fluent and afraid of making mistakes in speaking english. mufanti edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 163 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi showed that the students felt anxious, worried, and shy to communicate in english. it was (2015) suggested to support the students to have the courage to communicate in english. pronunciation problem might reduce the students’ self-confidence in speaking and limit the students’ interaction. added that many students are not confident in speaking in front of their friends. aulia (2018) therefore, teachers should apply various strategies to train the students to be more confident in speaking and communicating with others. internet connection issue was the second challenge encountered by the teacher in teaching speaking online. poor or unstable internet connection was often caused by insufficient internet quota to have online classes. the finding showed that some of the students did not join online classes because they were out of the city and did not have a good signal for online class. irawan, also claimed that internet connection is one of the weaknesses of dwisona, and lestari (2020) teaching speaking online. unstable or poor internet network was one of the main obstacles for online learning in indonesia. the next challenge that the teacher faced was the lack of teaching and learning interaction, both teacher-student interaction and student-student interaction. in face-to-face classes, teachers and students can interact directly, but in online classes the interaction between teachers and students is limited. the findings showed that teacher had difficulty when online teaching speaking because she did not see students’ abilities directly and there is no interaction between them. lack of interaction in online learning becomes a big challenge for teacher. in addition, speaking requires intensive interaction between teacher and students. interaction in this sense means face-to-face interaction at the same time in the same room. the teacher feels that the interaction through the online platform was not optimal for speaking practices. eye contact, gestures and student appearances cannot be observed during the teaching and learning process, online learning brings different social attitudes due to limited student interaction in short, teachers must (siemens, 2005). be able to build and maximize good interactions with students so that the online teaching and learning process can run smoothly. the findings also indicated that the students were less motivated to participate in learning during online class. poor internet access learning condition at home made them difficult to join online class smoothly and do their speaking assignment. also pambudi and prasetyarini (2021) emphasized that many students could not participate in many online lessons due to internet signal constraints. in such a condition, teachers' should use of various teaching methods to encourage students’ participation in learning ( ). sometimes, teachers should abdullah, bakar, & mahbob, 2012 make some repetitions in explaining the lessons and apply paired-work or group-work to have the students practice their speaking skills. difficulty in designing or developing appropriate speaking materials for online class was also challenging for the teacher. as asserted by , suitable and khatoony and nezhadmehr (2020) interesting materials are required for effective online teaching and learning. online class requires a greater investment than face-to-face class. the teachers need double effort and extra time to design their teaching materials to be more interactive in short, the teachers need to work (green, 2016). over on their instructional materials to be shared and explained through online learning media and application. the findings showed that the teacher had difficulty to handle online speaking class, especially in checking and providing feedback on students’ works. in online teaching class, the teacher only had two hours a week to explain the materials and give feedback on students’ assignments. limited time allocation was one of teachers’ obstacles in teaching speaking online. this edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 164 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi problem needs to be addressed because teacher’s feedback on students’ works is an essential part of learning process to bring about an improvement in students’ performance and achievement . in addition, the teacher also had some (hermansyah & aridah, 2020; atmojo & nugroho, 2020) problems related to learning facilities, such as computers (desktops and laptops), webcam, microphone, headset, and lcd projector that can be used by teacher to conduct online class. these devices are important elements to support effective online teaching and learning program. conclusion and implications this study revealed that there were several challenges encountered by the teacher in teaching speaking online at one madrasah tsanawiyah (mts) in palembang, south sumatera, indonesia. those challenges are (a) lack of students’ confidence in speaking english, (b) internet connection issues, (c) lack of learning interactions and participations, (d) difficulty in developing speaking materials for online class, (e) difficulty in managing the time, and (f) lack of reliable online teaching and learning devices. this study implies that teacher and other related parties are required to find out the appropriate solutions to address such kind of challenges for effective online teaching and learning program. disclosure statement no potential conflict of interest was reported by the authors references abdullah, m. b., bakar, n. r. a., & mahbob, m. h. (2012). student's participation in classroom: what motivates them to speak up? social and behavioral sciences, 51(2), 516-522. doi:10.1016/j.sbspro.2012.08.199 alrefaie, z., hassanien, m., & al-hayani, a. (2020). monitoring online learning during covid-19 pandemic; suggested online learning portofolio (covid-19 olp). an international association for medical education, 9(1), 1-10. doi : https://doi.org/10.15694/mep.2020.000110.1 atmojo, p. a. e., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal , 13(1), 49-77. doi : https://doi.org/10.18326/rgt.v13i1.49-76 aulia, v. (2018). reducing students’ pronunciation anxiety by utilizing whatsapp group in learning english consonant sounds. elt worldwide: journal of english language teaching, 5(2), 165-178. doi:10.26858/eltww.v5i2.7378 barhoumi, c. (2015). the effectiveness of whatsapp mobile learning activities. contemporary educational technology taibah university, saudi arabia 6(3), 221-238. doi : http://dx.doi.org/10.30935/cedtech/6151 braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative reasearch in psychology, 3(2), 77-101. retrieved from https://www.researchgate.net/publication/269930410_thematic_analysis brown, d. h. (2000). principles of language learning and teaching. pearson education. brown, d. h. (2001). teaching by principles: an interactive approach to language pegagogy. addison wesley longman inc. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 165 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi cao, w., fang, z., hou, g., han, m., xu, x., dong, j., & zheng, j. (2020). the psychological impact of the covid-19 epidemic on college students in china. psychiatry research, 287, 1-5. doi: 10.1016/j.psychres.2020.112934 creswell, j. w. (2012). educational research planning, conducting and evaluating quantitative and qualitative research (4th ed.). pearson education. creswell, j. w. (2014). research design qualitative, quantitative, and mixed methods approaches (4th ed). sage publication, inc. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 fraenkel, j. r., wallen, n. e., & hyun, h. h.. (2012). how to design and evaluate research in education (8th ed). mcgraw-hill. fraser, h. (2001). teaching pronunciation: a handbook for teachers and trainers. tafe nsw access edition. https://helenfraser.com.au/wp-content/uploads/hfhandbook.pdf. gonzalez, d., & st.louis, r. (2018). online learning in the tesol. encyclopedia of english language teaching (1st ed). doi.org/10.1002/9781118784235.eelt0423 green, p. (2016). how to succeed with online learning. the wiley handbook of learning technology (1st ed), doi: https://doi.org/10.1002/9781118736494.ch15 habibi, a., razak, r. a., yusop, f. d., & mukminin, a. (2019). preparing future efl teachers for effective technology integration: what do teacher educators say? asian efl journal, 21(2), 930. hadiyanto, mukminin, a., makmur, hidayat, m., & failasofah. (2013). teaching in a digital era: english lecturers’ readiness toward the internet use in teaching and learning at selected higher education institutions in indonesia. asia-pacific collaborative education journal, 9 (2), 113-124. hamalik, o. (2014). teaching and learning process. jakarta: bumi aksara. harmer, j. (2001). the practice of english language teaching . third edition: longman. haryanto, e., & mukminin, a. (2012). global, national, and local goals: english language policy implementation in an indonesian international standard school. university of pittsburgh, usaexcellence in higher education, 3(2), 69-78. hedge, t. (2000). teaching and learning in the language classroom. oxford university. http://www.oup.hu/thedge_teachingandlearning.pdf hermansyah, &. aridah. (2020). teachers’ perception toward the challenges in online english teaching during covid-19 pandemic. indonesian journal of efl and linguistics. doi:10.21462/ijefl.v6i1.342 irawan, a.w., dwisona, d., & lestari, m. (2020). psychological impacts of students on online learning during the irawan, a.w., dwisona, lestari, m pandemic covid-19. konseli: jurnal bimbingan dan konseling (e-journal), 53-60. doi: https://doi.org/10.24042/kons.v7i1.6389 karatas, k., & oral, b. (2015). teachers' perceptions on culturally resvonsiveness in education. journal of ethnic cultural studies, 2(2), 47. https://www.semanticscholar.org/paper. kemendikbud. (2020). surat edaran nomor 4 tahun 2020 tentang pelaksanaan pendidikan dalam masa darurat coronavirus disease (covid-19). siaran pers. http://dx.doi.org/10.1016/j.psychres.2020.112934 https://doi.org/10.1002/9781118736494.ch15 javascript:; javascript:; javascript:; javascript:; javascript:; edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 166 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kemendikbud. (2020). surat edaran nomor 15 tahun 2020 tentang pelaksanaan pembelajaran dari rumah pada masa covid-19. jakarta: siaran pers. khatoony, s., & nezhadmehr, m. (2020). efl teachers ’ challenges in the integration of technology for online classrooms during coronavirus ( covid-19 ) pandemic in iran. ajelp, 8(2), 89104. doi: http://dx.doi.org/10.37134/ajelp.vol8.sp.1.2020 kline, j. a. (2001). speaking effectively: a guide for air force speakers. air university press. retrieved from: https://www.airuniversity.af.edu/portals/10/au press-/books/au-5.pdf. leong, l. m., & ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. international journal of research in english education, 2(1), 34-41. doi: 10.18869/acadpub.ijree.2.1.34 low, p. k. c., & ang, s. l. (2011). how to be a good teacher. educational research, 2(5), 1118-1123. https://www.interesjournals.org/articles. mannong, a. b. m. (2020). the students' eyesight: the effectiveness of learning-based apllications on elt in pandemic era. eternal (english, teaching, learning, and research journal) 6 (2), 394407. doi : https://doi.org/10.24252/eternal.v62.2020.a14 mufanti, r. (2015). the supporting factors and barriers of students communicative. prociding international 'the 62nd teflin, international conference 2015', 329-332. mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., nurullaningsih n., ikhsan, i. (2019). they can speak english, but they don’t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 24(6), 1258-1274. mukminin, a., novprival, n., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edularn), 9 (3), 217-225. mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students’ learning strategies. [çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] elementary education online, 17(2), 1204-1223 navarro, p., & shoemaker, j. (2009). performance and perceptions of distance learners in cyberspace. american journal of distance education, 14(2), 15-35. doi: http://dx.doi.org/10.1080/08923640009527052 nunan, d. (2003). practical english language teaching. mcgraw-hill companies. https://www.academia.edu/34135090/practical english language teaching_pdf. nunan, d. (2015). teaching english to speakers of other languages: an introduction. routledge. retrieved from: https://journals.lib.unb.ca/index.php/cjalarticle/download/24603/29106/39348 pambudi, r., & prasetyarini, a. (2021). the use of whatsapp mesenger as a medium for teaching and learning english at the eighth grade of smp negeri 1 musuk. universitas muhammadiyah surakarta. persico. d., pozzi, f., & sarti, l., (2010). monitoring collaborative activities in computer supported collaborative learning. distance education, 31(1), 5-22. https://www.researchgate.net/publication/233028347_monitoring_collaborative_activities_ in_computer_supported_collaborative_learning prasojo, l. d., habibi, a., mukminin, a., & marzulina, l. (2018). learning to teach in a digital age: ict integration and efl student teachers' teaching practice. teaching english with technology, 18(3), 18-32. https://www.researchgate.net/publication/326973419 https://www.academia.edu/34135090/practical%20english%20language%20teaching_pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 167 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi priyanto. (2009). redesign of e-learning development in indonesia. vocational and technical education and training, 9(1), 85-93. http://eprints.uny.ac.id/id/eprint/12998 ramadani, a. (2020). teachers’ experiences with online teaching using the zoom platform with efl teachers in high schools in kumanova. culture and communication south east european university, north, 15(1), 142-155. doi: 10.2478/seeur-2020-0009 rasyid, s. (2016). using cartoon movie to improve speaking skill. research in english and education (read), 1(2), 161-168. http://www.jim.unsyiah-.ac.id/read/article/view/2585. renandya, w. a., & richards, j. c. (2002). methodology in language teaching. cambridge university press. https://viancep2012.files.wordpress.com2011/12/methodology_in_language_teaching_2002_scanned.pdf. richards, j. c. (2009). teaching listening and speaking from thoery to practice. cambridge university press. https://www.professorjackrichards.com/wpcontent/uploads/teaching listening-andspeaking-from-theory-to-practice.pdf. riyana, c. (2020). konsep pembelajaran online. banten: universitas terbuka. sepulveda-escobar., & morrison, a. (2020). online teaching placement during the covid-19 pandemic in chile: challenges and opportunities. european journal of teachers education,. 43(4), 586-607. doi : https://doi.org/10.1080/02619768.2020.1820981 siemens, g. (2005). connectivism: a learning theory for the digital age. international journal of instructional technology & distance learning, 5(1), 3-10. https://www.semanticscholar.org/paper/connectivism thornbury, s., & slade, d. (2005). how to teach speaking. pearson longman. http://assets.cambridge.org/9780521814263/frontmatter/9780521814263_frontmatter.pdf. wenxia, b. (2008). the communicative approach to english teaching. repository iain batu sangkar, 17(1,), 60-65. www.zjzx.zj.cn/ziyuan. yin, r. k. (2003). case study research design and methods (3rd ed.). sage publication, inc. doi: https/doi.org/10.1300/j145v03n03_07 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi applying language learning strategies in the foreign language listening comprehension: a study of islamic senior high school students dian pertiwi state islamic university of raden fatah, palembang, south sumatra dianpertiwi6869@gmail.com abstract the main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. the population of this study was 138 eleventh grade students of i sl a m i c s e ni o r h i gh s c h o o l n u m b e r 2 palembang. the sample was all of eleventh grade students in social class. the total number of the student was 138. since 16 students were absent, so the sample consisted of 122 students. to collect the data in order to measure the students’ language learning strategies and listening comprehension, sill (strategy inventory in learning language) and listening comprehension test from toefl junior test were used in this study. the pearson correlation was used in analyzing the data using spss 16. the result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. the result from listening comprehension test showed that most of the students were in very poor level. furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011) was lower than r-table (0.1779) then the level of probability or sig. value (.902) was higher than .05. from the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of isl a m i c s en i o r h i g h s ch o o l n u m b e r 2 palembang. keywords: language learning strategies, listening comprehension manuscript submitted: august 3, 2017 manuscript revised: january 12, 2018 accepted for publication: february 6, 2018 introduction in this globalization era, everybody must have good communication ability to support their activity in daily life. it is in line with what dewi (2015), haryanto and mukminin (2012), mukminin, ali, and fadloan (2015), and jackson and stockwell (1996) stated that english was used in every corner of the world as a medium to interact among people from different cultural, ethnic, and social backgrounds (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015). in addition, bozorgian (2012) states “listening skill occupies almost 50% of daily communications” (p. 2). it means that listening skill has very high degree of influence and it is certain that listening occupied the mailto:dianpertiwi6869@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi main aspects of the effective communication for human in daily life. listening is also very important for students in acquisition foreign language. according to hamouda (2013), “ no one can deny the importance of listening skills in foreign language learning because the key to acquire a language is to receive language input” (p. 113). it is supported by de chazal (2014) who states that students need good listening comprehension skill to interpret what people are saying in various academic situations. however, listening has not drawn much attention from both teachers and learners, they are generally less aware of its importance. hamouda (2013) claims “in classrooms, teachers seem to test, not to teach listening and students seem to learn listening, not listening comprehension” (p. 115). students usually listen to a text, respond to questions, and check their answers. furthermore, students in indonesia have unsatisfactory level in listening skill. it can be seen from a survey that has been conducted by ef standard english test (2015). indonesian students are on average at b1 level (independent user) in english listening skill among 16 countries. from the fact, it shows that indonesian students are not proficient yet in listening. goh (2000) proposed ten common listening comprehension problems as follows; “1) quickly forget what is heard; 2) do not recognize words they know; 3) understand words but not intended the message; 4) neglect the next part when thinking about meaning; 5) unable to form a mental representation from words heard; 6) cannot chunk streams of speech; 7) miss the beginning of the texts; 8) concentrate too hard or unable to concentrate; 9) do not understand subsequent parts of input because of earlier problems; and 10) is confused about the key ideas in the message” (p. 59-60). meanwhile, malkawi (2010) mentions three problems of listening that senior high school students usually face, such as “ 1) speech speed; 2) limited knowledge of vocabulary and structure of sentences; a n d 3) limited knowledge of topic in question” (p. 773). g o h ( 2 0 0 0 ) a d d , “ it was because the students were not aware about the strategies and sometimes forgot to apply them while they were engaged in listening” (p. 143). he also explained that most of students did not know much about listening strategies. in learning language, learning strategies have become crucial part to help the students successful in acquiring the language (abrar & mukminin, 2016; haryanto & mukminin, 2012; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). pannak and chiramanee (2011) states “one of the important factors contributing to successful language learning is language learning strategies” (p. 3). becoming one of the factors that determine language learner success in acquiring language makes learning strategy very important for teachers and learners (erlina, marzulina, pitaloka, astrid, fikri yansyah, & mukminin, 2018; habibi, sofwan, & mukminin, 2016).). theory about language learning strategies comes from oxford (1990) as she emphasizes “the best language students have used strategy” (p. 1). oxford (1990) divided language learning strategies into two major classes; direct and indirect. direct strategy consists of three groups (memory, cognitive and compensation) and indirect consists of three groups (metacognitive, affective, and social). “learning strategy makes learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation” (oxford, 1990, p. 8; oxford, 2003, p. 274). it was also supported by many studies that the use of language learning strategy influenced the students’ proficiency in foreign language especially in english proficiency. one example is the study conducted by ou-chun (2011) who found that language learning strategies of efl students had significance correlation with their english proficiency. it means that by using language learning strategies, it can help the students achieve their goal in acquisition english foreign language well. language learning strategies is also an important part for senior high school students in learning language process in the classroom. to get their successful in acquisition foreign language, the students need to apply strategy in learning language. lee (2010) states that learners use learning strategies in order to learn something more successfully. by applying issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning strategy, it can make the students easy to understand the material quickly and make them more efficient in learning foreign language. it is also supported by suwanarak (2012) who declared that the use of language learning strategies is linked with an achievement in the second language classroom and helps students become independent learners. in association with students’ listening comprehension in english, language learning strategies have big influences on students listening comprehension performance. it is proven by moghadam, ghanizadeh, and pazhouhesh (2016) who declared that students’ strategies in listening has a positive effect on their listening comprehension. “successful listening can also be looked at in terms of the strategies the listener uses when listening” (richard, 2008, p 11). from the evidence above, it can be concluded that language learning strategies influence students listening comprehension. it is important for teacher and students to know about it. based on the informal interview with the teacher and the eleventh grade students of man 2 palembang, many students said that listening was difficult for them because they did not know what the speaker were saying, the speed of the speaker was too fast, and they were also lack of vocabulary. most of the students did not know about language learning strategies. meanwhile, the teacher said she just knew what language learning strategies were but she did not know specifically about language learning strategies. she also added that she taught listening without knowing the students language learning strategies. because of those reasons, the researcher wants to examine the correlation between language learning strategies and listening comprehension. the objectives of the study were: (1) to find out if there is significant correlation between language learning strategies and student’s listening comprehension of eleventh grade students of man 2 palembang (2) to know if the language learning strategies influence students’ listening comprehension of eleventh grade students of man 2 palembang. literature review concept of language learning strategy there are so many theories about language learning strategies from scholars. chamot and kupper (1989) declare, “learning strategies are technique which students use to comprehend, store, and remember new information and skills” (p. 15-17). they classified into three types; metacognitive, cognitive or social and affective. oxford (1990) emphasizes “the best language students have used strategy” (p. 1). oxford (1990) divided language learning strategies into two major classes; direct and indirect. direct strategy consists of three groups (memory, cognitive and compensation) and indirect consists of three groups (metacognitive, affective, and social). learning strategy makes learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (oxford, 1990, p. 8; oxford, 2003, p. 274). chamot (2005) also explained his new theory about language learning strategies. he defines learning strategies as procedures that facilitate a learning task. strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. hurd and lewis (2008) states “more proficient learners also orchestrate strategy use more effectively, combining strategies into strategy clusters for complex tasks and making sure that any chosen strategy is appropriate at the time “ (p. 51). less proficient l2 learners often use strategies in a desperate way, not knowing how to identify the needed strategies. from the theory above, it indicated that good language learners always use language learning strategy in the acquisition process of the foreign language. by understanding the language learning strategies and knowing how to choose the appropriate strategy needed by the students, will direct the students to get their target language. in other words, language learning strategy is one of the factors that determine students’ success in learning a language. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi classification of language learning strategies oxford (1990) divided two major classes of learning strategy; direct and indirect. “the direct class is composed of three groups (memory, cognitive and compensation)” (oxford, 1990, p.14). memory strategies are for remembering and retrieving new information, for examples; remember acronyms, grouping the word (e.g., all noun or verbs), and image. next is cognitive strategies for understanding and producing the language. second, cognitive strategies enable learners to manipulate the language material in direct ways, e.g., through reasoning, analysis, note-taking, summarizing, and translating. the last is compensation strategies for using the language despite knowledge gaps, such as guessing wisely, using linguistics clue, using gestures, switching to the native language, and using a synonym or description. the second major class-indirect strategies, “ this class is made up of metacognitive strategies, affective strategies, and social strategies” (oxford, 1990, p. 15). first is metacognitive strategies for coordinating the learning process, such as planning, setting goals and objectives, monitoring errors, and evaluating progress. then, affective strategies for regulating emotions, such as strategies including encouraging oneself through positive self-talk, rewarding yourself, talking with someone about your feelings learning the target language and so on. the last is social strategies for learning with others, such as asking questions, asking for clarification, asking for help, and talking with a native-speaking conversation partner. concept of listening comprehension listening is the ability to identify and understand what others are saying in various situation. moghadam, ghanizadeh, and pazhouhesh (2016) states “people have to comprehend what their interlocutors say and respond to it. if they are able to listen effectively, then they will have a meaningful communication” (p. 11). to have good listening skills, students must be able to comprehend all of the aspects when listening. golchi (2012) states “listening includes comprehension of meaning-bearing, words, phrases, clauses, sentences and connected discourse” (p. 115). the word comprehension is reflection of the knowledge and skills that students have to acquire in listening. that is the reason why listening comprehension is a complex process. there have been a large number of scholars that present about listening comprehension towards the concept. liubinienė (2009) defines “listening comprehension is more than extracting meaning from incoming speech” (p. 89). it is a process of matching speech with the background knowledge, i.e. what the listeners have already know about the subject. bđlokcuoğlu (2014) asserts “ listening comprehension is strongly believed to be a process of interaction between the listeners’ background knowledge and the expected knowledge in the spoken text, that is, listeners employ all relevant previously stored knowledge to comprehend the incoming input” (p.83). meanwhile, yousefinia (2012) states “listening comprehension means the process of understanding speech in a second or foreign language” (p. 4). it is the perception of information and stimuli received through the ears. it can be concluded that listening comprehension is the process of understanding of aural message from the speaker and match it to the listener knowledge. importance of listening comprehension many researchers believe that listening comprehension is crucial aspect in language acquisition since the last two decades. moghadam et.al (2016) declared “in communicative approaches to language teaching, listening has been emphasized in all levels of language learning” (p. 11). jones (2003) claims, “listening comprehension activities provide students with the aural component of the target language to help them better hear the intricate sounds, enunciations, and content and develop their abilities to communicate with others in a target language” (p. 41). in relation to english language, the students need good listening issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi comprehension ability to help them in the acquisition of the english language. gilakjani and ahmadi (2011) believe “ an emphasis on listening comprehension as well as the application of listening strategies will help students to decode english input and to achieve greater success in english learning” (p. 986). methodology research design in this study, i used a correlation research design. according to fraenkel, wallen, and hyun (2012), “the correlation study mainly focuses on the possibility of relationships between only two or more variables investigated without any attempts to influence them” (p. 331). in this study, i used correlation research design to find out the correlation between two variables, explain, and inteprete the result that may appear. the procedures in this research are, first; i identified the students’ learning strategy by using questionnaire. second, by using toefl junior listening test, i found out the students listening comprehension score. third, i found the correlation between two variables through spss based on the results of the questionnaire and listening test, and the influence of the variable(s). last, explanation and interpretation of the results were discussed. research site, sampling, and participants fraenkel, wallen, and hyun (2012) defines population as the group of interest to the researcher, the group to whom the researcher would like to generalize the result of the study. in addition, fraenkel and wallen (1990) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. ( as cited in ( as cited in saputra & marzulina, 2015, p.5). cresswell (2012) states “population is a group of individuals who have the same characteristic” (p. 142). the population of this study was all of the eleventh grade students of isl a m i c se n i o r h ig h sc h o o l n u m be r 2 palembang in academic year of 2016/2017. the population consisted of 6 classes. according to cresswell (2012), “sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population” (p. 142). he also said that the sample can be selected from individuals who are representative of the entire population. in this reserach, i used convenience sampling technique. the sample of this research were xi iis 1, xi iis 2, xi iis 3, and xi iis 4 classes. there were 138 students as sample. the researcher chose them as samples because they had equal background knowledge. in social class, many students did not know about language learning strategies and their learning strategy. they also had difficulties in learning listening. data collection questionnaire and listening test were used as the instruments which had been valid and reliable. sill (strategy inventory in learning language) from oxford (1990) version 7.0 was used to know students language learning strategies. according to oxford and burry-stock (1995), “40-50 major studies, including a dozen dissertations and theses, have been done using the sill involved 8000-8500 language learners” (p. 4). they also explained that the sill appears to be the only language learning strategy instrument that has been extensively checked for reliability and validated in multiple ways. fazeli (2011) found that the reliability score of sill is 0.89. sill questionnaire consisted 50 items and used likert scale 1-5. to avoid misunderstanding sill questionnaire had been translated into indonesian. the time to answer the questionnaire was 25 minutes. listening comprehension test from toefl junior standard test was used for testing students listening comprehension. toefl junior issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi standard test had been used in more than 50 countries including indonesia and the reliability coefficients of the listening comprehension test was .87. the listening test consisted of 42 multiple choices questions. the time to answer the questions was 40 minutes. data analysis for analyzing the data in this research, there were four steps. first, after distributing the sill questionnaire to the students, the student’s answers were calculated by using formula from oxford (1990). the student’s total answer in each part of sill was divided with the total statement in each part. the highest average score from all part of sill indicated which strategy that the students tended to use most frequently. after that, all the sums from students answer in different parts of sill were divided by fifty (÷50). the result average score described students’ frequency in using language learning strategies (lls). the highest frequency level is 5.0 and the lowest is 1.0. second, the students’ listening comprehension answers was calculated by u s i n g a scoring system from man 2 palembang. third, in order to find out the correlation between language learning strategies (lls) and listening comprehension of the eleventh grade students of man 2 palembang, pearson product moment correlation coefficient in spss 16 was used. the last, in order to know the contribution of language learning strategies to listening comprehension of the eleventh grade students of man 2 palembang, regression analysis was applied in this study. findings and discussion students’ language learning strategies and listening comprehension since 16 students were absent, so the sample consisted of 122 students. the descriptive statistical analysis of lls for the participants was described as follows. the maximum score was 4.3, and the lowest score was 1.7. the mean of the language learning strategies scores for the participants was 2.9 and the standard deviation was .50. equally important, the questionnaire results showed the most dominant strategy that students used was metacognitive strategy (37.4%). in this research i also found that many students had more than one language learning strategies. the distributions of students’ language learning strategies can be seen in the table below: table 1. distributions of language learning strategies category frequency percentages memory strategy 10 7,2% cognitive strategy 8 5,8% compensation strategy 19 13,7% metacognitive strategy 52 37,4% affective strategy 14 10% social strategy 36 25,9% total 139 100% the descriptive statistics analysis of listening comprehension for the participants was described as follows. the maximum score was 59.5, and the lowest score was 7.1. the mean of the listening comprehension score for the participants was 31.7 and the standard deviation is 9.32. then, the listening comprehension results showed that most of the students w e r e in very poor category. 113 students in were very poor category (93.6%), 7 students were in poor category (5.7%), and 2 students were in average category (1.7%). issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. distributions of listening comprehension number of student interval category percentages 0 86-100 very good 0% 0 71-85 good 0% 2 56-70 average 1,7% 7 46-55 poor 5,7% 113 0-45 very poor 93,6% the results of normality test and linearity test the data interpreted normal if p>0,05. if p< 0,05. it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality indicated that the data from each variable were all normal and appropriate for data analysis with coefficients .646 for language learning strategies and .562 for listening comprehension. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are liniear. the results showed that, the deviation from linerity between language learning strategies and listening comprehension was .348 and since it was higher than 0.05, it was considered linear. correlation between students’ language learning strategies and listening comprehension having analyzed the results of the questionnaire and students’ listening comprehension test, it was found that the students’ language learning strategies were not significantly correlated to their listening comprehension. the correlation coefficient or robtain (-.011) was lower than r-table (0.1779) then the level of probability or (p) (.902) was higher than .05. it means that ho is rejected and h1 is rejected. since there was no significant correlation between two variables, it is not necessary to do regression analysis because language learning strategies did not influence students’ listening comprehension. furthermore, the correlation analysis result showed as described in the following table. table 3. correlation between language learning strategies and listening comprehension language learning strategies listening comprehension language learning strategies pearson correlation 1 -.011 sig. (2-tailed) .902 n 122 122 listening comprehension pearson correlation -.011 1 sig. (2-tailed) .902 n 122 122 the insignificant correlation result probably occurred because some factors in each side of the variables. from the language learning strategies side, the result showed that many students had more than one learning strategy. it made them unable to use the strategy appropriately because they were not aware about the strategy and how to use it. hismanoglu (2000) strongly stressed that using the same good language learning strategies does not guarantee that bad learners will also become successful in language learning since other factors issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi may also play role in success. meanwhile, oxford (1990, 12) states that strategies assessment and training might be necessary to help learners become more aware of the strategies they are using and evaluate the utility of those strategies. additionally, the result showed that language learning strategies (lls) was not the only and the most d o m i n a n t factor that affecting listening comprehension. the researcher assumed that there were some other factors affecting students listening comprehension. based on the result of the informal observation when conducting the research, it could be seen that motivation was the most dominant since most of the students had low motivation during the test. moreover, bingol, celik, yildiz , and mart (2014) states that “students’ motivation is one of the crucial factors that affects listening comprehension “ (p. 4). another factor is experience in learning listening. less experience in learning listening makes the students low in listening comprehension. naning and hayati (2011) explains “the different knowledge backgrounds of the students cause them to have different listening achievement too (p. 9). also, s tudents’ vocabulary caused them to have different listening comprehension achievement. other factors that should not be neglected are the teacher’ methodology in teaching listening, the equipment, and the students’ condition when joining the test. according to ardila (2013), there are seven factors that affecting efl learners’ listening skills, namely, learner’s motivation, paralinguistic features, vocabulary, concentration, teachers’ methodology, the use of material and the learner’s background. norflee (2014) claims that there are also some factors such as listener’ factor, background knowledge, speaking style and visual input. in conclusion, this study failed in investigating the correlation and influence between language learning strategies (lls) and listening comprehension of eleventh grade students of isl a m i c s e n i o r hi g h sc h o o l n u m b e r 2 palembang. however, almost all of eleventh grade students of isl a m i c s e n i o r h i g h s c h o o l n um b e r 2 palembang used learning strategy occasionally and metacognitive strategy was the most dominant strategy that they used in learning language. furthermore, language learning strategies (lls) is also applicable for four skills (listening, speaking, reading, and writing), it means that there is possibility that language learning strategies correlate with others language skill. conclusions based on the findings of the study, three conclusions are drawn. first, the results of the questionnaire showed that metacognitive strategy was the dominant language learning strategy that students used. the students were also in medium level and sometimes they used language learning strategies. meanwhile, the results of the listening comprehension test showed that most of the students were in very poor level. second, the students’ language learning strategies had no significant correlation to students’ listening comprehension. the finding showed that r-obtained (-.011) was lower than r-table (0.1779) then the level of probability (p) significance (sig.2-tailed) was .902 was higher than .05. it means there was no significant correlation between the students’ language learning strategies and listening comprehension of the eleventh grade students of isl a m i c s e n i o r h ig h s c h o o l n u m be r 2 palembang. since there was no significant correlation between two variables, it is not necessary to do regression analysis. some other factors may influence the result of this study, specfically; (1) many students used more than one learning strategies, were not aware about their strategy, and were confused on how to use it. as well, in answering the listening test, the students’ had low motivation, lack of experience in learning listening, lack of vocabulary, and unprepared condition when joining the test. besides, the teacher‘s method in teaching listening and the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi equipment that researcher used during listening test may also influence the result of this study. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ardila, m. a. c. (2013). exploring factors affecting listening skills and their implications for the development of the communicative competence: a case study. open. writ. doors. j, 10(2). bđlokcuoğlu, h. (2014). a schematic approach to teaching listening comprehension. eul journal of social sciences (v:i) laü sosyal bilimler dergisi. bingol, m. a., celik, b., yildiz, n., & mart, c. t. (2014). listening comprehension difficulties encountered by students in second language learning class. international journal on new trends in education and their implications, 4(4). bozorgian, h. (2012) listening skill requires a further look into second/foreign language learning. isrn education, 2012 (2012). retrivied from https://www.hindawi.com/journals/isrn/2012/810129/. chamot, a. u. (2005). language learning strategy instruction: current issues and research. annual review of applied linguistics, (25), 112–130. chamot, a. u., & kupper, l. (1989). learning strategies in foreign language learning instruction. interstate research associates,va. creswell, j, w. (2012). educationa research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). upper saddle river, nj: pearson education, inc. de chazal, e. (2014). effective listening is essential in an academic context. retrivied from: https://www.britishcouncil.org/voices-magazine/prepare-english-languagestudents-academic-listening. educational testing service team. (2012). practice test for toefl junior standard ataest. new york, ny: educational testing service. educational testing service team. (2015). handbook for the toefl junior standard test. new york, ny: educational testing service. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. fazeli, s. h. (2011) the relationship between the neuroticism trait and use of the english language learning strategies. international journal of linguistics, 3(1). fraenkel, j. r., wallen, n. e., & hyun, h. h. (8th eds.). (2012). how to evaluate research in education. new york, ny: mcgraw-hill. gilakjani, a., p., & ahmad, 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. goh, c. m. (2000). a cognitive perspective on language learners’ listening comprehension problems. system, 28, 55-75. https://nsuworks.nova.edu/tqr/vol23/iss1/9 https://www.hindawi.com/journals/isrn/2012/810129/ https://www.hindawi.com/journals/isrn/2012/810129/ https://www.britishcouncil.org/voices-magazine/prepare-english-language-students-academic-listening https://www.britishcouncil.org/voices-magazine/prepare-english-language-students-academic-listening issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi golchi, m. m. (2012). listening anxiety and its relationship with listening strategy use and listening comprehension among iranian ielts learners. international journal of english linguistics, 2(4), 115-128. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the efl listening classroom. international journal of academic research in progressive education and development 2(2), 2226-6348. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hismanoglu, m. (2000). language learning strategies in foreign language learning and teaching. the internet tesl journal, 7(8). retrivied from: http://iteslj.org/articles/hismanoglustrategies.html hurd, s., & lewia, t. (2008). language learning strategies in independent settings. bristol, uk: cromwell press ltd. jones, l. c. (2003). supporting listening comprehension and vocabulary acquisition with multimedia annotations: the students’ voice. calico journal, 21(1), 41-65. lee, c. k. (2010). an overview of language learning strategies. arecls, 7, 132-152. liubinienė, v. (2009). developing listening skills in clil. kalbų studijos, 15. malkawi, a. h. (2010). listening comprehension for tenth grade students in tabaria high school for girls. journal of language teaching and research, 1(6), 71-775. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 moghadam, m. b., ghanizadeh, a., & pazhouhesh, m. (2016). scrutinizing listening strategies among iranian efl university students. international journal of educational investigations, 3(3), 11-22. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. naning, z. a, & hayati, r. (2011). the correlation between learning style and listening achievement of english education study program students of sriwijaya university. jurnal holistics, 3(5). norfleet, m. (2016). factors that affect listening comprehension. retrivied from: http://education.seattlepi.com/factors-affect-listening-comprehension 3720 .html ou-chun, o. (2011). influence of english proficiency on postgraduate students’ use of language learning strategies. sino-us english teaching, 8(12). 766-772. http://iteslj.org/articles/hismanoglu-strategies.html http://iteslj.org/articles/hismanoglu-strategies.html http://dx.doi.org/10.17985/ijare.45901 http://education.seattlepi.com/factors-affect-listening-comprehension%203720%20.html issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi oxford, r. l., & burry-stock, j. a. (1995). assessing the use of language learning strategies worldwide with the esl/efl version of the strategy inventory for language learning (sill). elsevier science ltd, 23(1), 1-23. oxford, r. l. (1990). language learning strategies: what every teacher should know. boston: heinle & heinle. oxford, r. l. (2003). language learning styles and strategies: concepts and relationships. iral, 41(2003), 271-278. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 pannak, o., & chiramanee, t. (2011). language learning strategies used by first year students at thaksin university, songkhla campus, thailand. the 3rd international conference on humanities and social sciences, 1-12. richard, j. c. (2008). teaching listening and speaking: from theory to practice. new york, ny: cambridge university press. suwanarak, k. (2012). english language learning belifes, learning strategies and achievement of masters students in thailand. tesol as a global trade ethics, equity and ecology, 1-15. yousefenia, d. (2012). the effect of selfregulated strategy development instruction on the listening performance of iranian efl learners. (unpublished master’s thesis). sheikhbahaee university, isfahan, iran. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the link between personality types and reading comprehension achievement of the eleventh grade senior high school students suci ulin english teacher at sma islam teladan palembang, south sumatera suciulin23@gmail.com abstract the aims of this study were (1) to find out whether each type of personality types had any significant correlation to reading comprehension achievement of the eleventh grade students of sma muhammadiyah 1; 2) to find out whether each type of personality types influenced reading comprehension achievement, and (3) which type of personality that became the best predictor of reading comprehension achievement. the method of this research was correlational research. the population of this research was all of the active students of sma muhammadiyah 1 palembang in the academic year of 2018-2019 with total number of 1.298 students. however, there were only 132 students involved as sample in this research taken by using convenience sampling method. the students’ personality type score was taken by distributing questionnaire by golberg (1992), while the students’ reading comprehension achievement was obtained by conducting reading test. to answer the first problem, pearson product moment correlation coefficient was employed. the result of this study showed that there was no significant correlation between each type of personality types and reading comprehension achievement. since there was no significant correlation, further analyses were eliminated. keywords: personality types, reading comprehension achievement manuscript submitted: 30 april 2020 manuscript revised: 18 may 2020 accepted for publication: 13 june 2020 introduction nowadays, english is recognized as an international language in every country. there are some reasons why english is considered as international language (astrid et al., 2019; erlina et al., 2020; marzulina et al., 2018; mukminin, ali, & ashari, 2015). first, according to mckay (2002), english is as an international language, because it is used in a global sense for international communication in every country. moreover, canale (1983) argues that english is used as an international language pedagogy. thus, english is known as an international language because it is used by people in every country to contact among each other. as a foreign language, english is taught to students at school. it can be seen by some facts. crystal (2003) states that english becomes the compulsory subject to be taught for students at school it should be learned from junior high school up to senior high school (as cited in saputra & marzulina, 2014, p. 186). in brief, english is important for indonesian students to learn english. there are four skills of english that must be mastered by indonesian students. the four basic of language skills classified into two categories. those categories are productive skills and receptive skills (abrar et al., 2018; habibi, sofwan, & mukminin, 2016; makmur et al., 2016; marzulina et al., 2019; mukminin et al., 2018; soma, mukminin, & noprival, 2015). maung (2014) explains that among these four skills, speaking and writing are called productive skills because when learners are using these skills, they are not only active but also produces sounds in speaking and symbols. moreover, husain (2015) describes that listening and reading are issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi considered receptive skills because learners generally passive and receives information through listening or reading. considering as one of receptive skill, there are some reasons why reading is necessary for students to learn. first, pang, muaka, bernhardt, and kamil (2003) explain that reading is a principle basic in educational aim. it gives a chance for everyone to know a new knowledge. second, reading has become a necessary part to acquire a valuable source of information for learners that can improve his or her thinking to generate ideas and solve problems (wood 1991). the last, hornby (2005) claims that reading is necessary to be learned because when the students learn the other three skills they need to have background knowledge and it can be extended by reading. therefore, from those reasons, it can be inferred that reading is necessary to be mastered. however, in real situation most of students are still lazy to read, which can be seen from the data showing that the indonesian’s interest is still low. ali and bano (2012) describe the statistical data that show adults spend 45% of their time in listening, 30% in speaking, 16% in reading and 9% in writing. many students do not like reading. the indonesian prefers to play games or gadget than reading some books. in conclusion, most of indonesian students do not like to make reading activity due to some facts showed. there are many personalities and affective factors that have relationship with students’ language learning, test performance and academic performance. according to ehrman, leaver and oxford (2003) the five aspects of factors are: extraversion, agreeableness, conscientiousness, openness and neuroticism. it is also supported by dornyei (2005), who claims that, there is no one would hesitate that personality variables and types are important factors in determining our behavior in general, from an educational perspective the real question is to what extent these dispositions affect learning. it shows that in this case, among such factors of personality types is one of the internal factors that have a relationship in students’ language learning itself. a preliminary study was conducted by interviewing about forty students of sma muhammadiyah 1 palembang by giving an informal interview in the class when they were studying english subject. commonly, from the students’ answers, there were some problems in their reading. first, they had difficulty in understanding the important ideas in reading passages. they have difficulty with basic reading skills such as word recognition. second, most of them also did not like reading because they think that reading is uninteresting activity. further, i also found that most of students did not know about their own personality types, they were not aware of their own personality. whereas, if they know the type of their personality they can establish the best way of learning and studying process. besides, i found a problem which was also influential toward their learning process, some of them said if mood was very influential during teaching and learning process. in addition, the students also said that their comprehension depends on the way teacher delivered the materials. it is in agreement with the statement proposed by the english teacher of sma muhmmadiyah 1 palembang. she had explained that to know the students’ comprehension is good or not, it can be seen from the first meeting, when she asked them to read a text and comprehend the aim of the text. she also added that, in learning process she paid attention to the students’ personality, because if she recognized the personality types of the students, it can increase motivation and mood when learning and studying process. actually, some students were not aware of their own personality because they were not familiar with personality type themselves. there are some previous related studies which generally agree that there is a relationship between personality types and reading comprehension achievement. first, boekaerts, pintrich, and zeidner (2000) state that a great deal of consideration has been close to the relationship between learners’ personality and learning processes (as cited in safdarian, ghyasi & farsani, 2014, p. 123). it was proven that in education, personality always be an important area of research for pedagogues and educational psychologists alike. it was really shown that students and the teacher should aware of personality and should identify their personality types in learning issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and teaching process to get a satisfying result. second, vahdat, shooshtari and ghafoori (2016) conducted the study on the relationship between personality traits and cognitive or metacognitive strategies is assumed to have effect on reading comprehension and the result showed there is a significant relationship between some personality traits ad reading comprehension. however, bagheri and faghih (2012) also found a research correlation analysis which showed that there is no significant correlation between personality types and reading comprehension achievement. similarly, in other previous related study ali and bano (2012) found a revealed study from five personality types, each personality has different result, there was a slight significant relationship between extraversion and reading skill, and for agreeableness, it has a correlation which slightly significant and there is no significant correlation between neuroticism and reading skill. meanwhile, there was significant correlation between consciousness and openness in reading skill. since there was inconsistency among the results mentioned above, i am interested in conducting a study entitled “the correlation between personality types and reading comprehension achievement of the eleventh grade students of sma muhammadiyah 1 palembang” to find out whether or not there was a significant correlation between the personality types and reading comprehension achievements of the eleventh grade students of sma muhammadiyah 1 palembang. literature review concept of personality types before explaining the role of personality types in language learning, it should be mentioned that the term “types” and “traits” can be interchangeably in this study. however, the terms types and trait are simply different concepts from psychological and theoretical points of view. personality type theory refers to the psychological classification of different types of people and it is distinguished from personality traits, which come in different levels or degrees. later on, based on jung’s theory of personality type, a personality model named myers–briggs type indicator (mbti) turned out and which is currently being used besides other personality models, e.g. five factor model, eysenck’s model of personality, as a measuring instrument in many psychologically related studies. ozer and benet-martinez argued that the big five types of personality such as neuroticism, extraversion, openness, agreeableness, and conscientiousness have been related to a wide range of behaviors including academic achievement and job performance (as cited in ali & bano, 2012, p. 256). big five personality types, according to ibrahimoglu, unaldi, samancioglu, and baglibel (2013), consist of five main components of the big five construct or the initials of which enable the acronym ocean which have been defined and identified: 1. openness to experience (intellect/imagination) if you belong to this type your behavior will be imaginative, curious, flexible, creative, moved by art, novelty seeking, original, and untraditional. on the contrary, low openness scores indicate people who are conservative, conventional, down-to-earth, inartistic, and practical. 2. conscientiousness if basically your types are systematic, meticulous, efficient, organized, reliable, responsible, hard-working, persevering, and self-disciplined. in contrast, low conscientiousness low scorers are unreliable, aimless, careless, disorganized, late, lazy, negligent, and weak-willed. 3. extraversion refers to the individual who belong to the type are sociable, gregarious, active, assertive, passionate, and talkative in social situation. while individuals with low levels of extroversion are passive, introverted, timid, quiet, preferring solitude, reserved withdrawn and restrained. 4. agreeableness there are some typical individual personality such as friendly, good-natured, likeable, kind, forgiving, trusting, cooperative, modest, and generous. while an individual issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi with low level belong to who are cold, cynical, rude, unpleasant, critical, antagonistic, suspicious, vengeful, irritable, and uncooperative. 5. neuroticism refers to the individuals display the negative effects and emotions like feeling worrying, anxious, insecure, depressed, self-conscious, moody, emotional, and unstable. on the other hand, people with low levels of neuroticism are calm, relaxed, unemotional, hardy, comfortable, content, even tempered, and self-satisfied. concept of reading reading is the way of communication between writer and a reader. when readers read written text of a writer, whether it forms in symbols, letters, graphs, etcetera. it means they do an interaction indirectly through the text. readers try to get the meaning from what they read. according to patel and jain (2008), besides as a resource of information, reading also as a means of consolidating and extending one’s knowledge of the language (as cited in elita, 2017, p. 12). the reading process is a dynamic process and everyone must find their own recipe to become a successful reader while reading comprehension is a process in which students make sense of the written text in order to get information and knowledge from the text. thus, to comprehend the text, readers need good ability in reading skill. many experts have different definitions about reading comprehension. brown (2001) claims that reading comprehension is primarily a matter of developing relevant, efficient comprehension strategies. comprehension is directly influenced by all three phase of the reading process such as before, during and after. it supported by kruidenier which argued that reading comprehension includes all elements of reading process, described in earlier section of this review, action together (as cited in anggraini, 2017, p 27). each phase has a set of skills that are common to all successful readers. first, in pre-reading readers need to apply specific strategies, including scanning and guessing, to survey the type of the test they are going to read and recognize its difficulties. then, they read and relate it to their schemata, and predict the content. second is while-reading. in this stage, learners need a method to comprehend the text such as questioning. the teacher can ask learners about the question related to the passage and also clarify the answer to the students. the last is in post-reading, teacher needs to evaluate the method which is used by students and the quality of their comprehension. it means that reading students not just read the reading material, but also try to interpret the content of the text. then, pang et al (2003) claim that reading comprehension is about relating prior knowledge to new knowledge contained in written texts. comprehension is an active process in the construction of meaning. in order to construct meaning of the text in reading activity, students have to have a good reading comprehension. if the students have a good reading comprehension, the students are able to have a good reading achievement. in this process, readers try to combining their knowledge and experience before to catch the meaning of the text. furthermore, pratiwi (2014) adds that reading comprehension refers to reading for meaning, understanding, and entertainment. it means reading not just read the text but also try to comprehend the meaning well. comprehension is an active process in the interpretation of meaning. in order to construct meaning of the text in reading activity, students have to have a good reading comprehension. if the students have a good reading comprehension, so the students are able to have a good reading achievement. from the experts’ theories above, it can be concluded that reading comprehension achievement is a process of readers to read by interpret the text and combining their knowledge and experience about the text to understanding the meaning of text. in conclusion, reading comprehension is the result of the students’ understanding of texts. students are usually given a test in order to the students’ achievement. by doing the test, students’ achievement can be measured. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methods research design, research site, sampling, and participants this study used correlational research design in term of explanatory to find out the correlation between variables and explained and interpreted the results that may appear. the samples were given questionnaire and speaking test in order to collect the data. the population of this study was all of the active students of sma muhammadiyah 1 palembang in the academic year of 2018-2019 consisting of 1.298 students. the sample was taken by using convenience sampling method. it was a type of non probability or nonrandom sampling technique in which the sample members of the target population that meet certain practical criteria. i involved only four classes of the eleventh grade students in this study because they were allowed to be the samples in this study. in this study, 132 students of the eleventh grade students’ of sma muhammadiyah 1 palembang were involved as the sample of the study. the sample was considered by their equal background knowledge since they were taught by the same teacher. data collection personality types questionnaire and reading test were used to collect the data. since, the questionnaire, international personality item pool (1992) was ready made, there was no need to conduct the validity test anymore. moreover, fraenkel, wallen, and hyun (2012) states that to decide if the questionnaire is reliable, the coefficient should be at least 0.70 or higher furthermore, the items of ipip have compared with the raw personality inventory, one compared to neo-pi-r. ipip has an alpha coefficient of 0.64 to 0.88, while from the items of neo-pi-r. ipip has an alpha coefficient of 0.61 to 0.84. it is indicated that the items in the ipip have a good enough reliability. thus, the questionnaire was valid and reliable as the instrument to collect the data. for the reading test, i asked three lectures from uin raden fatah palembang to be validators. the result showed that instrument of reading test could be used in this research. based on the result of the reliability test using pearson product moment correlation coefficient, it showed that there were very strong correlation among them with correlation coefficient .84. therefore, the questionnaire and reading test were valid and reliable to be used in data collection. data analysis firstly, to analyze the data in this study, the data from the questionnaire were analyzed to determine students’ personality types. there were 50 items in the questionnaire. this questionnaire using point likerttype scale and the response option was a value of 1 (disagree) to 5 (agree). the total score is average for each domain, ranging from 1 to 5, with the highest score is 250 and the lowest score is 5. it was done by calculating the scores of each type, and then the type which has the dominant score was decided as the students’s personality types. for instance, a student total score of item extraversion is bigger than the other types it means that that students’ dominant type is extraversion. in reading comprehension test, students’ achievement was scored by calculating each correct answer. the correct answer was scored 1 and the incorrect one is 0. second, a normality test was used to determine whether sample data drawn from a normally distributed population or not. therefore, i applied kolmogorov-smirnov test by using spss 23. the data are distributed normally if the p-value is higher than 0.05 (p> 0.5). third, test for linearity by using spss 23 was conducted in order to determine whether the data were linear or not. if the p-value (linearity) is higher than 0.05 (p-value < 0.05), the data are linear. finally, to analyze the data obtained from the questionnaire, and student’s reading comprehension achievement test in order to see the correlation and influence, and the best predictor between one variable and another variable, pearson product moment correlation coefficient was used. if there was correlation, regression analysis was conducted to see the influence of students each personality type to speaking achievement of the students. the issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi influence of the independent variable, personality types, was gained by looking at the coefficient determination (r square). in order to recognize what was the type which become the best predictor of speaking achievement. the best predictor had been seen from the coefficient determination (r square) of each style. then, the style which has the biggest r square was considered as the best predictor of the reading comprehension achievement. findings results of personality types and reading comprehension achievement the total active students in the eleventh grade of sma muhammadiyah 1 palembang were 132 students all the students participated in this study. the 50 items of personality types questionnaire adopted by goldberg (1992) were used to investigate the students’ personality types. each statement has assigned scores with the response option was a value of (1 = disagree; 5 = agree). it was done by calculating the scores of each type, and then the type which has the dominant score was decided as the students’ personality types. for instance, a student total score of item extraversion is bigger than the other types it means that that students’ dominant type is extraversion. it was found that 19 students (12.92 %) were indicated having a dominant extraversion type, 48 students (32.65 %) were indicated having a dominant agreeableness type. there was found that 38 students (25.85%) having a dominant type of consciousness, there were 29 students (19.72 %) who had openness personality and the rest of them were dominant for neuroticism (8.84 %). in this study, there were 15 samples who had 2 dominant personality types. consequently, the total was 147. the result of reading comprehension achievement showed that 9 (27.55%) out of 132 students were in very good category, 49 (37.12%) out of 132 students were in the good category, 54 (40.90%) out of 132 students were in the average, 19 (14.39%) out of 132 students were in poor category and last 1 (0.75%) were in very poor category. from the data, it can be seen concluded that most of students’ reading comprehension achievement mentioned above was in the level of average category. the results of normality test and linearity test in this step, i conducted normality test to find out whether the data were normally distributed or not, for the further analysis. furthermore, the data are interpreted normal if p > 0.05. if p < 0.05, it means the data are not normal. kolmogorov-smirnov is used to see the normality. from the result of normality test, it indicated that the data from each variable were found normal and appropriate for data analysis with coefficients .063 for agreeableness personality type, data analysis with coefficients .064 for consciousness personality type, data analysis with coefficients .200 for extraversion personality type, data analysis with coefficient .200 for neuroticism personality type, data analysis .012 for openness personality type and .014 for reading comprehension achievement. furthermore, the result of linearity test showed that the deviation from linearity between personality types and reading comprehension achievement (sig) were .972 for consciousness personality type and reading comprehension achievement, .963 for agreeableness personality type and reading comprehension achievement, .077 for openness personality type and reading comprehension achievement, .064 for neuroticism personality type and reading comprehension achievement, .267 for extraversion personality type and reading comprehension achievement. thus, based on the data above, the result showed that the data of each type of personality and reading comprehension achievement higher than .05, it means that all of the data were linear. correlation between personality types and reading comprehension achievement in this study, pearson product moment correlation coefficient was used to seek the significant correlation between each type of personality types and reading comprehension achievement. i used issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pearson product moment correlation coefficient to answer the first question. moreover, based on the correlational analysis which can be seen in the table 1, 2, 3, 4 and 5. it revealed that the p-output was .980 for consciousness and reading comprehension achievement, the p-output was .765 openness and reading comprehension achievement, the p-output was .319 for agreeableness and reading comprehension achievement, the p-output was .363 for neuroticism and reading comprehension achievement, and the p-output was .501 for extraversion and reading comprehension achievement, which were higher than 0.05 (.980> 0.05), (.765> 0.05), (0.319>0.05), (.363>0.05) and (.501>0.05). therefore, these scores were higher than .05. it indicated that there was no significant correlation between each type of personality type and reading comprehension achievement. table 1. the correlation between consciousness and reading comprehension achievement correlations consciousness reading consciousness pearson correlation 1 ,004 sig. (2-tailed) ,980 n 38 38 reading pearson correlation ,004 1 sig. (2-tailed) ,980 n 38 132 table 2. the correlation between openness and reading comprehension achievement correlations openness reading openness pearson correlation 1 .058 sig. (2-tailed) .765 n 29 29 reading pearson correlation .058 1 sig. (2-tailed) .765 n 29 132 table 3. the correlation between agreeableness and reading comprehension achievement correlations agreeableness reading agreeableness pearson correlation 1 -.147 sig. (2-tailed) .319 n 48 48 reading pearson correlation -.147 1 sig. (2-tailed) .319 n 48 132 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. the correlation between neuroticism and reading comprehension achievement correlations neuroticism reading neuroticism pearson correlation 1 .275 sig. (2-tailed) .363 n 13 13 reading pearson correlation .275 1 sig. (2-tailed) .363 n 13 132 table 5. the correlation between extraversion and reading comprehension achievement correlations extraversion reading extraversion pearson correlation 1 .164 sig. (2-tailed) .501 n 19 19 reading pearson correlation .164 1 sig. (2-tailed) .501 n 19 132 therefore, since the data provided showed that there was no significant correlation between each type of learning styles and speaking achievement, the further analyses were not conducted in the term of finding the significant influence between each type of personality type and reading comprehension achievement and the type which might be the best predictor of reading comprehension achievement. in the other words, the second and the third problems were automatically eliminated. discussion the discussion was made based on the result of data analysis in order to strengthen the value of this study. the distribution of the result of personality types, also showed that 48 (32,65%) of the students were dominant for agreeableness. there were students who have agreeableness personality types because most of students agreed that they did not get stressed easily, they were relaxed most of the time, they seldom felt sad, they did not get depressed and they did not have interpersonal problems. in short, most of students felt flexible, helpful, sympathetic, warm, kind, courteous, and appreciate with either people around them or their lives. mccrae and jhon (1992) state that agreeableness is some aspects of humanity such as altruism, nurturance and emotional support. the personality of agreeableness appears to people who are less conflict, more helpful, and less prejudiced. the students of sma muhammadiyah 1 palembang typically polite, friendly and cooperative because the school was really religious, the teacher applied and taught them to be polite to others. therefore, they have been used to be polite and have good attitude. it is in line with the study conducted by shahab (2016) in which most of students got high scores in agreeableness. meanwhile, the consciousness students felt responsible, discipline issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi organized, careful, mindful and related to the hardworking success orientation and tenacity. the openness students felt creative, curios, imaginative, reflective and adventurous. the extraversion students felt active, energetic, talkative, cheerful, and comfortable. the neuroticism students were more patient, confident and respectable on emotion. therefore, some students displayed and brought out their personality type to the society and other focus on the achievement. based on the analyses of the questionnaire and reading test scores, it revealed that personality types and reading comprehension achievement had no significant correlation of the eleventh grade students of sma muhammadiyah 1 palembang. that was why i did not analyze the second problem of study. in the same line, bagheri and faghih (2012) showed that there was no significant correlation between the students’ personality types, reading comprehension achievement. ghazi, shahzada and ullah (2013) also found that there was no significant correlation between the students’ personality traits and their academic achievement. pareudi (2012) found that there was no significant correlation between personality and english proficiency. in contrast, some researchers like margareta (2012), and afriani (2017) found that there was significant correlation between personality and other variable. meanwhile, other previous related studies showed the different significant correlations of each type of personality traits and english. there were some factors that caused this insignificant correlation to happen between each type of personality type and reading comprehension achievement. the students have some factors either inside or outside which affected to their language learning achievement. donyei (2005) defines that the factors of personality types is one of the internal factors that have a relationship in students’ language learning. according to enyong, david, and umoh (2014), the factors of students failure internal such as intelligent, selfconcept, gender, maturation, study habit, home background and others have been extensively explored as being responsible in achieving the success of english especially in secondary school. from those statements, i considered that the eleventh grade students had other internal factors that caused them to be not interested to improve english. they probably had either poor ability or less memory of learning english and got unwillingness on going the test. finally, personality types and reading comprehension achievement were not associated this study and it found that there was no significant correlation and influence between each type of personality types and reading comprehension achievement of the eleventh grade students of sma muhammadiyah 1 palembang. conclusion after the research was conducted at the eleventh grade students of sma muhammadiyah 1 palembang, the major findings were summarized as follows. first, according to the result of ipip bigfive questionnaire, the most type of eleventh grade students’ personality types was agreeableness. then, the result of the students’ reading comprehension achievement indicated that their reading score belonged to the average result. second, based on the result of pearson product moment correlations between personality types and reading comprehension achievement, it classified the correlation was insignificant correlation. the research’s result can be interpreted that there are some factors in each side of the variables. the other factors such as intelligence, motivation, interest, anxiety, self-concept, family background, learning styles, self-esteem, and so on can be another variable which will be correlated. consequently the students got difficulties in each section and answered easily. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1), 129-145. afriani, m. (2017). the correlation between classroom environment and academic achievement of english education study program students’ of uin raden fatah palembang in academic year 2016/2017. (undergraduate’s thesis). state islamic university of raden fatah palembang, palembang, indonesia. retrieved from http://eprint.radenfatah.ac.id ali, d. a., & bano, d. (2012). personality types and reading: a correlation study. journal archieves, 4(8), 254269. retrieved from https://journalarchieves26.webs.com/254-269.pdf anggraini, s. (2017). the correlation between reading comprehension and academic achievement of english education study program of uin raden fatah palembang in academic year 2016/2017, (undergraduate’s thesis). state islamic university of raden fatah palembang, palembang, indonesia. retrieved from http://eprints.radenfatah.ac.id astrid, a., amrina, r. d., desvitasari, d., fitriani, u., & shahab, a. (2019). the power of questioning: teacher’s questioning strategies in the efl classrooms. irje |indonesian research journal in education|, 3(1), 91-106. retrieved from https://onlinejournal.unja.ac.id/irje/article/view/6601 bagheri & faghih. (2012). the relationship between self-esteem,personality type and reading comprehension of iranian efl students. theory and practice in language studies, 2, 16411650. retrieved from http://www.atlantisjournal.org brown, h. douglas. (2001).teaching by principles an interactive approach to language pedagogy. new york, ny: pearson education. retrieved from http://eprints.umk.ac.id canale, m. 1993. from communicative competence to communicative language pedagogy. new york, ny: longman. retrieved from http://media.neliti.com dörnyei, z. (2005). the psychology of the language learner. mahwah, nj: lawrence erlbaum. retrieved from https://cstn.files.wordpress.com ehrman, m. e., & oxford, r. l. (2003). cognition plus: correlates of language learning success. modern language journal, 7, 67-89. retrieved from http://www.crie.org elita, y. (2017). teaching reading analytic exposition text by using questioning the author (qta) strategy to the eleventh grade students of sma n 11 palembang in academic year 2016/2017. (undergraduate’s thesis). state islamic university of raden fatah palembang, palembang, indonesia. enyong, ikpi, e., david, b. e, & umoh, a. j (2014). the influence of personality trait on the academic performance of secondary school students. journal of humanities and social science (iosr-jhss) 19(3), 12-19. erlina, d., desvitasari, d., marzulina, l., & meida risfina, a. (2020). students’ demotivating factors in english language learning at one state madrasah tsanawiyah in palembang, south sumatera, indonesia. irje |indonesian research journal in education|, 4(1), 120-136. retrieved from https://online-journal.unja.ac.id/irje/article/view/9024 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. ghazi, s.r., shahzada, g., & ullah, s. (2013). relationhip between students’ personality traits and their academic achievement in khyber pakhtunkhwa. jurnal of educational, 7(1), 22-218. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’ demotivation factors. indonesian journal of english teaching, 5(2), 199-213. hornby, a. (2005). oxford advanced learners’ dictionary (7th ed.). oxford, uk:oxford university press. http://eprint.radenfatah.ac.id/ https://journalarchieves26.webs.com/254-269.pdf http://eprints.radenfatah.ac.id/ https://online-journal.unja.ac.id/irje/article/view/6601 https://online-journal.unja.ac.id/irje/article/view/6601 http://www.atlantisjournal.org/ http://eprints.umk.ac.id/ http://media.neliti.com/ https://cstn.files.wordpress.com/ http://www.crie.org/ https://online-journal.unja.ac.id/irje/article/view/9024 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi husain, n. (2015). language and language skills. retrieved from https://www.researchgate.net/publication/274310952 ibrahimoglu, n., unaldi, i., samancioglu, m., & baglibel, m. (2013).the relationship between personality traits and learning styles: a cluster analysis, ajmse 2(3), 93108. retrieved from http://www.ajmse.leena lauder, a. 2008. the status and function of english in indonesia: a review of key factors. makara social humaniora, 9-20. makmur., mukminin, a., ismiyanti, y., & verawati. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2(1), 1-10. marzulina, l., erlina, d., pitaloka, n. l., & paramika, f. a. (2019). looking at the link between study habits and academic achievement: the case of indonesian efl student teachers. irje |indonesian research journal in education|, 3(1), 57-76. retrieved from https://onlinejournal.unja.ac.id/irje/article/view/6507 marzulina, l., pitaloka, n. l., herizal, h., holandyah, m., erlina, d., & lestari, i. t. (2018). looking at the link between parents’ educational backgrounds and students’ english achievement. irje |indonesian research journal in education|, 2(1), 51-60. retrieved from https://online-journal.unja.ac.id/irje/article/view/4425 maung, u. c. (2014). developing the four skills of language teaching staff through lesson preparations (undergraduate’s thesis). department of english lashio university. retrieved from https://www.pdfpit.com/four/four-languageskill pdf mccrae. r r..,& john, o. p. (1992) an introduction to the fivefactor model and its applications. retrieved from www.workplacebullying,org mckay, s. l. (2002). teaching english as an international language: rethinking goals and approaches. oxford: oxford university press. http://www.scribd.com mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students’ learning strategies. [çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] elementary education online, 17(2), 1204-1223. pang, s. e., muaka, a., bernhardt, b., & kamil, m. l. (2003). teaching reading. retrieved http://www.ibe.unesco.org/in-ternational/ pareudi, m. (2012) the correlation between extrovert and introvert personality of the firt semester students of english education study program of sriwijaya university and their english proficiency (undergraduate’s thesis). indralaya, indonesia. retrieved from http:// www.academi.edu pratiwi, nur.(2014). higher order thinking skill in reading exercise (an analysis reading exercise in pathway to english textbook for the eleventh grade of senior high school students.(unpublished thesis).uin syarif hidayatulloh jakarta, indonesia. safdarian, z,. ghyasi, m,. & farsani, a. m. (2014). how reading strategy use and personality types are related. journal of the reading matrix, 14, 121135. saputra, h., & marzulina, l. (2014). teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts al-furqon prabumulih. journal pendidikan dan pengajaran. retrieved from http://jurnal.radenfatah.ac.id shahab, a. (2016). the correlation among personality types, cross cultural understanding and reading habits of efl students of sriwijaya university (graduate’s thesis) sriwijaya university palembang, indonesia. soma, r., mukminin, a., & noprival. (2015). toward a better preparation of student teachers' reading skill: the sq3r strategy with authentic and simplified texts on reading literacy and vocabulary mastery. journal of education and learning (edularn), 9 (2), 125-134. https://www.researchgate.net/publication/274310952 http://www.ajmse.leena/ https://online-journal.unja.ac.id/irje/article/view/6507 https://online-journal.unja.ac.id/irje/article/view/6507 https://online-journal.unja.ac.id/irje/article/view/4425 https://www.pdfpit.com/four/four-language-skill%20pdf https://www.pdfpit.com/four/four-language-skill%20pdf http://www.workplacebullying,org/ http://www.scribd.com/ http://www.ibe.unesco.org/in-ternational/ http://www.academi.edu/ http://jurnal.radenfatah.ac.id/ issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi vahdat, shooshtari & ghafoori. (2016). the relationship between personality traits and cognitive or metacognitive strategies. international journal of language learning and applied linguistics world, 11, 13-29. retrieved from http:// www.ijllalw.org wood, e., woloshyn, v. e., & willoughby, t. (1991). cognitive strategy instruction for middle and high schools. cambridge, ma: brookline books. retrieved from http://www.formapex.com/telechargementpublic/rosenshine1997a.pdf http://www.ijllalw.org/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 175 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the effect of discussion method and cognitive style on students’ reading comprehension achievements at one indonesian university yanti ismiyati batanghari university adlansalsa59@gmail.com tahrun university of pgri palembang indawan syahri university of pgri palembang makmur universitas jambi abstract the purpose of this study is to investigate the effect of discussion method and cognitive style on students’ reading comprehension achievement. this research was an experimental study with factorial design. the total number of sample of this study was 50 students selected with claster sampling technique. the data of this study consisted of the scores on reading comprehension either through pre-test and post-test for experimental and control classes and the scores of cognitive style of the pre-test and post-test. based on data analysis with two way annova, the value of f calculated is =14.40 > than the value of f table =1.64. so, the hypothesis one “there is significant effect of discussion method on students’ reading comprehension achievements” is accepted. twoway annova analysis also found that the value of fcalculated on facto b (independent and dependent cognitive style) is = 0.158 < than the value of ftable = 1.64. so, the hypothesis which says “there is any significant effect of cognitive style on students’ reading comprehension achievements” is rejected (ha is rejected and ho is accepted). then two-way annova analysis found that the value of fcalculated is =3.803 > than the value of ftable =1.64. so, the hypothesis three which says” there is any significant effect on students’ reading comprehension achievements” is accepted (ha is accepted and ho is rejected). based on findings, it can be concluded that this research has mixed results. keywords: cognitive style discussion method, reading comprehension achievement. manuscript submitted: june 20, 2018 manuscript revised: september 3, 2018 accepted for publication: november 17, 2018 introduction reading activity is useful for human beings to get any kinds of information and to amuse themselves. through reading activity, students can get more academic information, which aims to widen their academic insights, for instance, when they read the books about linguistics, they will know more about linguistics. it is believed that reading activity functions to develop students’ intellectual potentials (tong, deacon, kirby, cain, & parrila, 2011; yuill & oakhill, 1991;) the information, which is found from reading materials, can increase readers’ thinking ability. it means http://jurnal.radenfatah.ac.id/index.php/ mailto:adlansalsa59@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 176 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi that students who know more information logically can increase their ability to analyze something. students’ difficulties can be known how they determine a main idea of a paragraph. here they find problems in catching idea in a topic sentence of a paragraph. second, they often find some problems (tong, tong, & mcbride-chang, 2015) about how to understand technical terms or specific terminologies, which are found in the reading text such as technical words or phrases. third, sometimes it is not easy for the students to distinguish between a general sentence and specific sentences in case of their meanings. many of the second year students got low grades at reading comprehension level three. for example, more students got c and d grades. few of them got b grade. none of them got a. the difficulties in understanding reading comprehension text were experienced by most college students of the second year. there are several possible causes that make students difficult to understand reading texts. the first cause lies on the students’ individual characteristics or individual differences. the second cause lies on how the teachers teach english mainly reading comprehension. the third cause can be influenced by lack of facilities at school, which is known as learning environment. according to cope and kalantzis( 2015) and tan and mcwilliam (2009), there are many causes why students find more difficulties in understanding reading comprehension. on the other side, tong et al. (2011) informed that there are reasonable ways that can be applied to overcome students’ difficulties in understanding reading texts. one way that the teacher can help students is that the teacher has to use media of teaching professionally. another way is that education institution has to provide more facilities for the need of teaching and learning process. finally, the method of teaching constitutes an important factor which can influence students’ minds in learning. by using method, the condition and situation of the class can be different. one of the useful methods of teaching reading is discussion method (brown, 1994). through discussion method, each student can involve directly in a group discussion. moreover, the discussion method trains the students to be brave to express their ideas from small group discussion to panel forum. therefore, when the students have more opportunities to share information in a group discussion they will understand better about what they focus to study. the success in understanding reading text much more depends on how teacher teaches it. the students will be interested in reading english, if the teacher is able to create teaching and learning atmosphere attractively. teacher’s ability in implementing various methods, strategies, and techniques is often investigated. in teaching reading comprehension, cognitive style can play important role to increase students’ comprehension. a good way to make students easy to understand the reading text is that a teacher should follow cognitive stages or cognitive levels, which are used in bloom taxonomy (knowledge, understanding, application, analysis, synthesis, and evaluation). the teacher should guide the students’ understanding from the easiest level of cognitive ability to the most difficult level of cognitive ability. in this study, the formulated research questions are: 1. is there any significant effect of discussion method on students’ reading comprehension achievement? 2. is there any significant effect of cognitive style on students’ reading comprehension achievement? 3. is there any significant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement ? literature review discussion method in teaching reading brown (1994) explained that there are many benefits or advantages of using discussion in teaching reading: (1) emphasis on learning instead of teaching which means that discussion method http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 177 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi concerns to the students’ activity in discussion, (2). participation of everybody in discussion forum, (3) development democratic way of thinking, (4) training in reflective thinking. through discussion, (5). training in self-expression, (6) spirit of tolerance is calculated among the groupmembers, (7). learning is made interesting for students. according.to.janzen (1996), the discussion method is the strategy for achieving instructional objectives that involves a group of persons, usually in the roles of moderator and participant, who communicate each other by using speaking, nonverbal, and listening processes. in addition, henning (2008) say that discussion methods is a variety of forums for open-ended, collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking , learning, problem solving, understanding, or literary appreciation. majid (2013) claimed that there are many types of discussion method that can be used in teaching process as written in the following points. (1) class discussion which refers to the process to solve the problem. (2) small discussion class which means that the students are divided into small group of 3 or 5. (3) symposium which aims to discuss problem based on point of view. (4) panel which aims to discuss about the problem, and it is done by 4-5 people in front of the listeners. (5) seminar which aims to discuss a topic that is attended by many people and it is guided by professional. (6) workshop which aims to discuss and to follow-up the seminar. cognitive styles furthermore, cognitive style refers to a recurring pattern of perceptual and intellectual activity. cognitive style, thinking style is a term used in cognitive psychology to describe the way individuals think, perceive and remember information. some psychological anthropologists argue that the styles of individuals and of groups can be located between global style and articulated style. people who use a global style tend to view the world holistically, but people who use articulated style want to break up the world into smaller and smaller pieces that can be organized into larger (witkin & goodenough, 1981). cognitive style develops in accordance with cognitive development. the discussion on the cognitive development will involve the development of brain, piaget’s theory, and vygotsky’s theory. santrock (2009) explains that the development of brain is indicated by several places as written below. (1) development of neurons and brain regions. this development is due to myelination in which the process of encasing many cells in the brain with a myelin sheath, increasing the speed at which information travels through the nervous system. (2) brain development in middle and late children. this development involves corpus callosum where fibers connect the brain’s left and right hemispheres; prefrontal cortex in which the highest level in the frontal labels that is involved in reasoning, decision making, and self-control; amygdala where the scat of emotions in the brain; lateralization in which the specialization of function in each hemisphere of the brain. piaget’s theory in psychology of development as cited by santrock (2009) explains that there are four peagetian stages. first, sensorymotor stage which the infant constructs an understanding of the world by coordinating sensory experiences with physical actions. second, preoperational stage which the child begins to represent the world with words and images. third, concrete operational stage which the child can now reason logically about concrete events and classify objects into different sets. forth, it is called formal operational stages. this means that the children of 11 to 15 years of age through adulthood, can think or give reasons in more abstract, idealistic, and logical ways. vygotsky’s theory in psychology of development as cited by santrock (2009) claims that there are three vygotskyian stages. first, the zone of proximal development is the importance of social influences, especially instruction, on children’s cognitive development which reflected in his concept of the zone of proximal development. second, scaffolding which closely linked to the idea of the zpd is the concept of scaffolding. third, language and thought which plays an important role in a child’s development. reading is identifying of written or printed words; the process of identifying and understanding the meaning of the characters and words in written or http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 178 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi printed material. according to mitchel (2003), “reading may be defined as an individual’s total inter-relationship with symbolic information”. reading is a communication process requiring a series of skills. as such reading is a thinking process rather than an exercise in eye movements. effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set them into the mind. reading comprehension achievement .siu and ho (2015) defined reading comprehension an activate process that involves all the strategies and behaviors comprehension making meaning from texts (1) understanding the text (2) engaging with the text, (3) critically evaluating the text, (4) making connections with existing knowledge, (5) reflecting upon responses monitoring own understanding making decision about which strategies will help clarify understanding. in reading comprehension so many advantages we can get such as: from passive to active. it means that reading comprehension skill allow the students to mastery from the basic reading to effective reading. reading starts from an exercise to analyze the context bromley (1992) says that reading comprehension is an active cognitive process that requires the construction of meaning from incoming information and prior knowledge. bromley (1992) informed that reading comprehension is determined as the level of understanding of a text or message. there are three levels of comprehension as written below. the first level is literal level. this is based on actually stated in the reading text. in this case, the text ncludes facts and details, rote learning and memorization, and surface understanding only. the second level is interpretive or inferential. this is implied or meant, rather than what is actually stated in the text. the third level is applied or evaluative. this is taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. methodology the design of the research was factorial design. there were two groups, the first was experimental group and the second one was control group. in this case, the experimental group was taught with discussion method, and the control group was taught with grammartranslation method. the design of the factorial can be seen below. table 1. design of the experimental study experimental group control group r r o1 o1 x1 x2 y1 y1 o 2 o 2 experimental group control group r r o1 o1 x1 x2 y2 y2 o 2 o 2 patton (2009) defined that population is the number of people whom you wish to learn something. in this study, the population consists of all second year students of english study program at one private university in jambi. there were four parallel classes consisting of 100 students of english study program at faculty of teacher training and education. they consisted of four classes (class a, b, c and d).each class has 25 students. sample is the part of the population which is investigated. fraenkel and wallen (2008) say that the sample in a study is the group of people or things on which information is obtained. this research used cluster sampling technique. we cannot select a sample of individuals due to administrative or other restriction. cluster sampling technique is more effective with large number of classters (fraenkel & wallen, 2008). of the four groups of students, we selected two classes (class a and class c) by using lotery. therefore, the http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 179 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi total number of sample is 50.to determine which one of class a and class c to be an experimental group and a control group, we flipped the coin. the data of this study were taken from the result of the tests on reading comprehension administered to research samples. the data of this research were classified as quantitative data. the pre-test was administered to identify the students’ ability in reading comprehension before the treatment was given to them. then, the post-test was administered to find out the result of students’ test in reading comprehension after the treatment was applied to the students. both experimental and control groups were required to do the pretest at the same time before the treatment began. furthermore, these two groups were required to do the post-test at the same occasion after the treatment had been conducted for about 16 meetings. in this research the data were taken from the students attended the reading comprehension test that used multiple choice form. after they finished the pre-test, we started to give the students treatment in the experimental group by using discussion method and cognitive style. after the pretest administered and treatment given. the post-test administered for both experimental and control groups. the questionnaire was written in english. the items of questionare were adopted from oxford (1990). there are 20 items and each item has five choices. they are always, ussually, sometimes, seldom and never. before doing the research, the questionare distributed to try out first. this study was conducted from 16 february to 16 april 2014 at the department of english education, faculty of teacher training and education batanghari university. the samples of this research were 50 students. the samples of experimental class were 25 students and control class had 25 respondents. the treatments were done for 14 times. two meetings were used to administer pre test before doing treatments and post test after conducting the treatments. after treatments have been conducted, we administered post test to both groups of respondents on reading comprehension. then, we gave questionaires to the experimental and control classes inorder to get the data from them in the aspect of cognitive styles. all the data that were found from the respondents were recorded to be analyzed by using spss 19. there are several types of data that are categorized into six classifications. (1) the scores of reading comprehension of experimental class. (2) the scores of reading comprehension of control group. (3) the scores of independent cognitive style of experimental group. (4) the scores of dependent cognitive style of experimental group. (5) the scores of independent cognitive style of control class. (6) the scores of dependent cognitive style of control class. all these categories of data are presented in the following tables or chart. to understand students’ reading comprehension achievement, the writer used multiple choice test. the test was done to the experimental class and control class, where experimental used discussion method treatment after the pre-test given. otherwise control class would be treated with grammar-translation method before giving the post – test. in otherword, both of the class would get pre-test and post-test, but they were treated in different menthod.discussion method for experimental class and grammar-translation methos for control class. according to gronlund (1998) as cited in brown (2004), validity is the extend to which inferences made from assesment results are appropriate, meaningful, and useful in terms of the purpose of the assesment. to sustain the validity of the test as it described above. the writer would test the students by using reading book which relates to reading comprehension. therefore, the test taht administered was in the form of multiple choice and it would focus on content (reading comprehension). therefore, in this research the writer made the test material that was standardized as content validity. moreover, validity of instruments are useful, appropriate, correct, and meaningful for testing the respondents’ understanding or comprehension on a certain aspect. content validity refers to content and format of an instrument. for example, how appropriate is the content ? how adequately does the sample of items or questions represent the content to be measured? (fraenkel & wallen, 2008). http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 180 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi in this study, the content validity refers to the aspects which the writer included in the instruments. for example, the research wants to measure the students’ literal comprehension about the reading text. then. the students are requaired to understand the interpretative comprehension on reading text. finally, the writer needs students to know the applied meaning of the reading text. (as written in question number = 9,17,18.22,24,25). acording to ary (2003:225),the test-retest reliability is a way to estimate the reliability of a test which administer it to the same group od individuals on two occasions and correlate the paired scores. the similar concept about reliability is stated by creswell (2008) that the scores from an instrument are stable and consistent. to find out the reliability of the tests administered to the research participants, using spps. the scoring system that the writer used for both pre-test and post-test in this study was based on the principle cited by brown (2004) thatsays that 10 (ten) items 2 points each. in this study the writer would administered 25 ( twenty five) items of questions that has 4 points each.so, the total scores would be 100 points. based on the table above, it can be seen that the significant level by using person correlation between ‗‗x1 test and ‗‗x2 test as big r calculated 0.853 whereas r table is 0.396, with the significant value is 0.05 (5%). if r calculated is bigger than r table , it means that the instuments was reliable. based on the table it is clear that r calculated (0.853) > than r table (0.396). in order to find out if the items of quetionare were said valid, the writer analyzed the correlation between the score of each variable correlated significantly with total score by using correlation product moment ( pearson’s correlation) with an assist of spss 19 toward the students’ cognitive style. basrowi and soeyono (2007:24), the questionare was said valid if r count > r table. on the other word, validity coeficient of the test was higher than 0.396 (α=0.05 and n=23(df=252=23) viewed from the column “correlated item-total correlation”. from the complete validity result of the questionare of the students’ cognitive style, it was found that was valid since validity coeficient of the questionare were higher than r count = 0.396 (α=0.05 and n=25). fraenkel and wallen (1991) states that reliability refers to the consistency of the scored obtained. there were twenty items of the questionare of the students cognitive style that measured the way of the student’s think.the reliability ofthe questionare of the students’ cognitive style was said reliable since the p-output was higher than significant level 0.05. the try out of testing reliability was done by administered one (internal consistency), than analyzed by using alpha cronbach. according to sudjana (1982:370), the tested criteria of analysis is “ if the coeficient correlation (r alpha) is bigger and as same as r table on the significant level is (α=0.05), so, the items of the instrument was reliable. meanwhile, if the score of coeficient correlation (r alpha) is smaller than the sicnificant level (α=0.05),so, the items of the instrument was not valid. on the othe hand, if cronbach alpha or r calculated > r table the items were reliable. from the table of reliability of the questionare of the students’ cognitive style, it was found that p-output of reliability of questionare of the students’ cognotive style was 0.663. it means that the whole items of the questionare of the students’ cognitive style was reliable. questionnaire was used to measure the students’ cognitive style. the questionnaire was written in english. there were 20 items and each item had four choices. they were never, seldom, sometimes, ussually, always. the choice of never was scored as 1, seldom was scored as 2, sometimes was scored as 3, ussually 4, and always scored as 5, the students would be categorized into two kinds of cognitive style: dependent style and independent style based on their score from questioner. in this research, there were 25 questions that would be answered by the students. the test were in the forms of pre – test which was given before the treatment aand posttest which was given after the treatment. the distribution of the data can be classified into normal if the p-output was higher than mean significant differences at 0.05 levels. to establish the students’ scores were homogeneous or not, the students’ pretest and posttest scores in the control and experimental groups and the students’ multiple choice test were analyzed by using levene statistic. the students’ scores were considered homogeneous whenever the p-value is higher than the mean significant http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 181 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi difference at the 0.05 level. to analyze a significant difference of using discussion method and cognitive style and explanation and translation method. the independent t-test wouldl be found spss 19. there were significant differences if the p-output was higher than mean significant difference at the 0.05 level. to analyze an interaction, the effect of discussion method and cognitive style on students’ reading comprehension achievement. we used two–way annova. an interaction effect would be found whenever the p-output was lower than mean significant difference at the 0.05 level. the data analysis used annova (analysis of variance). findings hyphothesis one before making decision whether a hyphothesis is accepted or not, it is important to consider the result of hyphothesis testing. if the value of probabilty is > 0.05, the null hyphothesis (ho) is accepted. ho : there is no any significant effect of discussion method on students’ reading comprehension achievement. ha : there is any significant effect of discussion method on students’ reading comprehension achievement. on the other hand, if the value of probability is < 0.05, the null hyphothesis ( ho) is rejected. to know the significant effect of discussion method on students’ reading comprehension achievement, we used t-test formula to analyze test result or data. futhermore, there were several independent t-test which are presented in some tables. table 2. group statistic group n mean std. deviation std. error mean reading comprehension experiment 25 74,32 5,872 1,174 control 25 69,00 4,444 ,889 based on the table above, it is known that group statistics describes total of data, mean scores, standard deviation, and standard of error in average. this table shows that mean score of standards’ reading comprehension by using discussion method in experimental class was = 74.32 and standard deviation was 5.872. on the other hand , in control class the mean score was 69.00 and standard deviation was 4.444. this result showed that students’ reading comprehension at experimental class was better than at control class. furthemore, the independent sample t-test was used for analyzing equality of means. the result of this analysis are presented in the table 3 below. table 3. independent sample ttest t-test for equality of means t df sig. (2-tailed) mean difference std. error difference 95% confidence interval of the difference lower upper 3,612 48 ,001 5,320 1,473 2,359 8,281 3,612 44,703 ,001 5,320 1,473 2,353 8,287 http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 182 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the results of analysis by using the independent sample t-test above, indicate that the value of significant statistics was = 0.001 < the value of alpha (0.05) at the level of 95 %. the value of it calculated was = 3.612 and t table was =2.021. this means that t calculated was > t table (3.612>2.021). therefore, ho is rejected because both groups had different means. in other words, this value indicated that reading comprehension which was taught by using discussion method and reading comprehension taught by using grammar-translation method had different result or different effect. based on the result of data analysis mentioned above, it is known that there is any significant effect of discussion method on students’ reading comprehension achievement. another principle that should be considered is that if the value of f calculated is > that the value of f table, ha is accepted. then, if the value of f calculated is < than the value is rejected. in table xxi it is found that the value of calculated on factor a ( discussion of the method ) is = 0.000. because of the value of probability is < 0.0005, the null hyphothesis ( ho) is rejected. in other words, the value of calculated is = 14.140 > than the value of f table = 1.64, so the ha is accepted. based on the result of data analysis mentioned above, it is known that there is any significant effect of discussion method on students’ reading comprehension achievement. hyphothesis two to answer the formulation of the problem on the second and the third hyphothesis by using two way annova.it can be described in the table below: table 4. two-way annova tests of between –subjects effects different variable interaction tests of between-subjects effects table 4source type iii sum of squares df mean square f sig. corrected model 456,944a 3 152,315 5,847 ,002 intercept 256429,068 1 256429,068 9843,926 ,000 faktor_a 368,337 1 368,337 14,140 ,000 factor 4,108 1 4,108 ,158 ,693 factor * factor 99,057 1 99,057 3,803 ,05 error 1198,276 46 26,049 total 258413,000 50 corrected total 1655,220 49 r squared = ,276 (adjusted r squared = ,229) the second hyphothesis is to know about the significant effect of cognitive style on students; reading comprehension achievement. the null (ho) and stastical hyphothesis (ha) are stated as follows. ho : there is no any significant effect of cognitive style on students’ reading comprehension achievement. ha : there is any significant effect of cognitive style on students’ reading comprehesnion achievement. to make a decision whether a hyphothesis is accepted or rejected, the result of data analysis should be considered. for example, if the value of probability is > 0.05, so ho is accepted. then, if the value of probability is < 0.05, so ho is rejected. another way is that if the value f calculated is > that the value of f table, so, ha is accepted. then, if the value of f calculated is < than the value of f http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 183 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi table, so ha is rejected. in table 3, it can be seen tha value of f calculated on factor b ( independent and dependent cognitive style ) is = 0.158 and the value of probability is = 0.693. based on the data analysis mentioned above, f calculated is =0.158 < than the value of f table is = 1.64, so ha is rejected. this means that there is no significant effect of cognitive style on students’ reading comprehension achievement. hyphothesis three the three hyphothesis is to know the significant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement. the hyphothesis are stated as follows. ho : there is no any signifficant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement. ha : there is any signifficant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement. to make decision whether a hyphothesis is accepted or not, the results of data analysis should be used as principle or criteria. for example, if the value of probability is > 0.05, the null hyphotesis (ho) is accepted, then if the value of probability is <0.05, the null hyphothesis ( ho) is rejected. the similar criteria also explains that if the value of f calculated is < than the value of f table, ha is rejected. based on table above, the value of f calculated on interaction factor a and b is = 3.803 with the value of probability 0.05. because the value of probability is < 0.05. ho is rejected. in other words, the value of f calculated is = 3.803 > than f table is = 1.64, so ha is accepted. this means that there is significant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement. besides data analysis for three types of hyphothesis mentioned above. we also presented line graph, which describe the interaction among the variables of the research. the graph can be seen below. figure 1. estimated marginal means of interaction http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 184 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi based on graph line, it can be found that the distribution of data of discussion method and cognitive style lies on score around average lines.there lines interact each other. furthemore discussion method and cognitive style also interact on students’ reading comprehension achievement. discussion based on data analysis of this study. we discuss findings which relate to effects of independent variables on independent variables. moreover, we also relate the findings to the theories whch support the variables of this study. teaching and learning process which was done using discussion method and cognitive style has increased students’ creativity and productivity in learning reading comprehension achievement. in experimental class, students were group to be several small groups in a class. they were guided to collaborate each other in a groups in a class. they were guided to collaborate each other in a group in order to discuss the materials of lesson for each meeting. the students were required to be able to comprehend the text, they should be able to explain the text. they also should be able to answer the questions. in teaching and learning process, the students seemed to be active, creative and serious to find out the concepts of materials of lesson. they tried to find the concept by themselves in order to be the best group among them. here, everybody of the group should be responsible for the members who did not understand the lesson well. so, by using discussion method in experiemental class, the students had more opportunities to work together to make sure for everyone in the group understand the concepts of materials of lesson. to get the marks from the students, they were given quiz. each to the member of groups should did the quiz. there score were compared to each other. then their average scores were compared to the score of previuos meeting. the process of teaching and learning in the experiemental class by using discussion method had more advantages compared to the control class by using grammar-translation method. the advantages could be seen at the beginning of teaching and leraning process. for example, the students presented their work to share information with other groups. this activity aims to motivate the students to learn seriously either in group or individual. this teaching and learning situation can be reffered to the idea stated by hamalik (2001) in group work the feeling to increase group prestage constitues strong motivation to reach learning outcome better. a lot of appreciation should be given to the group who could achieve high achievement. this appreciation aimed to makes students conscious that it is important to help each other. they should be responsible for the group work and for individual. this means that group is sucess is determined by individual potential of all group members. from hyphothesis testing, it is known that the students achievements in experiemntal class which used discussion method is better than students’ achievement on reading comprehension in control class which used gramar-translation method. this different occured because in experimental class students tried to find the concept by themselves. then the students work in group 4 or 5, and lecturer only facilitate them in learning process. on the other hand, in control class the students focused on lecterur’s explanation in front of the class. individual learning is done by each student. in accordance with his or her ability. individual competence contributed to competence of group work. so, group members are motivated by individual competence to reach a best result of group work. again, from hyphothesis testing, it is found that discussion method had significant influence on students’ reading comprehension achievement. the scores of post-test indicated that there is significant difference between experimental class and control class. when analyzing the data pretest and post-test. it was found that there was significant difference on students’ reading comprehension achievement between experimental class and control classes. after hyphothesis testing, it was found that: at the first hyphothesis testing, it was found that the value of probability is < 0.05. so, ho or null hyphothesis http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 185 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi is rejected, or the value of f calculated is = 14.140 > than the value of f table is = 1.64, so, ha is accepted. this means that there is significant effect of discussion method on students’ reading comprehension achievement. at the second hyphothesis testing, the value of probability is > 0.05, ho is accepted, or f calculated is = 0.158 < f table = 1.64, so, ha is rejected this result showed that there is no significant effect of cognitive style on students’ reading comprehension achievement. at the third hyphothesis testing, it was found that the value of probability is < 0.05, so, the null hyphothesis is =3.803 > f table is =1.64, so, ha is accepted this means that there is significant interaction effect between discussion method and cognitive style on students’ reading comprehension achievement. after stastistical hyphothesis of this study accepted, it known that students’ reading comprehension achievement which was taught by using discussion method is better than the students’ reading comprehension achievement that was taught by using grammar-translation method at english study program of faculty of teacher training and education batanghari university. the results of this study can be refered to the definition of learning as stated by harmer (2001) that the change of behaviour happens after learning activity is called learning outcome constitutes the increase of score from pre test to post test. the increase of students’ reading comprehension achievement was caused by discussion method which was used in experimental class. this method brought the change in teaching and learning activities. for example, the students could help each other in their group work. madjid (2013) says that there are many types of discussion methods that can be used in teaching and learning process. for example, (1) class discussion. this is the process to solve problems. all students as member of group work involve in solving learning problem. (2) small discussion class. it means that the students are divided into small group of 3-5 students or persons. (3) symposium. this is a discussion form which discusses the problem, but it is based on other point of view. (4) panel. it means that a forum of discussion about problems. (5) seminar. this is the discussion that areattended by many people and it is guided by committee members. (6) workshop. it is a discussion which follows up of the seminar. discussion method could bring positive influence on students’ reading comprehension achievement, eventhough it was in a simple situation. this was because of the students inquired the concept of lesson through team work in discussion forum. furthemore, discussion method guided the students to the active in discussion forum. they could express their opinions while they were working together in a team work. in collaboratiing each other, the students remember the concepts of lesson for any longer. moreover, working in a group work trains the students mutual understanding and mutual respect. it is undoubtful that discussion method brought significant effect on students reading comprehension achievement. one of the causes was that the students respected group work which was supported by individual competency. this idea is supported by steven and slavin (1995) who say that individual learning outcome can inrease because the student learns to respect or appropriate towards group based on the learning progress of each individual in a group. eventhough there is no permanent regulation which should be obeyed by a lecturer to choose method, technique, and model ofteaching, yet the lecturer should consider a suitable method for certain subject or topic of lesson. sukamto and putera (1995) says that there is no single method, technique, or model which is effective for teaching all subjects. in this case, teacher’s professional in creating effective and inovative teaching and learninf process is needed, therefore, profesional lecturer is expected to contribute to increase students’ learning outcome. this study only focused on three variables such as discussion method, cognitive style and reading comprehension. however, there are still other variables that can be included in this study. this study used test and questionare as the instruments for collecting data. it is known that the http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 186 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi respondents sometimes do not give factual answer to questionare. the third limitation lies on time, we did not have longer time to conduct the research, especially experimental study. conclusion and recommendations/implications the conclusion of this study are described based on the finding each data analysis. discussion method had significant effect on students’ reading comprehension achievement at english study program of batanghari university. the significant effect is proved by the findings based on data analysis by using independent t-test. in this case, the value of probability is=<0.05. in other words, the value of t table is= 1.64. therefore, in this hyphothesis testing, ho is rejected whereas ha is accepted. the second conclusion is that there is no significant effect of cognitive style on students’ reading comprehension achievements. it is proven by the findings based on data analysis of calculated is= 0.158 < f table is = 1.64. therefore, in this hyphothesis testing, ho is accepted and ha is rejected. the third hypothesis testing by using two way annova indicated that there is significant interaction effect between discussion method and cognitive style on students’ reading comprehension achievements. this is orived by the findings of data analysis as written below.the value of probability is = <0.05. the value of f calculated is = 3.803 > the value of f table is = 1.64. therefore ho is rejected and ha is accepted. the implication of this study can be described as follows. this study involves three variables, such as discussion method, cognitive style, and reading comprehension achievement. based on data analysis, it was proved that discussion method and cognitive style have significance effect on students’ reading comprehension achievement in experimental class. it is known that discussion method is a good method that can be used by lecturer in teaching english especially teaching reading comprehension. based on the conclusion above, the writer would like to give several suggestions to the readers (teachers, lecturers) as follows. discussion method is recommended to be applied in teaching and learning process so that the students become active, creative in earning at a group discussion. in using discussion method, teachers or lecturers should consider students’ conditions and characteristic of materials of lesson, so that the use of discussion method can be effective. the teachers should be more creative to select the method for students, and vary the kind of method to improve the students’ english skill. the teacher shoul be able to select the material for the students based on their english proficiency and ability. it is suggested to further researchers who will conduct experimental research on discussion method and cognitive style, so that he or she reviews or considerers the results of this study. references bromley, k.d. (1993). reading in the content areas for junior high school and senior high school. boston, ma: allyn bacon. brown, d.h.(2004). language assessment principles and classroom practices. usa: longman. brown, h. d. (1994). teaching by principles: an interactive approach to language pedagogy. upper saddle river, nj: prentice hall regents. chall, j. s., & dale, e. (1995). readability revisited: the new dale–chall readability formula. usa: amazon. cope, b., & kalantzis, m. (2015). a pedagogy of multiliteracies: learning by design. basingstoke, uk: palgrave macmillan. ellis, r.(1985).understanding second language acquisition.oxford, england : england university. fraenkel, j. r., & wallen, n.e. (2008). how to design and evaluate research in education. (7th ed.). mcgraw-hill higher education. harmer, j. (1998). how to teach english. england: longman. harmer, j. (2001). the practice of english language teaching. third edition. longman. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 187 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi henning, j. e. (2008). the art of discussion-based teaching. new york: routledge. hubbard et.al.(1983). a training course for tefl. third edition. london: oxford university press. janzen, j. (1996). teaching strategies reading. tesol journal, 6(1), 6-9 kirton, mj. (2003). adaption and innovation in the context of diversity and change. routledge, london. kirton, mj.(1976) field dependence and adaption innovation theories”. journal of applied psychology. majid, a. (2013). strategy pembelajaran. bandung : pt remaja rosdakarya offset. oxford, r.l. (1986). strategy inventory for language learning. various versions. tuscaloosa, al: oxford associates. santrock, j.w. (2009). educational psychology (4th ed.) usa: mc graw. hill international edition. siu, c. t. s., & ho, c. s. h. (2015). cross-language transfer of syntactic skills and reading comprehension among young cantonese–english bilingual students. reading research quarterly, 50(3), 313–336. steven & stalin. (1995). cooperative lerning theory research and practice. second edition. massacuchets: allya and publisher tan, j. p-l., & mcwilliam, e. (2009). from literacy to multiliteracies: diverse learners and pedagogical practice. pedagogies: an international journal, 4(3), 213–225. tharp, r. g., & gallimore, r. (1988). rousing minds to life: teaching, learning, and schooling in social context. cambridge, england: cambridge university press. tong, x., deacon, s. h., kirby, j. r., cain, k., & parrila, r. (2011). morphological awareness: a key to understanding poor reading comprehension in english. journal of educational psychology, 103(3), 523. tong, x., tong, x., & mcbride-chang, c. (2015). a tale of two writing systems: double dissociation and metalinguistic transfer between chinese and english word reading among hong kong children. journal of learning disabilities, 48(2), 130–145. witkin, h.a., & goodenough, d.r. ( 1981). cognitive styles: essence and origins. new york: international universities press, inc. yuill, n. m., & oakhill, j. v. (1991). children’s problems in text comprehension: an experimental investigation. cambridge, uk: cambridge university press. http://jurnal.radenfatah.ac.id/index.php/ 162 teaching narrative reading by using annotation strategy to the tenth grade students of sma nurul iman abstract: the objectives significant improvement on students’ reading comprehension score who are taught by using annotation strategy nurul iman palembang, and to on students’ reading comprehension score who are taught by using annotation strategy and those who are not to th palembang. this study used quasi posttest design. in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t findings showed that the p which was lower than 0.05 (2.0244). the p-output of independent sample t 0.05 and the t-value (3.332) was higher than t that teaching narrative reading comprehension significant effects on the students’ reading comprehension achievement. keywords: annotation strategy introduction english is one of languages used for communication all over the world, in other words, english has become a global language. it is in line with what crystal (2003, p.1) states that english is as a global language. claim that english language is one of the most spoken languages in the world today. this reality encourages many countries to put english as a subject that must be learned in educational world, one of those countries is indonesia. thus, in indonesia english is taught as a foreign language in every level of education, from elementary to university. teaching narrative reading by using annotation strategy to the tenth grade students of sma nurul iman palembang syinta pancarini uin raden fatah palembang fadilahsyinta@gmail.com of the study are to find out whether or not there is significant improvement on students’ reading comprehension score who are taught by using annotation strategy and those who are not to the tenth grade students of sma nurul iman palembang, and to find out whether or not there is a significant difference on students’ reading comprehension score who are taught by using annotation strategy and those who are not to the tenth grade students of sma nurul iman . this study used quasi-experimental design using nonequivalent pretest in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t-test and paired sample t-test in spss program. showed that the p-output from paired sample t-test sig (2-tailed) was 0.000 lower than 0.05 and the t-value (9.960) was higher than t-table output of independent sample t-test was 0.001 which was lower than value (3.332) was higher than t-table with df=76 (1.9917). it means that teaching narrative reading comprehension by using annotation strategy had a significant effects on the students’ reading comprehension achievement. strategy, teaching reading comprehension. english is one of languages used for communication all over the world, in other words, english has become a global language. it is in line with what crystal (2003, p.1) states that english is as a global language. mappiasse and johari (2014, claim that english language is one of the most spoken languages in the world today. this reality encourages many countries to put english as a subject that must be learned in educational world, one of those countries is indonesia. thus, in indonesia english is taught as a foreign language in every level of education, from elementary teaching narrative reading by using annotation strategy to the tenth grade students of sma nurul iman find out whether or not there is significant improvement on students’ reading comprehension score who are taught by and those who are not to the tenth grade students of sma whether or not there is a significant difference on students’ reading comprehension score who are taught by using annotation e tenth grade students of sma nurul iman experimental design using nonequivalent pretestin collecting the data, test was used. the test was given twice to posttest. to verify the hypotheses, the data of pretest and posttest of the experimental and control groups were analyzed test in spss program. the tailed) was 0.000 with df=38 test was 0.001 which was lower than th df=76 (1.9917). it means by using annotation strategy had a english is one of languages used for communication all over the world, in other words, english has become a global language. it is in line with what crystal (2003, mappiasse and johari (2014, p.113) claim that english language is one of the most spoken languages in the world today. this reality encourages many countries to put english as a subject that must be learned in educational world, one of those countries is indonesia. thus, in indonesia, english is taught as a foreign language in every level of education, from elementary mailto:fadilahsyinta@gmail.com there are four language skills that must be acquired by the learners speaking, writing, listening, and reading. reading is one of the ways to communicate in written form. activity is an activity to read a text, where there is an interaction between the reader and the text when people read that text. in reading, there are some t learners, they are narrative, descriptive, procedure, news item, recount, spoof, discussion, and expository text. based on school based curriculum ktsp of senior high school especially for the tenth grade stude text that must be introduced to tenth grade students of senior high school. they are narrative, descriptive, and news item. after conducting a preliminary study to the tenth grade students of sma nurul iman palembang, the researcher found that the averages score of students comprehension in narrative reading text was lower than descriptive and news item. because of that, the researcher assumed that students had difficulties in comprehending narrative reading text. ba teacher of english at sma nurul iman palembang on september 9 information acquired on students’ learning problem that happened when the teacher of english teaches narrative reading text. first, the studen because of that they were lazy to read the text. that is why, they could not understand the content of the text and find the information inside it easily, the second, the problem is about pronunciation, and it is hard for them to pro correctly. the researcher also did an informal interview with the tenth grade students by asking them some questions about their problems in reading narrative text. first, they could not be able to identify the generic structure of narrativ orientation, tells about characters, setting, time, and place, and complication, problems solved by characters, reorientation, the solution to complication that shows ending to the story. second, they were difficult to comprehend the text easil there are four language skills that must be acquired by the learners speaking, writing, listening, and reading. in learning the four english language skills, reading is one of the ways to communicate in written form. in other words, reading activity is an activity to read a text, where there is an interaction between the reader and the text when people read that text. in reading, there are some types of text that must be comprehended by the learners, they are narrative, descriptive, procedure, news item, recount, spoof, discussion, and expository text. based on school based curriculum ktsp of senior high school especially for the tenth grade students, there are several types of reading text that must be introduced to tenth grade students of senior high school. they are narrative, descriptive, and news item. after conducting a preliminary study to the tenth grade students of sma g, the researcher found that the averages score of students comprehension in narrative reading text was lower than descriptive and news item. because of that, the researcher assumed that students had difficulties in comprehending narrative reading text. based on the informal interview with the teacher of english at sma nurul iman palembang on september 9 th , 2015 some information acquired on students’ learning problem that happened when the teacher of english teaches narrative reading text. first, the students had poor vocabulary because of that they were lazy to read the text. that is why, they could not understand the content of the text and find the information inside it easily, the second, the pronunciation, and it is hard for them to pronounce the word . the researcher also did an informal interview with the tenth grade students by asking them some questions about their problems in reading narrative text. first, they could not be able to identify the generic structure of narrative text like orientation, tells about characters, setting, time, and place, and complication, problems solved by characters, reorientation, the solution to complication that shows ending to the story. second, they were difficult to comprehend the text easil 163 there are four language skills that must be acquired by the learners. they are guage skills, in other words, reading activity is an activity to read a text, where there is an interaction between the reader ypes of text that must be comprehended by the learners, they are narrative, descriptive, procedure, news item, recount, spoof, discussion, and expository text. based on school based curriculum ktsp of senior nts, there are several types of reading text that must be introduced to tenth grade students of senior high school. they are after conducting a preliminary study to the tenth grade students of sma g, the researcher found that the averages score of students comprehension in narrative reading text was lower than descriptive and news item. because of that, the researcher assumed that students had difficulties in sed on the informal interview with the , 2015 some information acquired on students’ learning problem that happened when the teacher ts had poor vocabulary because of that they were lazy to read the text. that is why, they could not understand the content of the text and find the information inside it easily, the second, the nounce the word . the researcher also did an informal interview with the tenth grade students by asking them some questions about their problems in reading narrative text. first, e text like orientation, tells about characters, setting, time, and place, and complication, problems solved by characters, reorientation, the solution to complication that shows ending to the story. second, they were difficult to comprehend the text easily and felt 164 confused to find the meaning of difficult words. it was because they were lazy to open the dictionary. third, they could not find out the main idea and information contained in the text. finally, the students were not able to answer some related questions to the reading content. based on those phenomena as previously mentioned, the researcher was interested to find out specific strategy which could be beneficial to help student who have problems in comprehending narrative text. then, the strategy named annotation strategy. according to o’donnel (2004, p.83), annotation strategy is strategy that can be used in teaching narrative text. the strategy focuses on introducing students on how to mark the text in terms of deter (who), time (when), place (where), and mark the important vocabulary and important information found in the text. besides, he states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active r moreover, zwica and gomez (2008, p. 155) state that annotation is a structures way to mark up text so it is more manageable, students use annotation to highlight important information lighting like main ideas, supporting ideas, key content vocabulary word, definition, and transitions within the text. the statement above recommends english teacher to use annotation strategy for reading class especially in learning narrative text because this strategy asks students to mark the important information from the text and then record their ideas in order to comprehend the text easily. this strategy also encourages students to become active reader. concept of reading comprehension reading cannot be separated from comprehension. westwood (2008, p.30) proposes that comprehension is reading a text with full understanding that draws on the reader’s background experience, general knowledge, vocabulary, syntactical awareness and word identifications skills. the rand reading study group (2002, p.11) defines that reading comprehension as the process of simultaneously extracting confused to find the meaning of difficult words. it was because they were lazy to open the dictionary. third, they could not find out the main idea and information contained in the text. finally, the students were not able to answer some related questions to the reading content. based on those phenomena as previously mentioned, the researcher was interested to find out specific strategy which could be beneficial to help student who have problems in comprehending narrative text. then, the researcher found one strategy named annotation strategy. according to o’donnel (2004, p.83), annotation strategy is strategy that can be used in teaching narrative text. the strategy focuses on introducing students on how to mark the text in terms of determining characters (who), time (when), place (where), and mark the important vocabulary and important information found in the text. besides, he states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active r moreover, zwica and gomez (2008, p. 155) state that annotation is a structures way to mark up text so it is more manageable, students use annotation to highlight important information lighting like main ideas, supporting ideas, key content ry word, definition, and transitions within the text. the statement above recommends english teacher to use annotation strategy for reading class especially in learning narrative text because this strategy asks students to mark the important om the text and then record their ideas in order to comprehend the text easily. this strategy also encourages students to become active reader. concept of reading comprehension reading cannot be separated from comprehension. westwood (2008, p.30) proposes that comprehension is reading a text with full understanding that draws on the reader’s background experience, general knowledge, vocabulary, syntactical awareness and word identifications skills. the rand reading study group (2002, ding comprehension as the process of simultaneously extracting confused to find the meaning of difficult words. it was because they were lazy to open the dictionary. third, they could not find out the main idea and information contained in the text. finally, the students were not able to answer some related based on those phenomena as previously mentioned, the researcher was interested to find out specific strategy which could be beneficial to help student who researcher found one strategy named annotation strategy. according to o’donnel (2004, p.83), annotation strategy is strategy that can be used in teaching narrative text. the strategy focuses mining characters (who), time (when), place (where), and mark the important vocabulary and important information found in the text. besides, he states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active reading. moreover, zwica and gomez (2008, p. 155) state that annotation is a structures way to mark up text so it is more manageable, students use annotation to highlight important information lighting like main ideas, supporting ideas, key content ry word, definition, and transitions within the text. the statement above recommends english teacher to use annotation strategy for reading class especially in learning narrative text because this strategy asks students to mark the important om the text and then record their ideas in order to comprehend the text reading cannot be separated from comprehension. westwood (2008, p.30) proposes that comprehension is reading a text with full understanding that draws on the reader’s background experience, general knowledge, vocabulary, syntactical awareness and word identifications skills. the rand reading study group (2002, ding comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. it means that a reader have to try to interact with the text for making meaning from term or concept that exists beyond the text which is called as the extraction part of the process of constructing meaning. to construct meaning, the readers must monitor their understanding and apply strategic effort. national reading panel report (2006, p.28) also defines that reading comprehension is the act of understanding and interpreting the information within a text. thereby, comprehension is about the construction of meaning more than about passive remembering. concept of teaching reading comprehension in teaching reading comprehension, in order to make students be able to the text, the teachers must have an appropriate strategy to assist their students in learning process. most of students really enjoy being entertained and amused. is also a hadist which mentions that: اخرجھ (ُرواَوالَتُنَفُِّروا َعْن أَنَِس ْبِن َمالِِكٍ◌ َعِن النَّبِيِّ َصلَّى هللاُ َعلَْیِھ َوَسلََّم قَاَل یَسُِّروا َوالَ تَُعسُِّروا َوبَسُِّرواوَوبَسِّ ).َالبخاري في كتاب العلم meaning : “make everything easy and do not make and do not run away from any problem” ( muhammad bin ismail al the hadits above explains that teaching and learning process must be applied in an easy and enjoyable situation in the classroom. t students not feel bored and depressed in the classroom. the students will be interested and enthusiastic in learning process. a good teacher should create a good classroom atmosphere and interesting teaching process. therefore must have a suitable strategy in teaching. and constructing meaning through interaction and involvement with written language. it means that a reader have to try to interact with the text for making meaning from sts beyond the text which is called as the extraction part of the process of constructing meaning. to construct meaning, the readers must monitor their understanding and apply strategic effort. national reading panel report (2006, reading comprehension is the act of understanding and interpreting the information within a text. thereby, comprehension is about the construction of meaning more than about passive remembering. concept of teaching reading comprehension g comprehension, in order to make students be able to comprehend the text, the teachers must have an appropriate strategy to assist their students in . most of students really enjoy being entertained and amused. mentions that: َعْن أَنَِس ْبِن َمالِِكٍ◌ َعِن النَّبِيِّ َصلَّى هللاُ َعلَْیِھ َوَسلََّم قَاَل یَسُِّروا َوالَ تَُعسُِّروا َوبَسُِّرواوَوبَسِّ meaning : “make everything easy and do not make it difficult, be cheerfull and do not run away from any problem” (hr. abu abdillah muhammad bin ismail al-bukhori al-ju’fi) above explains that teaching and learning process must be applied in an easy and enjoyable situation in the classroom. those situations will make the students not feel bored and depressed in the classroom. the students will be interested and enthusiastic in learning process. a good teacher should create a good classroom atmosphere and interesting teaching process. therefore, a good teacher must have a suitable strategy in teaching. 165 and constructing meaning through interaction and involvement with written language. it means that a reader have to try to interact with the text for making meaning from sts beyond the text which is called as the extraction part of the process of constructing meaning. to construct meaning, the readers must monitor their understanding and apply strategic effort. national reading panel report (2006, reading comprehension is the act of understanding and interpreting the information within a text. thereby, comprehension is about the comprehend the text, the teachers must have an appropriate strategy to assist their students in . most of students really enjoy being entertained and amused. there َعْن أَنَِس ْبِن َمالِِكٍ◌ َعِن النَّبِيِّ َصلَّى هللاُ َعلَْیِھ َوَسلََّم قَاَل یَسُِّروا َوالَ تَُعسُِّروا َوبَسُِّرواوَوبَسِّ it difficult, be cheerfull hr. abu abdillah above explains that teaching and learning process must be applied hose situations will make the students not feel bored and depressed in the classroom. the students will be interested and enthusiastic in learning process. a good teacher should create a good , a good teacher 166 concept of annotation strategy the annotation strategy is an instructional activity where strategies to note, and analyze text are directly modeled by the teacher. as the teacher models how to make notes while reading and to actively engage in analysis of text, cognitive processes while reading are made explicit (antonacci and o’callaghan, 2015, p.96). according to fisher and frey (2013, p.49), annotating a text is the practice of making notes for oneself during reading that is an essential component of analytic or close reading. o’donnel (2004, p.82) states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active reading. annotation strategy is a strategy that marking the text is implemented to identify important information and to record the readers’ idea in order to comprehend a difficult text. o’donnel (2004, p.83) explains that annotation strategy helps students distinguish between marks and marginal notes they might use for surface meaning and other marks for identifying deep meaning ideas. for example students might create a coding system of circles, squares, and underlining to identify information related to the surface meaning (vocabulary, who, what, when, where, and why) of the text. while for deep meaning, students might mark with a symbol such as an asterisk, and marginal notes would be shortened versions of the types of responses readers write after reading. in addition, zwica and gomez structured way to mark up text so it is more manageable. students use annotation to highlight important information lighting like main ideas, supporting ideas, key content vocabulary word, definition, and transition lewis (2014, p.121) says that annotation strategy is a strategy for marking text with reader response to it, it is enormously successful with students, as well as easy and fun to teach. concept of annotation strategy the annotation strategy is an instructional activity where strategies to note, and analyze text are directly modeled by the teacher. as the teacher models how to make notes while reading and to actively engage in analysis of text, cognitive processes while reading are made explicit (antonacci and o’callaghan, 2015, p.96). according to fisher and frey (2013, p.49), annotating a text is the practice of making or oneself during reading that is an essential component of analytic or close o’donnel (2004, p.82) states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active reading. annotation strategy is strategy that marking the text is implemented to identify important information and to record the readers’ idea in order to comprehend a difficult text. o’donnel (2004, p.83) explains that annotation strategy helps students distinguish between marks arginal notes they might use for surface meaning and other marks for identifying deep meaning ideas. for example students might create a coding system of circles, squares, and underlining to identify information related to the surface who, what, when, where, and why) of the text. while for deep meaning, students might mark with a symbol such as an asterisk, and marginal notes would be shortened versions of the types of responses readers write after reading. in addition, zwica and gomez (2008, p.156) state that annotation is a structured way to mark up text so it is more manageable. students use annotation to highlight important information lighting like main ideas, supporting ideas, key content vocabulary word, definition, and transitions within the text. furthermore, lewis (2014, p.121) says that annotation strategy is a strategy for marking text with reader response to it, it is enormously successful with students, as well as easy and the annotation strategy is an instructional activity where strategies to note, and analyze text are directly modeled by the teacher. as the teacher models how to make notes while reading and to actively engage in analysis of text, cognitive processes while reading are made explicit (antonacci and o’callaghan, 2015, p.96). according to fisher and frey (2013, p.49), annotating a text is the practice of making or oneself during reading that is an essential component of analytic or close o’donnel (2004, p.82) states that annotating a text can be a powerful strategy to comprehend difficult material and encourage active reading. annotation strategy is strategy that marking the text is implemented to identify important information and to record the readers’ idea in order to comprehend a difficult text. o’donnel (2004, p.83) explains that annotation strategy helps students distinguish between marks arginal notes they might use for surface meaning and other marks for identifying deep meaning ideas. for example students might create a coding system of circles, squares, and underlining to identify information related to the surface who, what, when, where, and why) of the text. while for deep meaning, students might mark with a symbol such as an asterisk, and marginal notes would be shortened versions of the types of responses readers write after reading. (2008, p.156) state that annotation is a structured way to mark up text so it is more manageable. students use annotation to highlight important information lighting like main ideas, supporting ideas, key s within the text. furthermore, lewis (2014, p.121) says that annotation strategy is a strategy for marking text with reader response to it, it is enormously successful with students, as well as easy and research design in this research, the researcher used quasi experimental design, it was done to know the effect of independent variable on dependent variable. was pretest-posttest nonequivalent nonequivalent group design suggested by cohen, manion, and morrison (2007, p.283) could be seen in the following term. where : -----: dash line (non random) o1 : pre-test in experimental group x : treatment in experimental group taught using annotation strategy o2 : post-test in experimental group o3 : pre-test in control group o4 : post-test in control group population and sample population is all of investigated subject. according to dowdy, wearden, and chilko (2004, p.25), a population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects. the population of this study was the tenth grade students of sma nurul iman palembang. in this study, the researcher took two classes as a sample to collect the data. in this study the researcher used non random sampling type of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently (2007, p113) state that convenience sampling is opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process in this research, the researcher used quasi experimental design, it was done to know the effect of independent variable on dependent variable. one of the designs posttest nonequivalent-groups design. the figure of pretest and posttest lent group design suggested by cohen, manion, and morrison (2007, p.283) could be seen in the following term. : dash line (non random) test in experimental group experimental group taught using annotation strategy test in experimental group test in control group test in control group population is all of investigated subject. according to dowdy, wearden, and chilko (2004, p.25), a population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects. the population of this study was the tenth grade students of sma nurul iman palembang. e researcher took two classes as a sample to collect the data. in this study the researcher used non random sampling type of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently) are available for study. in addition, cohen, et.al (2007, p113) state that convenience sampling is opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process o1 x o2 ------------- o3 o4 167 in this research, the researcher used quasi experimental design, it was done to one of the designs the figure of pretest and posttest lent group design suggested by cohen, manion, and morrison (2007, experimental group taught using annotation strategy population is all of investigated subject. according to dowdy, wearden, and chilko (2004, p.25), a population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects. the population of this study was the tenth grade students of sma nurul iman palembang. e researcher took two classes as a sample to collect the data. in this study the researcher used non random sampling type of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of ) are available for study. in addition, cohen, et.al (2007, p113) state that convenience sampling is opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process 168 until the required sample size has been and accessible at the time. findings and discussion test validity validity is the way to measure or to know that the test we use are successful or not in the object. in order to ensure each items of reading tes researcher used three kinds of validity. they were: construct validity the researcher asked three lecturer as validators to validate the instruments were valid or not, they were m.pd as validator ii, and, hj. renny kurnia sari, m.pd as validator iii validator was eka sartika, m.pd. the result of instrument test and lesson plan form was b. it means that the intstrument test and lesson plan can be used with slight revision. the sec instrument test and lesson plan form was b. it means that the instrument test and lesson plan can be used with slight revision. the third validator was hj. renny kurnia sari , m.pd. the result of les plan can be used with slight revision. meanwhile, the result of instruments test was b, because they asked to notice the spacing in written the instrument test and lesson plan. from the three validators, the re instrument and lesson plan were appropriate to be used for research treatments. validity of each question items to find out the validity of the test question items, the researcher analyzed the items of the tests by doing question items. the try january 2016 at 10.10. students (x.mia.1) of tenth grade students at until the required sample size has been obtained or those who happen to be available validity is the way to measure or to know that the test we use are successful or not in the object. in order to ensure each items of reading test is valid, the researcher used three kinds of validity. they were: the researcher asked three lecturer as validators to validate the instruments were valid or not, they were eka sartika, m.pd as validator i, winny a riznanda, lidator ii, and, hj. renny kurnia sari, m.pd as validator iii validator was eka sartika, m.pd. the result of instrument test and lesson plan form was b. it means that the intstrument test and lesson plan can be used with slight revision. the second validator was winny a. riznanda, m.pd. the result of instrument test and lesson plan form was b. it means that the instrument test and lesson plan can be used with slight revision. the third validator was hj. renny kurnia sari , m.pd. the result of lesson plan form was b. it means that the lesson plan can be used with slight revision. meanwhile, the result of instruments test was b, because they asked to notice the spacing in written the instrument test and lesson plan. from the three validators, the researcher concluded that the test instrument and lesson plan were appropriate to be used for research treatments. validity of each question items to find out the validity of the test question items, the researcher analyzed the items of the tests by doing try out in order to find out the validity of each the try out of the test was carried out on thursday, 19 january 2016 at 10.10.11.30 a.m. the instrument of the test was tested to 30 students (x.mia.1) of tenth grade students at sma muhamadiyah 1 palembang. obtained or those who happen to be available validity is the way to measure or to know that the test we use are successful t is valid, the the researcher asked three lecturer as validators to validate the instruments were eka sartika, m.pd as validator i, winny a riznanda, lidator ii, and, hj. renny kurnia sari, m.pd as validator iii. the first validator was eka sartika, m.pd. the result of instrument test and lesson plan form was b. it means that the intstrument test and lesson plan can be used with ond validator was winny a. riznanda, m.pd. the result of instrument test and lesson plan form was b. it means that the instrument test and lesson plan can be used with slight revision. the third validator was hj. renny son plan form was b. it means that the lesson plan can be used with slight revision. meanwhile, the result of instruments test was b, because they asked to notice the spacing in written the instrument test and searcher concluded that the test instrument and lesson plan were appropriate to be used for research treatments. to find out the validity of the test question items, the researcher analyzed the out in order to find out the validity of each out of the test was carried out on thursday, 19 nd of 11.30 a.m. the instrument of the test was tested to 30 sma muhamadiyah 1 palembang. the result of the test was analyzed by using 16.0 with the correct answer was labeled 1 and the wrong answer was labeled 0. according to basrowi and soenyono (2007, p.24), if the result of the te that routput is higher than r there were 60 multiple choice items that were given to the students. it was found that there were 17 questions considered invalid valid. content validity a content validity was very important, since it is an accurate measure of what it is supposed to measure. contents of the test items given were appropriate, the research materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. test reliability to measure the reliability t that p-output of gutman split half coefficient was 0.757 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for thi normality test normality test used to measure the obtained data whether it was normal or not. the data obtained from students’ pretest and posttest in experimental and control group. the function of normality test is for goodness of fit, testing to see if the observed data fit a normal distribution. in measuring normality test, one sample kolmogorov smirnov was used. moreover, flynn also states that 0.05 indicate that the data are not the result of the test was analyzed by using spss statistics program version 16.0 with the correct answer was labeled 1 and the wrong answer was labeled 0. according to basrowi and soenyono (2007, p.24), if the result of the te is higher than rtabel (0,361), it means that the item is valid. in this case, there were 60 multiple choice items that were given to the students. it was found that there were 17 questions considered invalid and 43 question items cons a content validity was very important, since it is an accurate measure of what it is supposed to measure. the researcher analyzed content validity to know if the contents of the test items given were appropriate, the researcher checked the test materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. to measure the reliability test, split half method was used, the result shows output of gutman split half coefficient was 0.757 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. normality test used to measure the obtained data whether it was normal or not. the data obtained from students’ pretest and posttest in experimental and control group. the function of normality test is for goodness of fit, testing to see if the ta fit a normal distribution. in measuring normality test, one sample kolmogorov smirnov was used. moreover, flynn also states that a value less than 0.05 indicate that the data are not-normal. the result showed that the pretest in 169 spss statistics program version 16.0 with the correct answer was labeled 1 and the wrong answer was labeled 0. according to basrowi and soenyono (2007, p.24), if the result of the test shows (0,361), it means that the item is valid. in this case, there were 60 multiple choice items that were given to the students. it was found 43 question items considered a content validity was very important, since it is an accurate measure of what it the researcher analyzed content validity to know if the er checked the test materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the est, split half method was used, the result shows output of gutman split half coefficient was 0.757 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded normality test used to measure the obtained data whether it was normal or not. the data obtained from students’ pretest and posttest in experimental and control group. the function of normality test is for goodness of fit, testing to see if the ta fit a normal distribution. in measuring normality test, one sample a value less than the result showed that the pretest in 170 control and experimental groups were 0. and experimental groups were considered normal since they are higher than 0.05. homogeneity test homogeneity test used to measure the scores homogeneous or not. the homogeneity test aims at determining whether the two sets of data samples have homogeneous variant or not. according p.4), the purpose of homogeneity test is to test the null hypothesis t populations have the same proportions of some characteristics. in measuring homogeneity test, levene statistics in spss was used. according to flynn (2003, p.18), the data can be categorized homogeny whenever it is higher than 0.05. result showed that the pretest scores was 0.360 and posttest scores 0.130 it can be conluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement is found from testing students’ pretest to posttest scores in experimental group found from testing students’ posttest to posttest score in control and experimental group using independent sample t df=38 (2.0244), and t-value= improvement from students’ pretest to posttest scores in experimental group taught using annotation strategy since p null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the p-output was 0.00 3.734. since the p-output was lower than 0.05 level and the t higher than t-table. it can be stated that there is a significant different from students’ posttest to posttest scores in control and experimental group since p groups were 0.611 and 0.781. then, in posttest in control and experimental groups were 1.112 and 0.922. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test used to measure the scores obtained whether it is homogeneous or not. the homogeneity test aims at determining whether the two sets of data samples have homogeneous variant or not. according to tanbakhuci (2009, p.4), the purpose of homogeneity test is to test the null hypothesis that different populations have the same proportions of some characteristics. in measuring levene statistics in spss was used. according to flynn (2003, p.18), the data can be categorized homogeny whenever it is higher than 0.05. t showed that the pretest scores was 0.360 and posttest scores 0.130 it can be conluded that the data was homogeneous since the score was higher than 0.05. a significant improvement is found from testing students’ pretest to posttest scores in experimental group using paired sample t-test, and a significant different is found from testing students’ posttest to posttest score in control and experimental independent sample t-test. it was found that the p-output is 0.000 with value= 9.960, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught trategy since p-output is lower than 0.05. in the other words, pothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and output was 0.001 with df=76 (1.9917) and the t output was lower than 0.05 level and the t-value ( it can be stated that there is a significant different from students’ posttest to posttest scores in control and experimental group since p-output is lower . then, in posttest in control . it can be concluded that the data were obtained whether it is homogeneous or not. the homogeneity test aims at determining whether the two sets tanbakhuci (2009, hat different populations have the same proportions of some characteristics. in measuring levene statistics in spss was used. according to flynn (2003, p.18), the data can be categorized homogeny whenever it is higher than 0.05. the t showed that the pretest scores was 0.360 and posttest scores 0.130 it can be conluded that the data was homogeneous since the score was higher than 0.05. a significant improvement is found from testing students’ pretest to posttest , and a significant different is found from testing students’ posttest to posttest score in control and experimental output is 0.000 with , it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught n the other words, the pothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and and the t-value was value (3.223) was it can be stated that there is a significant different from students’ output is lower than 0.05. therfore, the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. conclusion based on the findings and interpretation in the previous chapter, it can be drawn some conclusion. first, based on the result of pretest to posttest, annotation strategy significantly improves students’ reading comprehension a of the tenth grade students at sma nurul iman palembang. second there was significant difference on students’ reading comprehension score who were taught by using annotation strategy and those who taught by using strategy that usually used by teacher of sma nurul iman palembang. therefore, it can be inferred that teaching reading comprehension through annotation strategy can be considered as one alternative strategy to be used in teaching narrative reading text. antonacci, p. a., o’callaghan, c. m., & berkowitz, e. (2015). middle and secondary classrooms: developing content area literacy new york, ny: sage publication, inc. basrowi., & soeyono. (2007). pusaka utama. crystal, d. (2003). english is a global language cambridge university press. cohen, l., manion, l., & morrison, k. (2007). ed.). new york, ny: routledge. dowdy, s., wearden, s., chilko, d. (2004). jersey, nj: john wiley and sons, inc. fisher, d. & frey, n. (2013). annotation: noting evidence for later use. leadership, 13 (1), 49 fraenkel, j. r., wallen, n. e., & h research in education hughes, arthur. (1989). testing for language teachers university press. lewis, j. (2009). essential questions guilford publication, inc. the null hypothesis (ho) is rejected, and the alternative is accepted. based on the findings and interpretation in the previous chapter, it can be drawn some conclusion. first, based on the result of pretest to posttest, annotation strategy significantly improves students’ reading comprehension achievement score of the tenth grade students at sma nurul iman palembang. second there was significant difference on students’ reading comprehension score who were taught by using annotation strategy and those who taught by using strategy that usually used by teacher of sma nurul iman palembang. therefore, it can be inferred that teaching reading comprehension through annotation strategy can be considered as one alternative strategy to be used in teaching narrative reading text. references antonacci, p. a., o’callaghan, c. m., & berkowitz, e. (2015). 40 strategies for middle and secondary classrooms: developing content area literacy new york, ny: sage publication, inc. basrowi., & soeyono. (2007). metode analisis data sosial. kediri: cv. jenggala english is a global language (2nd ed.). cambridge, uk: cambridge university press. cohen, l., manion, l., & morrison, k. (2007). research method in education ed.). new york, ny: routledge. wearden, s., chilko, d. (2004). statistic for research (3rd ed.). jersey, nj: john wiley and sons, inc. fisher, d. & frey, n. (2013). annotation: noting evidence for later use. principal (1), 49-52. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). newyork, ny: mcgraw hill companies, inc. testing for language teachers. new york, ny: cambridge essential questions in adolescent literacy (2nd ed). new york, ny: guilford publication, inc. 171 the null hypothesis (ho) is rejected, and the alternative based on the findings and interpretation in the previous chapter, it can be drawn some conclusion. first, based on the result of pretest to posttest, annotation chievement score of the tenth grade students at sma nurul iman palembang. second there was significant difference on students’ reading comprehension score who were taught by using annotation strategy and those who taught by using strategy that usually used by teacher of sma nurul iman palembang. therefore, it can be inferred that teaching reading comprehension through annotation strategy can be considered as one strategies for middle and secondary classrooms: developing content area literacy (2nd ed.). ri: cv. jenggala (2nd ed.). cambridge, uk: research method in education (6th (3rd ed.). new principal how to design and evaluate (8th ed.). newyork, ny: mcgraw hill companies, inc. . new york, ny: cambridge (2nd ed). new york, ny: 172 mappiasse, s. s. & johari, a. (2014). evaluation of english as a foregin language and its curriculum in indonesia: a review faculty of education o’donnel, c. p. (2004). secondary readers reading succesfully: beyond the yellow highlighter. teaching annotation skill to improve reading comprehension 93(5), 82-89. rand reading study group. (2002). and development program in reading comprehension. rand. tanbakuchi, a. (2009). tests of ndependence and homogeneity www.u.arrizona.edu/kuchi/course/mat167/file/lh_lec.0640.hyptest_inde phomog.pdf the national reading panel report. (2006). il: university of illinois. westwood, peter. ( 2008). what teacher need to know about reading and writing difficulties. victoria, oecd: acer press. zwica, j.,& gomez, k. (2008). annotating to s teaching and learning science, mappiasse, s. s. & johari, a. (2014). evaluation of english as a foregin language and its curriculum in indonesia: a review. english language teaching faculty of education, 7(10),113-122. o’donnel, c. p. (2004). secondary readers reading succesfully: beyond the yellow teaching annotation skill to improve reading comprehension rand reading study group. (2002). reading for understanding: toward a resea and development program in reading comprehension. santa monica, cis: tests of ndependence and homogeneity. retrieved from: www.u.arrizona.edu/kuchi/course/mat167/file/lh_lec.0640.hyptest_inde panel report. (2006). practical advice for teachers il: university of illinois. what teacher need to know about reading and writing . victoria, oecd: acer press. zwica, j.,& gomez, k. (2008). annotating to support learning in the content areas: teaching and learning science, 52(2), 155-165. doi: 10.1598/jaal. 52.2.6. mappiasse, s. s. & johari, a. (2014). evaluation of english as a foregin language . english language teaching o’donnel, c. p. (2004). secondary readers reading succesfully: beyond the yellow teaching annotation skill to improve reading comprehension, reading for understanding: toward a research santa monica, cis: . retrieved from: www.u.arrizona.edu/kuchi/course/mat167/file/lh_lec.0640.hyptest_inde practical advice for teachers. chicago, what teacher need to know about reading and writing upport learning in the content areas: 165. doi: 10.1598/jaal. 52.2.6. normality test normality test used to measure the obtained data whether it was normal or not. the data obtained from students’ pretest and posttest in experimental and control group. the function of normality test is for goodness of fit, testing to see if the observed data fit a normal distribution. in measuring normality test, one sample kolmogorov smirnov was used. moreover, flynn also states that a value less than 0.05 indicate that the data are not-normal. the result showed that the pretest in control and experimental groups were 0.611 and 0.781. then, in posttest in control and experimental groups were 1.112 and 0.922. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test hypothesis testing a significant improvement is found from testing students’ pretest to posttest scores in experimental group using paired sample t-test, and a significant different is found from testing students’ posttest to posttest score in control and experimental group using independent sample t-test. it was found that the p-output is 0.000 with df=38 (2.0244), and t-value= 9.960, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using annotation strategy since p-output is lower than 0.05. in the other words, the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the p-output was 0.001 with df=76 (1.9917) and the t-value was 3.734. since the p-output was lower than 0.05 level and the t-value (3.223) was higher than t-table. it can be stated that there is a significant different from students’ posttest to posttest scores in control and experimental group since p-output is lower than 0.05. therfore, the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. conclusion based on the findings and interpretation in the previous chapter, it can be drawn some conclusion. first, based on the result of pretest to posttest, annotation strategy significantly improves students’ reading comprehension achievement score of the tenth grade students at sma nurul iman palembang. second there was significant difference on students’ reading comprehension score who were taught by using annotation strategy and those who taught by using strategy that usually used by teacher of sma nurul iman palembang. therefore, it can be inferred that teaching reading comprehension through annotation strategy can be considered as one alternative strategy to be used in teaching narrative reading text. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the prototype of accdr model: m-learning multimedia development design model stem-based for the online science learning dian ratna sari sman sumatera selatan corresponding author: dianratna.sari15@yahoo.com muhaimin muhaimin universitas padjajaran, jawa barat, indonesia tedjo sukmono universitas jambi, jambi, indonesia abstract online learning is learning carried out without face-to-face but supports the development of virtual academic mobility. it can be integrated with multimedia either in e-learning or mlearning. m-learning is a learning paradigm that takes advantage of developments in wireless and mobile technology. it is flexible, independent, and accessible anywhere and anytime. integration of science and technology in multimedia m-learning becomes more comprehensive when combined with the principles of science, technology, engineering, and mathematics. stem-based multimedia m-learning is developed using a specific development design model. the multimedia m-learning development design model is a structured framework or reference for developing multimedia m-learning. some of the existing m-learning multimedia development design models do not fully cover the criteria for a suitable model for developing stem-based multimedia m-learning. one solution that can be given is to develop a new model concept using the f2-o1-s1-a2 type model development procedure through literature studies. the instrument consisted of the model development matrices. afterward, a stem-based multimedia m-learning development design model for science learning consisted of five syntaxes, namely: analysis, concepting, design, development, and review. the acddr model is a linear diagrammatic-narrative procedural model which is then shortened to the acddr model and presented in a prototype form. the acddr prototype model is expected to be able to be used for the development of stem-based multimedia m-learning in the 21 st century learning. keywords: development design model, multimedia m-learning, science online learning, stem manuscript submitted: november 15, 2020 manuscript revised: june 21, 2021 accepted for publication: november 26, 2022 mailto:dianratna.sari15@yahoo.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 101 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction online learning has been known since 1995 by using a learning management system (singh & thurman, 2019). it is flexible (joosten & cusatis, 2020) and supports the development of virtual academic mobility. in addition, it can minimize the cost of educational services and expand access to education (aman et al., 2020; larionova, brown, bystrova, & sinitsyn, 2018; muhaimin et al., 2019; prasojo et al., 2020). online learning is very suitable to be applied during the current covid-19 pandemic. according to the circular from the ministry of education and culture of higher education, number 1 states that all tertiary institutions are required to conduct distance learning during the covid-19 pandemic as an effort to decrease the spread of the covid-19 pandemic (kemendikbud, 2020; mukminin et al., 2020; mukminin et al., 2020). the development of science online learning more broadly opens opportunities for multimedia integration (muhaimin et al., learning multimedia can be in online learning form, either e-learning or m-learning. mobile 2019). learning is a method to break through the limitations of traditional learning (georgiev, georgieva, & smrikarov, 2004; prasojo et al., 2018; sofwan et al., 2021; ). so that it is more effective (el-hussein & cronje, 2010) and can be reached anywhere and everywhere (peters, 2007). the integration of science and technology into multimedia m-learning becomes more comprehensive when combined with the principles of science, technology, engineering, and mathematics (stem). stem is an integrated educational approach to solving problems (breiner, harkness, johnson, & koehler, 2012), and it can increase student motivation and learning outcomes (becker & park, 2011). the multimedia m-learning development design model is a structured framework or reference for developing multimedia m-learning ( according to prasojo et al., 2019). trifonova and ronchetti (2004), three things need to be considered consist of context finding, material management, content, and operational support. development models that have been used previously include the rudric and cluric problem solving model (mahazir, norazah, rosseni, arif, & ridzwan, 2015), then the r2d2 model (jumaat & tasir. 2013), the ades model (kim & jin. 2015), the 4d model (jazuli, azizah, & meita, 2017) and the waterfall model (taufiq, amalia, parmin, & leviana, 2016) and others. some of the m-learning multimedia development design models have not fully covered the criteria for a suitable model to develop stem-based multimedia m-learning that is needed along with technological advances. therefore, it is necessary to develop a stem-based multimedia development design model for science online learning, so the title of the literature review is "prototype of acddr model: model of multimedia m-learning development design for science online learning". literature review development design model the development design model is a framework for designing multimedia learning, so it has proper references, flow, and development targets. the multimedia development design model is a learning program development procedure consisting of combining text, images, paragraphs, or learning materials that have been compiled and are interrelated (van merriënboer & kester, 2014). it aims to create more effective and accessible learning products (nazir, rizvi, & pujeri, 2012). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 102 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the m-learning multimedia development design model is a framework or reference for developing m-learning multimedia products consisting of several structured and sequential syntaxes and procedures. the multimedia development design model is implemented in the development of multimedia m-learning. according to georgiev et al. (2004), m-learning can be classified based on the primary indicators, namely the type of supported devices and wireless communication used to access learning materials and administrative information. van merrienboer and kester (2014) stated that there are several criteria for a good m-learning multimedia development design model, including the following: 1. there is an element of cognitive architecture from the designer, which is in the form of design elements from human cognitive work so that the resulting model contains a combination of human creativity and multimedia principles. 2. containing elements of multimedia principles as the basic principles of combining images and words that can be understood by students (mayer, 2009). 3. goal-oriented, that is, the target of a development design model must be proper and objective. 4. efficient is a beneficial value of a model in the product design process. efficiency can be seen from the procedure of the multimedia m-learning development design model. 5. attractive, the development design model will be better if it has particular characteristics, so it becomes more attractive to use. m-learning multimedia mayer (2009) defined multimedia as a material presentation using words and pictures. according to korucu and alkan (2011), mobile learning is a distance learning model designed for educational needs using mobile devices that provides opportunities for students to learn independently both in terms of time and place. according to udell and woodill (2015), m-learning is a way to disrupt normal daily activities because using a mobile phone can change human activities, ideas, and thoughts to be more flexible. m-learning can make a shift in learning from face-to-face to a form of performance support. m-learning has become an inseparable component of educational technology in higher education learning. it can make the students easier to study learning material, collaborate, and share creative ideas among students along with the development of technology and the internet (al-emran, elsherif, & shaalan, 2016). furthermore, sarrab, al-sihhi, al-mantahari, and bourdoucen (2018) also added that m-learning is a learning paradigm that utilizes developments from wireless and mobile technology to be applied in the learning process to develop student academic abilities through interactions between lecturers and students. the following are some of the things that make stem-based m-learning very important adopted from udell and woodill (2015): 1. m-learning makes users easier because it can be used every time and everywhere. mobile phones are now commonplace because almost every community, including students, has had a mobile phone for daily activities. therefore, the integration of m-learning in learning will be easier to implement. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 103 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2. mobile is global, which is easily accessible by anyone. ease of access to mobile phones increases the growth of mobile phone users in the world. currently, there are more than 6 billion mobile phone users worldwide. in a third of countries in the world, mobile phones are not only used as a learning medium but can also be used to control water or electricity infrastructure. 3. m-learning can increase productivity and performance in life. today, a successful business is not a widely known business by many people but more efficiently by developing business information through mobile learning, like adding a delivery feature to make it easier for consumers to get the goods they need. 4. m-learning can load more information. the information can be increased through mobile learning, and information packaged using mobile learning can be more accurate and efficient. 5. m-learning is contextual because, with m-learning, learning can take place instantly when people do other work. in contrast, e-learning must be prepared properly and takes more time since it has to do ilt (instructor-led training) in front of the computer. 6. m-learning is not too expensive, m-learning learning that does not require ilt (instructorled training) can support optimal time and cost-effectiveness because the costs to develop mlearning will be less than traditional learning or other learning. 7. m-learning is reusable; learning with m-learning can be accessed every time whenever the information is needed by the user. in addition, a type of m-learning learning media can be used by other users in the future so that no material is wasted or no longer used. 8. m-learning has high adaptability and speed, with well-designed mobile learning, the latest and updated information can be received quickly by users. it can be in notifications about the latest products or others obtained by simply updating the m-learning application. 9. m-learning can access the data updates easily, in traditional learning, training and learning are carried out directly and prepared in a definite time to be distributed to students. however, with mobile learning, updating and sharing information can be done by itself. 10. m-learning is convenient, unlike traditional learning that must be carried out in class with a definite schedule or e-learning with a personal computer, mobile learning is learning with convenience, so it can adjust to whenever the information is needed. stem stem which is an approach to learning that focuses on integrated content, involves practical work, uses innovative technological tools and procedures (brown, brown, reardon, & merrill, 2011). the stem approach used in this review is the integrated stem approach, which is an approach that integrates the four aspects of stem in one product or learning (ward, fitzallen, lyden, & panton, 2018). the integration of multimedia m-learning in the principles of the stem approach (science, technology, engineering, and mathematics) is a very comprehensive blend because it is by learning standards in the 21 st century. stem is an educational approach that integrates the fields of science, technology, engineering, and mathematics in one integrated unit to solve problems (breiner et al., 2012). then, learning carried out with the stem approach can increase interest in learning and improve student learning outcomes (becker & park., 2011). the following are the principles of the stem approach that will be integrated into the components and sub-components of them-learning multimedia development design model: a) science, science is knowledge and understanding of scientific concepts and processes aimed at decision making, increasing critical thinking skills, problem-solving abilities, scientific edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 104 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi investigation activities, and so on. concepts in science include biology, chemistry, physics, economics, and others. b) technology, principles that involve technology in learning or learning products aim to improve creativity, communication, collaboration, and critical thinking skills in finding strategies for developing and evaluating technology (zollman, 2012). the technology principle also demands novelty in the use of technology in learning. it is manifested in the form of designed, modeled, and developed from sources of knowledge so that it is more useful in learning (hasanah, 2020). c) engineering, engineering is a procedure for developing technology through the designing learning products process. the design process is carried out using a detailed sequence of scientific stages. in the development of learning products, activities related to engineering can be seen from the preparing product design activities, material preparation, and so on. d) mathematics, the mathematical principle applied in stem is the relation or relationship between the four stem principles themselves. furthermore, the ability to read, listen, think creatively, communicate, solve problems and develop ideas to find new products or new works is a manifestation of mathematical understanding. therefore, the principles of the stem approach are needed to achieve a balance in the development of 21 st century learning. science online learning online learning is included in distance learning. georgiev et al. (2004) explained that distance learning consists of e-learning and m-learning. several essential elements in online learning applications are technology, application models (synchronous and asynchronous), selection of material concepts, so they do not overlap. online learning is implemented during the covid-19 pandemic (singh & thurman, 2019). online learning is an alternative to learning during the covid19 pandemic. some of the advantages of online learning are that it can facilitate learning using short videos, digital learning materials, interactive assignments, discussion forums, and learning quizzes (sandars et al., 2020). online learning also requires several supporting things, such as a supportive learning environment, a particular curriculum, appropriate perspectives, interactions between students, professors, and students themselves, and not less essential is task-based learning (hunt & oyarzun, 2019). methodology the method used for literature studies was the analysis of several sources in the form of national and international reputable journals, relevant books, and social media regarding multimedia development design models for m-learning applications for science learning during the covid-19 pandemic. these data were primary, and literature search results were carried out through the web of sciences or google scholars. furthermore, relevant articles were also collected from several scientific databases such as science direct, elsevier, wiley, sage, taylor, and francis which have been indexed by scopus. the synthesis method was carried out in a literature study regarding a stem-based m-learning multimedia development design model concept. the main stage in this literature study was the conceptual development of a model. the development procedure used was the f2-o1-s1-a2 type with a comparison to the addie concept (branch, 2009). the model development procedure was as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 105 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi collecting and analyze data the collecting data process was by reviewing relevant literature related to theory. the data were obtained regarding the topic and problems of the literature study. analyzing the data obtained from the previous literature was carried out by linking the addie framework as a linear and complex framework for the construction of development design models. the data analysis process used development design matrices. the matrices consisted of three matrices, namely 1) the summary matrix of the components of the m-learning multimedia development design model, this matrix consists of the main components syntax of each existing m-learning development design model arranged by grouping in the addie component, 2). the matrix of the component analysis results of the m-learning multimedia development design model. this matrix consists of the main activities, elements, and the model separation based on the orientation of the learning or learning system, and 3). matrix for the formulation of components and sub-components of the analysis results of the m-learning multimedia development design model consisting of the proposed main components and subcomponents. coming up with a model idea generating model ideas by relating the procedural model components related to the main elements as a single process that has been previously analyzed. at this stage, there are two matrices used, namely, matrix 4 consisting of the formulation of components and sub-components by integrating the principles of the stem approach. furthermore, matrix 5, which is the development of components and main sub-components from the previous summary and analysis results, can be used as components and sub-components of the stem-based m-learning multimedia development design model. these components and sub-components have novelty values or the result of adaptation from previous ones. describing the model creating a conceptual model through a flow diagram where the processes are interrelated according to the components that have been prepared previously. the conceptual model is then described according to its stages. in the last stage, there is a matrix consisting of syntax sequences, primary components, and main sub-components of the compiled stem-based multimedia m learning development design model. the development design model is then described in a diagram along with the description of its syntax. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 106 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi model development type f2-o1-s1-a2 1. determining the data source 2. collecting data 3. analyzing data matrix 1 the matrix comprises of component summary of the mlearning multimedia development design model 4. generating model ideas matrix 2 matrix of component analysis results of m-learning multimedia development design model matrix 3 the matrix for the formulation of components and subcomponents from the analysis of the m-learning multimedia development design model matrix 4 the matrix of the formulation of components and subcomponents of the stem-based m-learning multimedia development design model matrix 5 matrix of component and sub-component development of stem-based m-learning multimedia development design model 5. describing the model matrix 6 syntax sequence matrix and components of the stembased m-learning multimedia development design model the development design model is then described in the following flowchart: figure 1. flowchart of stem based m-learning multimedia development design model edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 107 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi findings and discussion the design model for developing stem-based m-learning multimedia is carried out using matrices according to the stages of development of the f2-o1-s1-a2 type model, as follows. table 1. the summary matrix of m-learning multimedia development design model components development design model main component of development design model grouping into addie components rudric & cluric problem solving model read & think analysis explore & plan design select a strategy find an answer reflect & extend evaluation r2d2 model recursive evaluation reflective design design development development ades analysis analysis development development evaluation evaluation solution waterfall model requirements definition analysis system and software design design implementation and unit testing developing & implementation integration and system testing operation and maintenance 4d define analysis design design development development dan implementation disseminate table 2. the matrix of component analysis results of m-learning multimedia development design model main activity main element m-learning multimedia development design model system oriented learning oriented r2d2 (social & behavioral sciences, 2013) (1) ades (computers & education,2015) (2) waterfall (jurnal pendidikan ipa,2017) (3) 4d (jurnal pendidikan ipa indonesia,2016) (4) rudric & cluric (social & behavioral sciences, 2015) (5) analysis student needs for mlearning gather necessary information analyze problems from various aspects analyze the needs of students and teachers gather information through questions determining the purpose of creating elaborating material related to the analyze problems on certain materials edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 108 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi multimedia m-learning and content analysis developed topic design determine the type and criteria of m-learning explore and plan the right m-learning multimedia design explore and plan the right m-learning multimedia design designing m-learning storyboards and mlearning validation instruments integrating the principles of the stem approach setting up software designing instruments for review by material and media experts choosing strategies and solutions related to multimedia mlearning development adding materials, images, animations and other supporting materials developing m-learning products developing mlearning multimedia developing m-learning by integrating the system prepare storyboards and flowcharts validating multimedia display and m-learning content conduct expert reviews and feedback from users conduct material and media expert reviews conduct material and media expert reviews, individual and field trials and validity tests through dissemination implementati on/ evaluation conduct reviews and evaluations recheck changes from each stage if needed conduct field tests, test expert opinions and evaluate usage doing maintenance reviewing and reflecting on mlearning and the results of its implementation make repairs recursively make improvements based on expert opinions make improvements after material and media expert reviews, individual and field trials and validity tests through dissemination edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 109 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 3. the matrix for formulating components and sub-components resulting from component analysis of the m learning multimedia development design model main activity main element (1) proposed main components (2) proposed main sub component (3) analysis student needs for m-learning analyze student needs identifying learning problems related to mlearning needs analyzing the characteristics of students identifying student abilities identifying student learning styles and student learning interests determining the purpose of creating multimedia mlearning and content analysis analyze material content identify material that is difficult for students to understand analyzing the availability of m-learning multimedia support facilities analyze internet availability identify the availability of students' smartphones analyzing the type of smartphone of students develop goals for making m-learning multimedia and create learning goals formulating the purpose of making mlearning multimedia according to the results of the previous analysis of student needs and making learning objectives design determine the types and criteria of mlearning determining the concept of m-learning determine which software to use choose the type of m-learning based on multimedia or games designing mlearning storyboards and m-learning validation instruments designing m-learning storyboards and selecting m-learning validation instruments develop a framework for m-learning storyboards and a grid of validation instruments and user testing instruments develop storyboards and instruments integrating stem learning principles define stem principles related to multimedia mlearning applying stem principles adapted from stem skills such as: adaptability, complex, consistent and critical in m-learning design in the form of interactive menus or buttons and others. development adding materials, images, animations and other support collecting materials and supports develop m-learning with the integration of materials and supporting facilities such as animation, video and so on. integrating menus containing e-books, online discussion forum menus, as well as menus for online learning media, such as blogs or websites and youtube. checking m-learning validating multimedia display and m-learning content conduct material and media expert tests as well as user trials validating m-learning with material and media expert tests conducting trials of m-learning users (students) implementation/ evaluation conduct reviews and evaluations reviewing and reflecting on m-learning reviewing m-learning according to the results of material, media and user trials make repairs recursively recheck changes from each stage if needed ensure that the repairs made have been optimal. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 110 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. matrix for formulating components and sub components by integrating stem principles proposed main components (1) proposed main sub component (2) stem principles science (3) technology (4) engineering (5) math (6) analyze student needs identifying learning problems related to mlearning needs √ √ √ analyzing the characteristics of students identifying the ability of students √ identifying students' learning styles and students' learning interests √ √ analyze material content identify material that is difficult for students to understand √ analyzing the availability of mlearning multimedia support facilities analyze internet availability √ identify the availability of students' smartphones √ analyzing the type of smartphone of students √ develop the purpose of making multimedia mlearning formulating the purpose of making mlearning multimedia √ √ √ determining the concept of m-learning determine which software to use √ √ choose the type of m-learning based on multimedia or games √ √ designing m-learning storyboards and selecting m-learning validation instruments develop a framework for m-learning storyboards and a grid of validation instruments and user testing instruments √ √ √ develop storyboards and instruments √ √ √ define stem principles related to multimedia m-learning applying stem principles adapted from stem skills such as: adaptability, complex, consistent and critical in m-learning design in the form of interactive menus or buttons and others. √ √ √ √ prepare materials and supports develop m-learning with the integration of materials and supporting facilities such as animation, video and so on. √ √ √ √ integrating menus containing e-books, online discussion forum menus, as well as menus for online learning media, such as blogs or websites and youtube. √ √ √ √ checking m-learning √ testing material and media experts and users validating m-learning with material and media expert tests √ √ √ conducting trials of m-learning users (students) √ √ √ reviewing and reflecting on mlearning reviewing m-learning according to the results of material, media and user trials √ √ √ √ recheck changes from each stage if needed ensure that the repairs made have been optimal. √ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 111 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. the matrix for the development of stem-based m-learning multimedia development design components for science online learning no. main component (1) sub-component design development media developed (2) output/ adaptation (3) new (4) 1 needs analysis identify problems √ identifying needs √ 2 analyze students analyzing the characteristics of students √ analyzing the abilities and interests of students √ 3 content/material analysis identify the material, kd, ki and learning objectives that will be developed √ 4 analyzing the availability of learning technology facilities analyze internet availability √ identify the availability and types of students' smartphones √ 5 determining the concept of m-learning determine the type of software √ choose the type of m-learning √ 6 design storyboards and instruments develop a storyboard framework and a grid of validation and test instruments √ designing storyboards with integration of stem principles √ 7 developing m-learning integrating materials and support in m-learning design √ integrating menus containing ebooks, online discussion forum menus and online media menus √ validating m-learning material and media experts √ perform user trials √ 8 do a review and reflection reviewing the results of expert validation and user trial results √ make repairs recursively √ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 112 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 6. the sequence matrix of the basic components of the stem-based m-learning multimedia development design model for science online learning (acddr model) no basic components main component (1) sub component (2) 1 analysis 1.1 needs analysis identifying the problem identifying needs 1.2 students analysis 1.2.1 analyzing the characteristics of students 1.2.2 analyzing the abilities and interests of students 1.3 content/material analysis 1.3.1 identify the material, kd, ki and learning objectives that will be developed 1.4 analyzing the availability of learning technology facilities 1.4.1 analyze internet availability 1.4.2 identify the availability and types of students' smartphones 2 concepting 2.1 determining the concept of m-learning 2.1.1 determine the type of software 2.1.2 choose the type of m-learning choose the type of m-learning 3 design 3.1 design storyboards and instruments 3.1.1 develop a storyboard framework and a grid of expert validation instruments and user trials 3.1.2 designing storyboards with integration of stem principles 4 development 4.1 developing m-learning multimedia 4.1.1 integrating materials and support in mlearning design 4.1.2 integrating menus containing e-books, online discussion forum menus and online media menus 4.1.3 validating material and media experts 4.1.4 perform user trials 5 review 5.1 do a review and reflection 5.1 conduct a thorough review 5.2 make repairs recursively the stem-based multimedia m-learning development design model for science online learning has been designed starting from components and sub-components, and also practical explanations. then, these components and sub-components are narrowed down into several primary syntaxes so that they are easier for users to understand by users of the stem-based mlearning multimedia development design model for science online learning. the stem-based multimedia m-learning development design model for science online learning is grouped into five primary syntaxes, abbreviated as the acddr (analysis, concepting, design, development, and review) model. the name of the acddr model is taken from the first letter of each syntax to make it easier to pronounce. the following is a chart and explanation of the acddr model. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 113 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2. acddr framework the acddr model consists of 5 syntaxes. first, synthesis analysis is the process of analyzing the components of the object of research and development of multimedia m-learning to obtain a strong, precise, scientific, and renewable basis. they consist of needs analysis, student analysis, content/material analysis, and analysis of the availability of learning technology facilities. second, concepting syntax is the stage of determining the concept of multimedia mlearning. concepting is done by adjusting the results of the first syntax, namely analysis. an essential aspect of this syntax is the type of multimedia mlearning to be designed determination. designing, syntax design is the process of designing a multimedia m-learning framework. the main aspects that need to be designed consist of designing storyboards and instruments. the storyboard is a reference for m-learning multimedia products development and instruments designed to be used in expert validation and user trials later. fourth, syntax development is a core stage consisting of the development of multimedia mlearning with the integration of materials, images, menus and other support based on the principles of the stem approach. the next development stage is expert validation and user trials to see the response and feasibility of m-learning multimedia products. fifth, syntax review is the completely reviewing process of the development stages from start to finish using a separate review framework. in addition, the steps taken from each syntax are the reflection. reflection is carried out if some aspects need to be recursively revised at each stage. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 114 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research on the design model for developing stem-based multimedia m-learning for science online learning has contributed to the latest procedural model specifically for developing multimedia m-learning that is currently the main alternative in online learning (joosten & cusatis, the model is shortened to the acddr model (analysis, concepting, design, development, 2020). and review). based on the results of critical analysis accompanied by a matrix, two new basic components are obtained which are called new invented components. the newly invented components consist of concepting and review components. the concepting component is a component found by the author and not adopted from previous models. this component aims to determine the right solution based on the results of the component analysis field. determining the type and software of multimedia m-learning is the primary and essential thing in this component. the second newest component is a formative and recursive review. a formative review is carried out at the end of the entire component stage, while a recursive review is to re-check the internal results of each component before proceeding to the next component. the recursive component was adopted from the r2d2 model (jumaat & tasir, 2013) which was then combined with the previous formative review. the acddr model has also been developed with holistic integration of the principles (holistic stem integration). the principles of science, technology, engineering, and mathematics ( are manifested in the components and sub-components of the ward et al., 2018) acddr model that have been clearly explained in the previous fifth matrix. the acddr model was compiled based on the criteria of the m-learning multimedia development design model adopted from the first criterion, van merriënboer and kester (2014). the acddr model has been compiled based on the elements of the designer's cognitive architecture in the form of a combination of ideas and creativity of the designer on the concept design and the m-learning multimedia matrix. the second criterion is that the acddr model has been prepared by the multimedia m-learning principles adopted from mayer (2009) in the form of sub-components for each component. the third criterion, the acddr model has been goaloriented to serve as a guide and facilitate the production of stem-based m-learning multimedia. the fourth criterion is that the acddr model is efficient because it consists of linear and detailed components, so the acddr model is more focused on m-learning. the fifth criterion is that the acddr model is attractive because the acddr model was developed by integrating stem principles, so it becomes a separate value-added and is different from previous m-learning multimedia development design models. the acddr model that has been designed belongs to the type of procedural diagrammatic-narrative model. the acddr model is equipped with a separate diagram or model framework which explains each component. the acddr model was obtained from the theories of the existing m-learning multimedia development design model. the acddr model is linear and detailed and forms a detailed sequence. conclusion the acddr model developed with type f2-o1-s1-a2 using six types of analysis can provide new references and references to the stem-based m-learning multimedia development design model for science learning and other learning. then, it is suggested to do model validation and then proceed with the acddr model application in the field to determine the effectiveness and practicality of the model. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 115 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references al-emran, m., elsherif, h, m., & shaalan, k. (2016). investigating attitudes towards the use of mobile learning in higher education. computers in human behavior, 56, 93-102. aman, prasojo, d. l., sofwan, m., mukminin, a., habibi, a., & yaqin, l. n. (2020). factors affecting indonesian pre-service teachers’ use of m-lms: a mix method study. international journal of interactive mobile technologies (ijim), 14(6), 137-147. becker, k., & park, k. (2011). effects of integrative approaches among science, technology, engineering, and mathematics (stem) subjects on students’ learning: a preliminary metaanalysis. journal of stem education, 12(5), 23-37. branch, r. m. (2009). instructional design: the addie approach. usa: springer. breiner, j. m., harkness, s.s., johnson, c. c., & koehler, c. m. (2012). what is stem? a discussion about conceptions of stem in education and partnerships. school science and mathematics, 112(1), 3-11. brown, r., brown, j., reardon, k., & merrill, c. (2011). understanding stem: current perceptions. technology and engineering teacher, 70(6), 1-5. el-hussein, m. o. m., & cronje, j. c. (2010). defining mobile learning in the higher education landscape. journal of educational technology & society, 13(3), 12-21. georgiev, t., georgieva, e., & smrikarov, a. (2004). m-learning-a new stage of e-learning. in international conference on computer systems and technologies-compsystech, 4(28), 1-4. hasanah, u. (2020). key definitions of stem education: literature review. interdisciplinary journal of environmental and science education, 16(3), 1-7. hunt, b. d., & oyarzun, b. (2019). online learning perspectives of native american students. journal of educational technology systems, 48(3), 321–334. jazuli, m., azizah, l. f., & meita, n. m. (2017). (development of android-based electronic teaching materials as interactive media). lensa (lentera sains): jurnal pendidikan ipa, 7(2), 4765. joosten, t., & cusatis, r. (2020). online learning readiness. american journal of distance education, 34(3), 1-14. jumaat, n. f., & tasir, z. (2013). integrating project-based learning environment into the design and development of mobile apps for learning 2d-animation. procedia-social and behavioral sciences, 103, 526-533. kemendikbud, (2020). pencegahan penyebaran corona virus disease (covid-19) di perguruan tinggi. jakarta: kemendikbud. kim, t. h., & jin, s. h. (2015). development of auditory design guidelines for improving learning on mobile phones. computers & education, 91, 60-72. korucu, a. t., & alkan, a. (2011). differences between m-learning (mobile learning) and e learning, basic terminology, and usage of m-learning in education. procedia-social and behavioral sciences, 15, 1925-1930. larionova, v., brown, k., bystrova, t., & sinitsyn, e. (2018). russian perspectives of online learning technologies in higher education: an empirical study of a mooc. research in comparative & international education, 13(1), 70-91. mahazir, i. i., norazah, m. n., rosseni, d., arif, a. a., & ridzwan, c. r. (2015). design and development performance-based into mobile learning for tvet. procedia-social and behavioral sciences, 174, 1764-1770. mayer, r. e. (2009). multimedia learning principles and applications. yogyakarta: pustaka pelajar. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 116 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi muhaimin, habibi, a., mukminin, a., pratama, r., asrial, & harja, h. (2019). predicting factors affecting intention to use web 2.0 in learning: evidence from science education. journal of baltic science education, 18(4), 595-606. doi:10.33225/jbse/19.18.595 muhaimin, m., habibi, a., mukminin, a., saudagar, f., pratama, r., wahyuni, s., sadikin, a., indrayana, b. (2019). a sequential explanatory investigation of tpack: indonesian science teachers' survey and perspective. journal of technology and science education, 9(3), 269-281. doi:10.3926/jotse.662 mukminin, a., habibi, a., muhaimin, & prasojo, l. d. (2020). exploring the drivers predicting behavioral intention to use m-learning management system: partial least square structural equation model. ieee access, 10.1109/access.2020.3028474 mukminin, a., habibi, a., fridiyanto, (2020). technology in the classroom: efl teachers'technological pedagogical and content knowledge | tehnologija u razredu: tehnološka pedagoška i sadržajna znanja učitelja efl-a. informatologia, 53(1-2), pp. 24-36. nazir, m. j., rizvi, a. h., & pujeri, r. v. (2012). skill development in multimedia based learning environment in higher education: an operational model. international journal of information and communication technology research, 2(11), 820-828. peters, k. (2007). m-learning: positioning educators for a mobile, connected future. the international review of research in open and distributed learning, 8(2), 114-132. prasojo, d. l., habibi, a., mukminin,a., sofyan, indrayana, b., & anwar, k. (2020). factors influencing intention to use web 2.0 in indonesian vocational high schools. international journal of emerging technologies in learning (ijet), 15(5), 100-118. prasojo, l. d., habibi, a., yaakob, m. f. m., mukminin, a., haswindy, s., & sofwan, m. (2019). an explanatory sequential study on indonesian principals' perceptions on ict integration barriers. electronic journal of e-learning, 17(1), 1-10. prasojo, l. d., mukminin, a., habibi, a., marzulina, l., sirozi, m., & harto, k. (2018). learning to teach in a digital age: ict integration and efl student teachers' teaching practices. teaching english with technology, 18(3), 18-32. sandars, j., correia, r., dankbaar, m., de jong, p., goh, p. s., hege, i., ... & pusic, m. (2020). twelve tips for rapidly migrating to online learning during the covid-19 pandemic. mededpublish, 9(1), 1-14. sarrab, m., al-sihhi, h., al-mantahari, b., & bourdoucen, h. (2018). toward educational requirements model for mobile learning development and adoption in higher education. tech trends, 62(6), 635-646. singh, v., & thurman, a. (2019). how many ways can we define online learning? a systematic literature review of definitions of online learning (1988-2018). american journal of distance education, 33(4), 289-306. sofwan, m., pratama, r., muhaimin,m., yusnaidar,y., mukminin, a., & habibi, a.(2021).contribution of technology innovation acceptance and organizational innovation climate on innovative teaching behavior with ict in indonesian education. qwerty, 16(1), 3357. taufiq, m., amalia, a. v., parmin, p., & leviana, a. (2016). design of science mobile learning of eclipse phenomena with conservation insight android-based app inventor 2. jurnal pendidikan ipa indonesia, 5(2), 291-298. trifonova, a., & ronchetti, m. (eds). (2004). proceeding of the ieee international conference on advanced learning technologies (icalt 04), ieee. https://ieeexplore.ieee.org/abstract/document/1357368 https://doi.org/10.1109/access.2020.3028474 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57211188169 https://ieeexplore.ieee.org/abstract/document/1357368 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 117 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi udell, c., & woodill, g. (2015). mastering mobile learning: tips and techniques for success. new jersey: john wiley & sons, inc. van merriënboer, j. j. g., & kester, l. (2014). the four-component instructional design model: multimedia principles in environments for complex learning. cambridge university press. https://doi.org/10.1017/cbo9781139547369.007 ward, l., fitzallen, n., lyden, s., & panton, l. (eds). (2018). proceeding of the 5 th international in education conference. integrated education for the real world. zollman, a. (2012). learning for stem literacy: stem literacy for learning. school science and mathematics, 112(1), 12-19. https://psycnet.apa.org/doi/10.1017/cbo9781139547369.007 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 214 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning styles and english proficiency of undergraduate efl students at one state islamic university in sumatera, indonesia lenny marzulina lennymarzulina@gmail.com state islamic university of raden fatah, palembang nova lingga pitaloka novalinggapitaloka@gmail.com state islamic university of raden fatah, palembang aren dwi yolanda arenyolanda@gmail.com an english private teacher at palembang, south sumatera abstract this study investigated (1) the correlation between each learning style and english proficiency, and investigated (2) the influence of each learning style to english proficiency of undergraduate efl students of one state islamic university in sumatera, indonesia. the study was in the form of correlational research method. the population of the study was 537 active efl students. by using purposive sampling technique, there were 82 students involved as participants. the data were gained by using two instruments: barsch learning styles questionnaire and toefl prediction test. the result showed that 1) 34.0% of students preferred in visual learning style, 43% of students preferred in auditory learning style, and 23% of students preferred in kinesthetic learning style. 2) the coefficient correlation between visual learning style preference and english proficiency with r-obtained was (0.430). it was higher than r-table (.2565), then ha1 was accepted and ho1 was rejected. it indicated that there was a significant correlation between visual learning styles and their english proficiency. 3) the coefficient correlation between auditory learning style and english proficiency was (0.2565). it was lower than r-table (.2565), then ho2 was accepted and ha2 was rejected. 4) the coefficient correlation between kinesthetic learning styles and english proficiency was (-0.166). it was lower than r-table (.2565), then ho3 was accepted, and ha3 was rejected. it showed that there was no significant correlation between kinesthetic learning style and english proficiency of efl students. besides, there was also a significant influence of visual learning style on english proficiency with 18.5% contributions. keywords: efl students, english proficiency, learning styles manuscript submitted: march 9, 2019 manuscript revised: april 3, 2019 accepted for publication: may 16, 2019 introduction english plays an important role in our everyday life. it is known that english is an international language since it has been largely spoken among foreign language speakers. algeo (2010) states it has become the most widespread languages in the world, used by more people for mailto:lennymarzulina@gmail.com mailto:novalinggapitaloka@gmail.com mailto:arenyolanda@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 215 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi more purposes than any other language on earth. moreover, jackson and stockwell argue english is used in every corner of the world as a medium to interact among people (as cited in abrar, mukminin, habibi, asyafi, makmur, & marzulina, 2018, p.129). in brief, the popularity of english makes english legal for every aspect in communication. in relation to education, english language proficiency will affect students‟ learning ability, which may impact their academic success. in addition, aina, ogundele, and olanipekun (2013) argue when students‟ proficiency in english language is high, it will definitely affect and improve the academic performance of such student. nevertheless, where the proficiency in english is lacking in any academic setting, it will definitely lower the academic performance of such students. in brief, the accomplishment of learning process will be influenced by english proficiency. the unsatisfying result of indonesian people‟s proficiency can be affected by many factors; one of them is learning style. oxford (2003) believes that learning styles is one of the main factors that help determine how well the students learn a second or foreign language. it can influence their achievement in language skills, speaking, listening, reading, and writing. acoording to othman and amiruddin (2010), learning styles are styles or individual learning techniques that act with its environment, to process, to interpret, and to obtain information, experiences or desirable skills, speaking, writing, reading, and listening. in addition, brown (2007) states that the enormous task of learning a second language, one so deeply involves affective factors, a study of learning style brings important variables to the forefront. in order to achieve the ultimate goal of student learning, it is important to use a combination of teaching methods and to make the classroom environment as stimulating and interactive as possible. students have their own ways to learn. some students are visual learners, while others are auditory or kinaesthetic learners. visual learners learn visually by means of charts, graphs, and pictures. auditory learners learn by listening to lectures and reading. according to gilakjani (2012), kinesthetic learners learn by doing. students can prefer one, two, or three learning styles. because of these different learning styles, it is important for teachers to incorporate their curriculum activities related to each of these learning styles so that all students are able to succeed in their classes. while we use all of our senses to take in information, we seem to have preferences in how we learn best. in order to help all students to learn, we need to teach to as many of these preferences as possible. based on our preliminary study, it was found that there were various problems found in english education study program of one state islamic university in sumatera. first of all, based on my informal interview with undergraduate efl students of one state islamic university in sumatera, it was found that some of them were not satisfied with their english proficiency proven by toefl scores. from the score of toefl test for the requirements of the seminar on research proposal, it was found that some of the undergraduate efl students of one state islamic university in sumatera got difficulties to get the score more than 450. they admitted that they learned in different ways but they did not know what learning styles they actually used to learn. thus, an investigation on the link between their learning styles and english proficiency was used to conduct. this study is similar to a study conducted by gappy (2013) who found that there was no significant effect of gender, age and academic program on the learning style preferences of the students. based on the result of the study, there was no significant correlation between the academic achievement and the learning style preferences of the students. furthermore, vaishnav (2013) examined a research whose objectives were to know the types of learning style prevalent among secondary school students. she found out that the three variables, visual, auditory and kinesthetic, gave significant influence on academic achievement. the findings from the previous studies take an important role in designing this research. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 216 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review concept of learning styles the term of style refers to consistent and rather enduring tendencies or preferences within an individual. according to brown (2007), styles are those general characteristics of intellectual that differentiate an individual to the other. therefore, styles are the things that make differentiate between one individual to the other. supporting this statement pritchard (2009) emphasizes that each individual will adopt an approach to learning with which they are most comfortable. it is helpful for learners if they are aware of their own particular learning preferences in order that they can use an appropriate learning style to suit the particular learning that is being undertaken and take opportunities to improve their potential for learning when faced with a learning activity that might steer them towards one of their „weaker‟– or at least one of their less favored – styles. the above definitions asserted that learning styles have some characteristics; each learner has a preferred way of learning. understanding this idea includes realizing that it is misleading to limit a person‟s learning style to only one certain type or category. šabatová (2008) states that human beings naturally possess different learning styles, and are capable of learning in almost any styles. however, they adopt the one which they feel most comfortable with. according to pritchard (2009), the terms "approach‟, "way‟ and "preference‟ have been used to refer to environmental, affective and physical conditions under which a student is likely to learn. in brief, every people have a particular learning style, but there is a possibility that someone is capable to have more than one learning styles, even all. kinds of learning styles according to gilakjani (2012), there are three main learning styles namely, visual, auditory, and kinesthetic. 1. visual brown (2007) states that visual learners tend to prefer reading and studying charts, drawings, and other graphic information. according to tuan (2011), visual learners will be able to recall what they see and will prefer written instructions. these students are sight readers who enjoy reading silently. they prefer to process and learn information in visual forms such as pictures, charts, or other printed information, such as lists or paragraphs. they learn and remember best by seeing and visualizing information. therefore, the visual learner will achieve the best achievement when they can maximize their eye skill. according to wong (2010), there are additional characteristics of visual learners, first, students can easily recall information in the form of numbers, words, phrases, or sentences; second, they have strong visualization or visual memory skills and can look up (often up to the left) and “see” information; third, they make “movies in their minds” of information they are reading, the last they have strong visual-spatial skills that involve sizes, shapes, textures, angles, and dimensions. 2. auditory auditory learners prefer listening to lectures and audiotapes. al-hebaishi (2012) said “learner with an auditory style will prefer to use their hearing to learn” (p. 512). according to rohliah (2015), they listen to a lecture about a certain topic rather than to read about it, talk about material with other or through “self-talk”. they like sequence, repetition and summary, and when recalling memories tend to tilt their head and use level eye movements (pritchard, 2009, p. 44). wong (2010) added there are additional characteristics of auditory learners. these learners can accurately remember details of information heard in conversations or lectures, have strong language skills, well-developed vocabularies, and an appreciation of words, have strong issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 217 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi oral communication skills and are articulate, have “finely tuned ears” and may find learning a foreign language relatively easy, hear tones, rhythms, and notes of music, and often excel in areas of music and have keen auditory memories. 3. kinesthetic kinesthetic learners will show a preference for demonstrations and physical activity involving bodily movement. they are the movers of the educational world. in this type, learners do best while touching and moving. they need to walk around or stand up while working. they enjoy physical activities, field trips, manipulating objects and hands-on experiences. according to al-hebaishi (2012), all kinesthetic learners need to interact with learning materials and resources. they tend to lose concentration if there is little or no external stimulation or movement. when listening to lectures they might want to take notes for the sake on the hand. when reading, they like scan the material first, and then focus on the details. in line with pritchard (2009), they typically use color highlighters and takes notes by drawing pictures, diagrams, or doodling. according to wong (2010), there are additional characteristics of kinesthetic learners. (1) they learn best by doing or manipulating physical objects and engaging in “hands on” learning; (2) they learn well through movement, such as working at large charts, role-playing, or dancing; (3) they learn well in activities that involve performing (athletes, actors, dancers); (4) they work well with their hands in areas such as repair work, sculpting, or art; (5) they are well coordinated, with a strong sense of timing and body movements, and (6) they are often wiggle, tap their feet, or move their legs when they sit. in addition, based on fleming (2012), he believes that the kinesthetic learners should do the following activities; first, use real life examples, applications and case studies in your summary to help with abstract concepts second, redo lab experiments or projects, and the last utilize pictures and photographs that illustrate your idea. the importance of learning styles learning style is important for many reasons. gilakjani (2012) states that learning style has three vital ones. first of all, people‟s learning styles will vary because everyone is different from one another naturally. secondly, it offers the opportunity to teach by using a wide range of methods in an effective way. sticking to just one model unthinkingly will create a monotonous learning environment, so not everyone will enjoy the lesson. in other words, learning and teaching will be just words and not rooted in reality. thirdly, people can manage many things in education and communication if they really recognize the groups they are called to. according to coffield, moseley, hall, and eccleston (2004), people may not know every detail; however, being aware of the students‟ learning styles, psychological qualities and motivational differences will be helpful to regulate the lessons appropriately and according to the conditions. the advantage of identifying learning styles according to gilakjani (2012), it is important that individuals receive education in areas suitable for their learning styles. students who are educated in an area having no relationship to their learning style may lack confidence, they could be less successful. as the result, they become frustrated. knowledge of learning style also provides information to the students as to why they have learnt in a different way than others. it helps to control the process of learning. it is vital because one of the most important signals in learning is to learn to be autonomous, that is, for the individuals to take responsibility for their own learning. because of this, they should know what learning style is. this has to be part of the learning process to enable the individual to obtain knowledge, which constantly shifts and changes, without any help from others. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 218 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi english proficiency language proficiency is the language ability or ability in language use. wong (2010) defines language proficiency as learners‟ communication of information, ideas and concepts necessary for academic success in the content area of social studies. proficiency refers to the degree of skill with which a person can use a language. proficiency may be measure through the use of proficiency test that organised basically into listening, reading, writing and speaking skills proficiency goals include general competence, mastery of the four skills or mastery of specific language behaviours. in addition, aydogan and akbarov explain that the four basic skills are related to each other by two parameters: the mode of communication: oral or written and the direction of communication: receiving or producing the message (as cited in saputra & marzulina, 2015, p.5). 1. listening proficiency one of receiving skill is listening. patricia says listening is the process of listening and understanding what speaker said (as cited in herlina, 2015, p.55). also, rost argues that developing proficiency in listening is a key of achieving proficiency in speaking. not surprisingly, listening has a critical priority among the four skill areas for language students (as cited in afriani, 2017, p.115). having good mastery in listening skill is the fundamental for everybody to communicate in daily activity. 2. reading proficiency reading is receiving skill in english learning. the ability to read proficiently is a fundamental skill that affects the learning experiences and school performance of children and adolescents. according to tadros (2014), reading proficiency requires that students be able to identify the words on the page accurately that they have enough knowledge and thinking ability to understand the words, sentences, and paragraph. 3. writing proficiency writing is the productive skill in the written mode. according to pasand and haghi, it is one the most important skills in learning a foreign language the nature of which has become clearer nowadays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects (as cited in saputra & marzulina, 2015). habibi, wachyuni & husni 2017) added that the writer didn‟t only need to know the process of writing but also needed to apply these processes to the works. it would help the writer to organize idea logically. 4. speaking proficiency the spoken productive language skill is called speaking. richard and renandya state that speaking is one of the central elements of communication and used for many different purposes: (1) it can be used as a casual conversation, for example may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of time with friends; (2) it can be used to engage in discussion with someone like may be to seek or express opinions, to persuade someone about something or to clarify information (as cited in herlina & holandyah, 2016). according to kalanzeda, mahnegar, hassannejad, and bakhtiarvand, by speaking, people can convey information, ideas, and maintain social relationship in communicating with others (as cited in gunawan, 2017). in brief, speaking proficiency is the ability to perform linguistic knowledge in actual communication. it is the ability to express idea, feeling, thought and need orally. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 219 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methods research design correlational research was used in conducting this study. creswell (2012) says that correlational designs provide an opportunity to predict scores and explain the relationship among variables. there is correlation coefficient, which is a numerical index that provides information about the strength and direction of the relationship between two variables. it provides information how variables are associated. research site and participants the population of this study was all the active students of english education study program of one state islamic university in sumatera. fraenkel, wallen, and hyun (2012) say that population is the larger group to which one hopes to apply the results. the distribution of population of the study could be seen below: table 1. distribution of population no semester number of students 1 ii 115 2 iv 134 3 vi 108 4 viii 102 5 x 78 total 537 note. english education study program of one state islamic university in south sumatera purposive sampling method was used in this study. according to creswell (2005), purposive samping is when the researchers select individuals and sites to learn and understand about the topic whether they are information rich. purposive sampling was used because of some purposes to know the students‟ essay writing ability, a group of students who had already taken the essay writing courses from the population were considered as the sample. nonetheless, most of the ninth semester and seventh semester students had already finished all of the lectures in the class and they were currently working with their thesis and teaching practice. it was quite difficult for us to collect the data from them. also for the third semester students, they could not be as the sample because they were still learning essay writing course. thus, we chose the fifth semester students as sample of this study. not only because they had already taken essay writing course, but also because based on preliminary study, we found problems in the fifth semester students about their essay writing. thus, the samples of this research were all of the active students in the fifth semester. the distribution of the sample was as follows. table 2. distribution of sample class number of students a b c d 28 30 25 29 total 108 note. english education study program of one state islamic university in south sumatera. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 220 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection and analysis there were two kinds of instruments used to collect the data: questionnaire and the student‟s result of toefl test. barsch learning style inventory (blsi) from barsch (1996) was used as the instrument to identify the preferred learning style of students. blsi is self-reporting instrument that provides the high school or college-level student with an indication of the relative strengths and weaknesses in learning through different sensory channels: visual, auditory, and kinesthetic. it was a simple and convenient set of 24 likert-scale questions which took approximately 10-15 minutes to complete. there were 24 statements each of which were assigned scores: five (5) points for often true, three (3) points for sometimes true and one (1) point for seldom preferred. then, the student‟s english proficiency was the student‟s competence in english language which was measured by using toefl prediction test. the data were collected from toefl test, in term of paper-based test. it consisted of 140 questions. there were two kinds of instruments used to collect the data, questionnaire of learning styles and student‟s result of toefl test divided into 3 sections, first section was listening consisting 50 questions, second section was structure consisting 40 questions, and the last was reading section consisting 50 questions, and the time allocation is about 2 hours. validiy and reliability before the instruments were given to the sample, the test must be valid. fraenkel et al. (2012) state that validity refers to the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher makes. the two variables of this study used content validity to valid the instrument. instrument test can be designed by the researcher or they can take based on some ready-made index including the fact of these have been validated and tested for reliability. barsch learning styles inventory was adopted in this study. the 24 items were piloted with one hundred iranian efl fist year undergraduate students majoring in english language. the result of the pilot study indicated that the questionnaire enjoyed acceptable validity, with kaiser-meyer-olkin (kmo) measure of sampling adequacy being 0.71. for test, toefl prediction test was used. toefl test is international instrument commonly used to measure the ability of english speakers or learners of english by institution like senior high school or university. richards and schmidt emphasize that “toefl test was considered valid if it measured students‟ language proficiency. in learning language, students‟ proficiency is regarded as the degree of skill with which a person can use a language, such as how well a person can read, write, speak, or understand language” (as cited in liskinasih, 2016, p. 137). next, reliability refers to the consistency of scores or answers from one administration of an instrument to another, and from one set of items to another (fraenkel et al., 2012). further, to get the reliability of the questionnaire, internal consistency was used and analyzed by using alpha cronbach in spss bersion 23. fraenkel, wallen, and hyun (2012) state that to decide is the questionnaire was reliable, the coefficient should be at least 0.70, preferably higher. further reliability analysis from mutua (2015) indicated scale reliabilities were found to be 0.862. since the coefficient should be at least 0.7, the questionnaire was reliable. in addition, according to richards and schmidt, “toefl test was considered reliable if it measured students‟ language proficiency. in learning language, students‟ proficiency is regarded as the degree of skill with which a person can use a language, such as how well a person can read, write, speak, or understand language” (as cited in liskinasih, 2016, p. 137). instrument analysis the instrument of learning styles questionnaire and toefl test were analyzed in order to gain the data of the study. the questionnaire consisted of 24 items based on four sources of learning styles and the time to answer the questionnaire was 10 minutes. this questionnaire used likert-type scale and the response option was a value of 5 points for often true, 3 points for issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 221 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi sometimes true, and 1 point for seldom preferred. then, the style which had the best score was decided as the student‟s actual learning style. then, the students‟ types of learning styles were classified into description statistic and data frequency. then, the scores results were classified. the toefl test was scored on a scale of 217 to 677 point. score of toefl prediction test was used as the data of students english proficiency. then, the students‟ types of learning styles were classified into description statistic and data frequency. findings the result of students’ learning styles the total active students in the fifth semester of english education study program were 108 students. however, 82 students participated in this study; the other students were not available to be participants when we were conducting this study. learning style questionnaire by barsch learning style inventory (blsi) from barsch (1996) was used to investigate the participants‟ learning style. the learning style questionnaire was rated by using likert scale. there were 24 statements each of which has assigned scores: five (5) points for often true, three (3) points for sometimes true and one (1) point for seldom preferred. the descriptive statistical analysis of learning style questionnaire for the participants was shown in table 3. the maximum score was 98, and the minimum score was 64. the mean scores for the participants were 81.46 and the standard deviation was 7.297. the data was shown in following table. table 3. descriptive statistics of learning style descriptive statistics n minimum maximum mean std. deviation learning_style 82 64 98 81.46 7.297 valid n (listwise) 82 the result of the questionnaire revealed that the majority of students were 35 out of 82 (43%) had auditory preference followed by visual style as much as 28 out of 82 participants (34%). moreover, there were 19 participants (23%) whose learning style was kinesthetic. the details were as follows. table 4. percentage of learning styles categories frequency percentage visual 28 43% auditory 35 34% kinesthetic 19 23% total 82 100% the result of students’ english proficiency the descriptive statistic analysis of english proficiency for the participants was shown in the table 5. the maximum score was 333, and the lowest score was 517. the mean score indicated that the level of english proficiency of participants was 413.29, and the standard deviation was 41.754. the data was shown as follows. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 222 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. descriptive statistics of english proficiency it revealed that from the english proficiency test, the five categories of english proficiency were all obtained by the students with different number: “pre-elementary” as the least obtained category and “post-advance” as the most obtained category. the distribution was presented in the following table: table 6. score distribution of toefl test categories of toefl score score interval number of students percent (%) post advance 550-677 0 0 advance 500-549 4 5 pre-advance 450-499 14 17 intermediate 400-449 31 38 elementary 350-399 28 34 pre-elementary 217-349 5 6 total 82 100 the result showed that there were 5% students who had advance rank of toefl score. 17% had pre-advance rank, 38% students had intermediate rank of toefl test, 34% had elementary rank, and 6% had pre-elementary and post advance toefl score. statistical analyses the result of normality test the data are interpreted normal if p> .05. if p< .05, which means the data are not normal. to find out whether the data distribution is normal or not, kolmogrov-smirnov was used to see the normality. the results of normality test showed that the data from each variable were normal and appropriate for data analysis with coefficients .188 for learning styles and .200 for english proficiency. the result of data normality test could be seen in the table below. table 7. normality test one-sample kolmogorov-smirnov test learning_style english_proficiency n 82 82 normal parametersa,b mean 81.59 413.29 std. deviation 7.355 41.754 most extreme differences absolute .092 .076 positive .061 .076 negative -,092 -,059 test statistic .087 ,076 asymp. sig. (2-tailed) .188c ,200c a. test distribution is normal. b. calculated from data. c. lilliefors significance correction. descriptive statistics n minimum maximum mean std. deviation english_proficiency 82 333 517 413.29 41.754 valid n (listwise) 82 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 223 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the result of linearity test for linearity test, deviation of linearity was obtained. if it is more than .05, the two variables are linear. based on the data, the result showed that the deviation from linearity between learning styles and english proficiency (sig) was .489 or higher than .05, which the result could be assumed that the data were linear. the result of data linearity test could be seen in this table. table 8. linearity test anova table sum of squares df mean square f sig. english proficiency * learning styles between groups (combined) 42085.108 15 2805.674 1.868 .043 linearity 21598.103 1 21598.103 14.380 .000 deviation from linearity 20487.005 14 1463.358 .974 .489 within groups 99129.868 66 1501.968 total 141214.976 81 the correlation between each learning style and english proficiency this section answered the first research problem by analyzing the result of descriptive statistics for the learning styles questionnaire and toefl test. the result of pearson product moment in this research could be seen in table below: table 9. correlation between visual and english proficiency visual_ls english_proficiency visual_ls pearson correlation 1 .430 ** sig. (2-tailed) .000 n 82 82 english_proficiency pearson correlation .430 ** 1 sig. (2-tailed) .000 n 82 82 **. correlation is significant at the 0.01 level (2-tailed). based on pearson product moment correlation coefficients, the result indicated that the pattern of correlation between visual learning style and english proficiency was positive. the correlation coefficients or the r-obtained (.430) was higher than r-table (.2565). then the level of probability (p) significance (sig. 2-tailed) was .000. it meant that p (.000) was lower than .05. thus, there was a significant correlation between the students‟ visual learning style and english proficiency. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 224 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 10. correlation between auditory and english proficiency correlations visual_ls english_proficiency auditory_ls pearson correlation 1 .275 sig. (2-tailed) .012 n 82 82 english_proficiency pearson correlation .275 1 sig. (2-tailed) .012 n 82 82 based on pearson product moment correlation coefficients, the result indicated that the pattern of correlation between auditory learning style and english proficiency was negative. the correlation coefficients or the r-obtained (.275) was higher than r-table (.2565). then the level of probability (p) significance (sig. 2-tailed) was .012. it meant that p (.012) was higher than .05. thus, there was no significant correlation between the students‟ auditory learning style and english proficiency. table 11. correlation between kinesthetic and english proficiency correlations kinesthetic _ls english_proficiency kinesthetic_ls pearson correlation 1 -.166 sig. (2-tailed) .137 n 82 82 english_proficiency pearson correlation -.166 1 sig. (2-tailed) .137 n 82 82 based on pearson product moment correlation coefficients, the result indicated that the pattern of correlation between kinesthetic learning style and english proficiency was negative. the correlation coefficients or the r-obtained (-.166) was lower than r-table (.2565). then the level of probability (p) significance (sig. 2-tailed) was .137. it showed that p (.137) was higher than .05. thus, there was no significant correlation between the students‟ kinesthetic learning style and english proficiency. influence of students’ visual learning style and english proficiency this section answered the second research problem by analyzing the result of descriptive statistics for the learning style questionnaire and toefl test. in addition, since there was a significant correlation between the visual learning style questionnaire and toefl test, it could be inferred that students‟ visual learning style had significant influence on their english proficiency. in addition, since there was no significant correlation between auditory and kinesthetic learning style to english proficiency, it would not get future analysis. next, regression analysis was still be used to find out if students‟ visual learning style influenced their english proficiency. the result could be seen in the table below: issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 225 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 12. the regression analysis of students‟ visual learning style and english proficiency coefficients a model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 289.023 29.503 9.797 .000 visual_ls 4.430 1.041 .430 4.255 .000 a. dependent variable: english_proficiency the result indicated that the students‟ visual learning style influenced english proficiency significantly with tvalue (4.255) was higher than ttable (1.993) with sig. value (.000) was lower than probability (.05). therefore, there was significant influence between visual learning styles towards english proficiency of the undergraduate efl students at one state islamic university in sumatera. table 13. model summary model summary model r r square adjusted r square std. error of the estimate 1 .430 a .185 .174 37.939 a. predictors: (constant), visual_ls in addition, to know the contribution of visual learning style on english proficiency, rsquare was obtained. the result of the analysis revealed that the r square (r 2 ) was .185. it indicated that students‟ learning style gave significant effect in the level of 18.5% toward english proficiency. discussion based on learning styles questionnaire, it was found that the most dominant learning style of students was auditory style. in addition, in terms of english proficiency, most of the students were categorized as intermediate level. the findings showed that there was a significant correlation between visual learning style and english proficiency (r-obtained .430). it was also found that visual learning style was considered having contribution of 18.5% to students‟ english proficiency and it is influenced by 81.5% of other factors that cannot be explained. in addition, there was no significant correlation between auditory learning styles and english proficiency (r-obtained .275) and there was no significant correlation between kinesthetic learning styles and english proficiency (r-obtained -.166). it is supported by reid (1987) who said that higher levels of english proficiency prefer to visual mode. students will feel comfortable learning visually. in other words, students with higher english proficiency is more interested in learning using their sight or use this style most of learning. visual learners learn by several way for example by reading book, see graph, chart, or by using lcd projector, etc. furthermore, insignificant correlation between the students‟ auditory also kinesthetic learning styles and english proficiency denied the theories which believed that learning styles is the independent variable that has big influence in predicting students‟ proficiency (oxford, 2003; dunn & dunn, 2000; & keefe, 1979). the result of this present study was in line with the study done by nadzifah (2013) which found that there was correlation between visual learning style preferences and english proficiency, there was no significant correlation between auditory learning style issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 226 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi preferences and english proficiency and there was no significant correlation between kinesthetic learning style preferences and english proficiency of students at english educational program of stain tulung agung. furthermore, suwarni (2014) also found that the most dominant learning style of the nursing students of muhammadiyah university palembang was auditory style. it was also in line with the study conducted by naqeeb and awad (2011) who stated that the dominant learning style as perceived by arab american university efl students was auditory. furthermore, kara (2009) also revealed that auditory and visual were the most prominent learning styles among the students of anadolu university. in short, the total contribution of students‟ learning styles and english proficiency showed that only visual learning styles was significant correlation and influence. the findings of this study may have some pedagogical implications for teacher or lecturer, students, and next researcher. finally, this study was successful in investigating the link and the influence between learning styles and english proficiency of undergraduate efl students at one state islamic university in sumatera. conclusion and recommendations based on the findings and interpretations of the study, there are some conclusions could be drawn: 1. the correlation between each learning style and students‟ english proficiency. a. there was a significant correlation between students‟ visual learning styles and their english proficiency r-table (.430). the finding showed that be alternative hypothesis (ha) was accepted and the null hypothesis (h0) was rejected. b. there was no significant correlation between the students‟ auditory learning styles and english proficiency r-table (.012). the finding showed that null hypothesis (h0) was accepted and the alternative hypothesis (ha) was rejected. c. there was no significant correlation between the students‟ kinesthetic learning styles and english proficiency r-table (-.166). the finding showed that null hypothesis (h0) was accepted and the alternative hypothesis (ha) was rejected. 2. based on the findings, it indicated that there was significant influence (18.5%) of students‟ visual learning styles on their english proficiency. it could be implied that students‟ visual learning styles gave a dominant effect in english proficiency of undergraduate efl students at one state islamic university in sumatera. seeing all the explanations and the conclusions above, we intended to give some suggestions related to english teaching learning as well as the future studies. firstly, the students should raise the awareness regarding their learning styles and english proficiency might make them not only more prepared for learning but also more analytic about their learning styles and the strategies they make use. students need to understand their learning style to improve their speed and quality of learning. match the students‟ learning style and teaching techniques in order to improve the students‟ learning quality and get avoid students‟ demotivation, whereas a mismatch tends to have a dire outcome. second, for english lecturers, we hope english lecturers would like to observe and understand the students learning style in order to match to their teaching style. the last, it is hoped that this study will contribute or will be valuable to other researchers in conducting further research of the similar topic in more detail. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 227 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references abrar, m., mukminin, a., habibi, a., asyafi, f., makmur., & marzulina, l. (2018). if our english isn‟t a language, what is it? indonesian efl student teachers‟ challenges speaking english. the qualitative report 23(1), 129-145. afriani, e, p. (2017). the relationship between learning style and listening comprehension achievement of twelfth grade students of sma pusri palembang. edukasi jurnal pendidikan dan pengajaran,4(1), 111-124 aina, j. k., ogundele, a. g., & olanipekun, s, s. (2013). students‟ proficiency in english language relationship with academic performance in science and technical education. american journal of educational research, 1(9), doi: 10.12691/education-1-9-2 algeo, j. (2010). the origins and development of the english language (6 th ed.). australia: wadsworth cengage learning. al-hebaishi, m. s. (2012). investigating the relationship between learning styles, strategies and the academic performance of saudi english majors. international interdisciplinary journal of education, 1(8), 510-520. barsch, j. r. (1996). barsch learning style inventory. novato, ca: academic therapy publication. brown, h. d. (2007). principles of language learning and teaching (5 th ed.). new york, ny: pearson education. coffield, f., moseley, d., hall, e., & ecclestone, k. (2004). learning styles and pedagogy in post-16 learning. a systematic and critical review. london, england: learning and skills research centre. creswell, j.w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. dunn, r., & dunn, k. (2000). teaching students through their individual learning styles: a practical approach. reston, va: reston publishing. fleming, n. d. (2012). teaching and learning styles: vark strategies. christchurch, new zealand: author. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york, ny: mcgraw-hill. gappy, l. l. (2013). relationship between learning style preferences and academic performance of students. international of educational research and technology, 4(2), 70-76. gilakjani, a. p. (2012). visual, auditory, kinesthetic learning styles and their impact on english language teaching. journal of studies in education, 2(1), 104-113. retrieved from http://dx.doi.org/10.5296/jse.v2il.1007. gunawan. j. (2017). the correlation between students‟ self-esteem and speaking achievement of undergraduate efl students of english education study program of islamic state university of raden fatah palembang. edukasi jurnal pendidikan dan pengajaran,4(1), 1-10 habibi, a., wachyuni, s., & husni, n. (2017). students‟ perception on writing problems: a survey at one islamic university in jambi. ta’dib: journal of islamic education,2(1), 96-108 herlina, l. (2015). teaching listening comprehension through tqlr (tune in, question, listen, review) strategy to the twelfth-grade students of sma negeri 2 tebing tinggi. edukasi jurnal pendidikan dan pengajaran, 2(3), 53-62. herlina, & holandyah, m. (2016). teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang. edukasi jurnal pendidikan dan pengajaran,3(1), 107-119 kara, s. (2009). learning styles and teaching styles: a case study in foreign language classroom. journal of arts and sciences, 1(20), 77– 82. keefe, j. (1979). learning styles: an overview. reston, va: prometrus nemesis. http://dx.doi.org/10.5296/jse.v2il.1007 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 228 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi liskinasih, a. (2016). the validity evidence of toefl test as placement test. jurnal ilmiah bahasa dan sastra.3(2), 173-180 mutua, m. n. (2015). a correlation study between learning styles and academic achievement among secondary school students in kenya (master‟s thesis). nairobi, kenya: university of nairobi. nadzifah, a. (2013). a study on correlation between students’ perceptual learning style preferences and english proficiency at english education program of stain tulungagung (undergraduate‟s theisis). stain tulungagung, tulungagung, indonesia. naqeeb, h., & awad, a. (2011). learning styles as perceived by learners of english as a foreign language in the english language center of the arab american university. an najah univ. j. res. (humanities), 25(8), 2232-2256. othman, n., & amiruddin, m. h. (2010). different perspectives of learning styles from vark model. procedia social and behavioral sciences, 7, 652–660. oxford, r. l. (2003). language learning styles and strategies: an overview. oxford, england: oxford university press. pritchard, a. (2009). ways of learning: learning theories and learning style in the classroom (2 nd ed.). new york, ny: routledge taylor and prances group. reid, j. m. (1987). the learning style preferences of esl students. tesol quarterly, 2(1), 226228 rohliah, l. (2015). the correlation among foreign language anxity, learning styles, language learning attitudes, and english poficiency of the economic faculty students of muhammadiyah university palembang (master‟s thesis). sriwijaya university, palembang, indonesia. šabatová. (2008). learning styles in elt (master's thesis). masaryk university, brno, czech republic. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth-grade students of smp negeri 22 palembang. edukasi jurnal pendidikan dan pengajaran, 2(1), 1-12 suwarni, e. (2014). the correlation among the sixth semester nursing science study program students’ learning styles. learning attitudes, and reading achievement of muhammadiyah health school palembang (master‟s thesis). universitas sriwijaya, palembang, indonesia. tadros, l. c. (2014). definition and approaches measuring reading proficiency.ceelo fast fact, 5(2), 1-7. tuan, l. t. (2011). efl learners‟ learning styles and their attributes. mediterranean journal of social sciences, 2(2), 299-320. vaishnav, r. s. (2013). leangrning styles and academic achievement of secondary school student voice of research, 1(4), 1-4. wong, l. (2010). essential study skills (7th ed.). boston, ma: cengage learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 121 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi course review horay, explanation, and critical thinking skills: their interaction effect on efl learners’ grammar competence mukminatus zuhriyah universitas hasyim asy’ari tebuireng, jombang corresponding author: zoehrea@gmail.com maskhurin fajarina universitas hasyim asy’ari tebuireng jombang abstract the purpose of this study was to look at whether or not there was an interaction effect among crh, the explanation, and the students’ cts implementation toward the learners’ grammar competence. the sample of this factorial 2x2 study was the second-semester students of two non-english department classes of education faculty of a university in jombang. the instruments used were an argumentative essay test for classifying the students’ cts and the grammar test for measuring their grammar competence in crh and the explanation classes. the sstudents’ grammar scores from both classes were analyzed using anova and tukey tests. the results showed that crh, the explanation, and the students’ cts had an interaction effect on the efl learners’ grammar competence. keywords: course review horay, critical thinking skills, efl learners’ grammar competence, explanation, online grammar teaching manuscript submitted: september 30, 2021 manuscript revised: november 14, 2021 accepted for publication: november 28, 2021 introduction covid-19 pandemic has changed the ways of teaching and learning in indonesia from face to-face or blended face-to-face and online learning to full online learning (nugroho et al., 2021). this happens to all education levels starting from the kindergarten level up to the university level. this condition forces all the teachers including efl teachers to conduct their emergency remote teaching. as a result, all indonesian efl students have to study their courses online. dealing with this, amin and sundari (2020) and hendrawaty et al. (2021) state that the students prefer using whatsapp group and google classroom most on their online learning during this covid-19 outbreak. whatever the platform is used, the efl teaching and learning process including grammar class must go on in this pandemic of covid-19. mailto:zoehrea@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 122 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning grammar cannot be avoided when people learn an english language. it is because when learning all four english skills, automatically, the learners have to study the english grammar. indeed, those four english skills and english grammar have close relations. the existence of grammar in those four skills of english is very important. grammar has important roles in listening, speaking, reading as well as writing. regarding this, kaur & niwas (2016) state that grammar is beneficial to increase the learners’ language skills. therefore, the grammar teaching must not be ignored in this pandemic era. online grammar teaching should be conducted. unfortunately, the grammar competence of the students in the second-semester of nonenglish departments in a private university located in jombang, indonesia was still low since the online learning has been held because of this covid-19 pandemic. it was known from the documents of the students’ grammar scores when the final test in the first semester and the midterm test in the second semester. in the final test of the first semester, their average score was 68 and their mean score in the midterm test of the second semester was 65. based on the questionnaires administered to the students in the preliminary study, it was known that in teaching grammar, the lecturer used an explanation model. however, it was the same style as other lecturers of other courses had done on their online teaching so that the students were not encouraged by this online grammar class. this made the students less motivated and enthusiastic in their online learning. it was the same condition as it was found by nugroho et al. (2021) and yulianto & mujtahid (2021) explaining that the students got less motivation and enthusiasm during this remote teaching. this situation caused their low grammar knowledge at last and their low competence on grammar. related to teaching english grammar online, several studies have been conducted by the former researchers. harun et al., (2018) in their study found that the use of the platform of grammar online learning @concept-based instruction (glow@cbi) could enhance the learners’ grammar mastery because this platform provided the in-depth understanding of grammar materials. the next is a study by azevedo and matias (2019) finding that teaching english grammar through youtube videos could be one alternative model in the teaching and learning grammar because it was not timeconsuming. meanwhile, purgina et al. (2020) investigated teaching grammar using gamification especially mobile application called as wordbricks and found that the use of wordbricks game could increase the students’ grammar competence because the wordbricks let the users combine words into grammatically sentences. then, the study result of nawir (2021) showed that teaching pedagogical grammar could be done online using the platform of zoom meeting. those five previous studies proved that grammar materials can be taught online. however, the first four studies implied that there was no interaction between the students and the teachers in the teaching and learning of grammar on those four studies. meanwhile, the last study indicated that the interaction between the students and the teacher existed in the class of zoom meeting. to fill the research gap which is the scarcity of the students’ and the teachers’ interaction in the online grammar teaching, this present study implemented course review horay (crh) model to teach grammar via google meet. zoom application was not chosen to be used but google meet because of its security. pratama et al. (2020), state that there is a doubt about the security of zoom application in some countries. dealing with the implementation of crh in the efl classrooms, some former researchers have proved that crh could enhance the students’ english skills. halmi (2018) found that the students’ english learning outcome got improvement after they were taught english using crh. meanwhile, nur (2018) and pakpahan (2020) found that crh could improve the students’ reading comprehension. then, the study results of fauziyyah (2018) and musdalipa (2020) concluded that the use of crh could boost the students’ grammar mastery. they found that edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 123 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the students’ grammar mastery especially on english tenses increased after they were taught tenses using crh. because the scarce studies investigated the use of crh in the grammar classes, the researchers implemented crh in their present study. afterward, the other reason of choosing crh for this study was that this model provides independent learning and quizzes inside its teaching procedures. in line with this, permatasari & oktiawati (2021) explain that the students prefer the teaching method giving the well prepared materials, providing time to learn independently and providing quizzes and virtual discussion in this pandemic era. besides, crh could create a fun and meaningful learning atmosphere and make the students active and creative in the teaching and learning (setiyawan & abdillah, 2019). in addition, for this present study, the researchers also explored the use of students’ critical thinking skills in this online grammar class. critical thinking skills (cts) can help the students to be successful in their learning because the students think of the materials being learned critically. according to tosuncuoglu (2018), cts helps the students to overcome the problems, take the right decision, and gain the goals of learning. meanwhile, bagheri (2015) states that there is a positive correlation between the efl students’ cts and their use of language learning strategies. it can be said that the more the students use their cts, the more they can use appropriate efl learning strategies in their efl learning including grammar so that they are easy to reach their grammar learning goals. furthermore, the research result by zarei and haghgoo (2012) indicated that there was a strong trend towards a positive relationship between critical thinking and grammar. additionally, erdoğan (2019) asserts that by implementing critical thinking in efl classrooms, the grammar lesson can be turned into a magical material where the efl teachers become facilitators and the students become the self-guided learners. based on the previously theories explained, therefore, this present study was conducted with the purpose of knowing whether or not there was an interaction effect among crh, the explanation model, and the students’ cts toward the students’ grammar competence. literature review roles of grammar competence in language learning grammar is a set of rules which consist of the patterns in forming sentences. alhaysony and alhaisoni (2017) argue that grammar is the rules which comprise of word form changing and how to combine those words into sentences. grammar knowledge is very essential because the learners will be able to utter the language items integrated with their functions when they have some grammar understanding (cam & tran, 2017). besides, dehghani et al. (2016) explain that having grammar knowledge has some benefits, such as letting the communication become clear, making communication with others become reputable, enabling the people to get their self-confidence, and influencing other skill learning. by understanding grammar, the learners can guess the meanings of the words that they are hearing. according to ahmadi (2016), aural grammar is one of the components that is connected to the process between sound and meaning form in listening. it has been known that there are many english words that have similar pronunciations so that the listeners with the good grammar knowledge will be able to predict which word that exists in the listening text being heard. their grammar competence makes them easy in identifying what word having been said by the speakers. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 124 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi when the students have good knowledge of grammar, they will get easy to express their ideas or opinions in speaking. the sentences that they produce can be well understood by their speaking partners. there will be no misunderstanding in their conversations. on the contrary, if their knowledge of grammar is not good, their partners in speaking will get confused about what they are discussing. finally, the partners will ask for clarifications to the speakers about what they have caught in their discussions. it will take more time for discussion in explaining what they are talking about. this can be a proof that the good knowledge of grammar is needed very much in speaking skill. demir and erdogan (2017) support this by stating that the rules of grammar of a language direct the people to speak that language more correctly and consciously. when reading english texts, the readers with enough grammar knowledge will be easy to understand the meanings of the sentences in their texts. steinlen (2017) argues that the success of the readers to comprehend the texts depends on their grammar knowledge. they will be able to guess the meaning of the words that they do not know in their texts when they have sufficient knowledge of grammar. without enough grammar knowledge, it will be hard for them to comprehend the meanings which are expressed in the texts being read. in short, it can be said that the readers have to have good grammar competence in order that they are able to comprehend the text meaning appropriately. when the learners are doing writing, they also have to have good competence of grammar. it is strengthened by solikhah (2017) who explains that good grammar is required for good writing. in order to express the writers’ ideas or argumentations, they need to use the correct grammar. when their grammar is correct, their writing will be able to deliver their messages to the readers correctly. for instance, when the writers want to tell about their last vacation in their writing, they must use the pattern of simple past tense for their sentences. if they write their sentences in simple present tense, the readers will think that what the writers have written is their daily activity. this example can make it clearer about the function of grammar in writing. course review horay course review horay (crh) is a learning model whose emphasis is on the comprehension of the students to answer the questions given by the teacher (putri et al., 2017). besides, puspitaningrum & arlianty (2019) argue that crh contains a game inside its learning process. related to the implementation of crh in the teaching and learning process, kamarudin et al. (2018) and masruddin (2019) present the steps to be done by the teachers as follows. first of all, the teacher should set the learning goal. after that, the materials to be studied are presented to the students. it is followed by creating students’ groups of discussion and continued by delivering some questions based on what has been studied. then, the students are asked to find the answers with their group members and the groups possessing the right answers to shout “horay.” afterward, the teachers determine one group getting the most correct answer and close the teaching and learning. meanwhile, rahmawati & prasetyo (2018) mention that course review horay has some strengths, namely: being able to make the students more active in the teaching and learning process, creating the fun learning, and training the students to cooperate with their group members. crh has an orientation to increase the students’ activities and achievement (eliyah et al., 2018). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 125 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi explanation model explanation model is a kind of teaching model in which the lecturer explains the materials more to the students. odora (2014) presents four criteria of a good explanation as a teaching model, such as: orientation, key, summary, and communication skills. orientation refers to the lecturers or the teacher’s expression and examples when explaining the materials. the expression must be clear as well as the examples that they use in their explanation must attract the students and be relevant with the materials being studied. then, the key tells about the clues that the lecturers or the teachers use when they explain the material. next, the summary means that the lecturers must give a clear summary in every explanation that they tell to the students. finally, the lecturers must have good communication skills in explaining the materials so that the students are able to understand their explanation. in addition, according to subaidi & haryanto (2015), the rules of grammar become the focus of the teachers in this explanation model so that the teachers explain the explicit rules of grammar in their class. it is ended with the grammar exercises given based on the materials that have been explained by the teachers. critical thinking skills critical thinking skills are the abilities to think critically. critical thinking is the directed judgment about what has to be believed or what has to be done after observing, experiencing or knowing the spoken or written arguments (adeyemi, 2012). in addition, adinda & hamka (2019) state that cts are necessary to be owned because someone who can think critically is able to overcome either simple or complex problems which are faced in the life. dealing with this, fitriani et al. (2018) explain that critical thinking skills are usually used with the following steps: analyzing the argument and the interpretation, understanding the assumptions, formulating the problems, drawing the right conclusion and making the correct decision. methodology research design and participants this study employed an experimental research using a factorial design. gall et al. (2003), state that a factorial design as one of the experimental designs is used to determine the interaction effect of two or more independent variables on the dependent variable. meanwhile, this study determined the effect of the interaction among two independent variables, such as teaching models and the students’ cts on one dependent variable which was the students’ grammar competence. then, the teaching models used were crh and the explanation. additionally, the students’ cts were also divided into low and high cts. therefore, a 2x2 factorial design was used to get the answer of the research problem in this study. this factorial experimental research was conducted in the students of semester two of non-english departments of education faculty in a private university located in jombang, indonesia. four classes of non-english departments in education faculty became the population of this research. the students in these four non-english departments were the students who took the intensive english course for two semesters. the researchers used cluster random sampling to take the sample. according to gall et al.(2003), random sampling edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 126 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi should be used when employing the factorial experiment. to take the sample of this study, there were some steps that the researchers did. first, the researchers wrote the four names of those classes on pieces of paper and dropped two pieces of paper in order to get two classes as the sample for this study. then, the lottery was used to get the class of experiment and the control class. class a was as an experimental class and class b became the control class. each class consisted of twenty-two students. research instruments this study used two kinds of tests as the research instruments. they were a writing test of an argumentative essay written in bahasa indonesia and a grammar test. the argumentative essay writing test was tested to the students in the experimental and control classes to measure whether they were categorized as the students with high cts or low cts. then, the grammar test was to know the students’ grammar competence. this grammar test consists of ten grammar questions which were in the form of multiple choices. however, the writing test of an argumentative essay was tested its validity and readability and the grammar test was tested its validity and reliability before being administered to the research sample. the argumentative essay writing test was validated by two bahasa indonesia lecturers. according to creswell (2012), test content validity is applicable when it is to measure the achievement by asking the experts to validate the test content. in addition, the question in the argumentative essay writing test was also tested its readability. based on the results of the validation from bahasa indonesia lecturers, both of them explained that the argumentative essay writing test was valid and could be used as the research instruments. next, the students’ responses on the argumentative essay writing test readability showed that 96% of the respondents could understand well the instructions on the test. thus, this argumentative essay writing test was considered valid and readable. afterward, the grammar test was tried out to the students to the class which was not being researched to know its validity and reliability. the students’ scores from this try out were calculated using spss to know the validity and the reliability of the grammar test. the results revealed that all ten questions on the grammar test were valid and reliable. data collection and analysis after getting the experimental and control classes, the test of critical thinking skills was administered to both of the classes. an argumentative essay writing test was used to test the students’ cts. because the students of both classes were from non-english department students, so that they were asked to write the argumentative essay test by using bahasa indonesia. the test scores of this argumentative essay writing were used to classify the students into high and low cts. the measurement of high and low cts was based on the median of the score gained in those classes. the score which was under the median was classified into low cts. next, the high cts were the scores which were higher than the median. when the level of the students’ cts had been known, the researchers started to give the treatments. google meet was used as a tool to implement the treatments in this study. crh was implemented in the experimental class and explanation model was used to teach grammar in the control class. the teaching and learning grammar for this study was conducted for six meetings. after those six meetings of treatment, the students in both of the classes did a grammar test. this edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 127 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi grammar test was to measure the students’ grammar competence and the scores of this test became the data in this study. after the grammar scores from both of the experimental and the control classes were collected, the normality and the homogeneity of this data were, then, calculated. the data were in the normal distribution if lo < lt or lo was lower than lt. meanwhile, the data were said homogeneous if 2 0  was lower than than 2 t  . all the calculations of both the normality and the homogeneity tests were done manually. the next step after the normality and the homogeneity were gained was calculating the data by using anova and tukey tests manually through a series of manual formulations. these tests were to know the interaction effect of the implementation of course review horay, the explanation model, and the critical thinking skills of the students in the teaching and learning grammar. findings the result of anova test for interaction after six meetings of treatments, the students in the experimental class and the control class were given the test of grammar. after all the scores were collected, the researchers calculated the average scores of the students’ scores from that grammar test. the results of this calculation can be described as follows. the students having high cts in the class of crh had the highest grammar average score which was 83.18. meanwhile, the students who had low cts and learned grammar in the explanation model class gained the mean score, 75.63. next, the students having high cts and studied grammar in the crh class obtained the average score, 61.54. then, the students with low cts were low and taught grammar by using explanation model got the mean score, 61.909. after calculating the average scores of the students’ grammar test, the researchers continued calculating the normality test of the data. the results of the normality test can be seen in the table below. tabel 1. the summary of normality test results no data lo number of sample lt alfa (α) distribution 1 high cts in crh class 0.152 11 0.249 0.05 normal 2 low cts in crh class 0.105 11 0.249 0.05 normal 3 high cts in the explanation model class 0.175 11 0.249 0.05 normal 4 low cts in the explanation model class 0.132 11 0.249 0.05 normal table 1 shows that all los (l obtained) were lower than lts (l table) at the level of significance α=0.05 on liliefors so all the samples were in the normal distribution. after knowing that all the samples were in the normal distribution, the researchers calculated the homogeneity test of the data. to test homogeneity of data, chi-square (x 2 ) test was used. the result was that xo (2.25) was lower than xt 2 (7.815) at the level of significance α=0.05, it could be concluded that the data were homogeneous. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 128 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi since the requirements of normality and homogeneity were fulfilled, the researchers analyzed the data by using anova test. it was done to know the interaction effect between teaching models (crh and the explanation model) and the students’ cts on the students’ grammar competence. in line with this, creswell (2012) states that one of the results of analysis of variance (anova) is to find out the interaction effect of two or more independent variables on one dependent variable. the following table presents the result of the anova test for the interaction effect. table 2. the summary of anova test result for interaction effect source of variance sum square df mean square fo ft (0.05) columns by rows (interaction) 172.03 1 172.03 5.812 4.08 table 2 shows that fo interaction (5.812) is higher than ft (4.08) at the significance level of α= 0.05. it reveals that there was an interaction effect between the two variables, the teaching models (crh and explanation model) and the level of cts. it can be said that the effectiveness of crh and explanation model for teaching grammar depends on the degree of the students’ cts. the results of tukey test for interaction effect after knowing the result of the anova test, the data was analyzed by using tukey test. gall et al., (2003) explain that because there are two levels measured in a 2x2 factorial design, tukey test was done to determine which of the mean scores are significantly different from each other. the results of tukey test for the interaction effect is presented in the table below. table 3. tukey test results for the interaction effect between group n qo qt status meaning high cts 11 4.597 3.11 significant qo > qt low cts 11 0.219 3.11 not significant qo < qt the descriptions of the table 3 are as follows: 1. the result of qo between group of high cts is higher than qt at the significance level of α= 0.05 (3.11). it has meaning that crh differs significantly for teaching grammar for students having high cts. meanwhile, based on the calculation of the average scores, it is known that the mean score of the students having high cts and taught grammar by using crh (83.18) was higher than the average score of the students having high cts and taught grammar by using explanation model (75.63). thus, it can be said that the effectiveness of crh was more than explanation model for teaching grammar for students with high cts. 2. the result of qo between groups of low cts (0.219) is lower than qt at the significance level of α= 0.05 (3.11). it means that the difference between crh and the explanation model for teaching edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 129 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi grammar for students with low cts is not significant. both of the teaching models had similar effect toward students’ grammar competence for students with low cts. then, it is known that the mean score of the students with low cts and taught by using crh was 61.54 and the average score of the students having low cts and taught by using explanation model was 61.909. discussion the results of anova test and tukey test showed that the models of teaching (crh and the explanation model) and the students’ cts level had an interaction effect on the students’ competence on grammar. it can be said that the students’ cts level determined the effect of the teaching model used by the lecturer on the students’ grammar competence. this study result completed the former studies finding that there was a positive relationship between cts and the students’ english writing ability (murtadho, 2021; puspitaloka, 2019; subroto and rosalinah, 2017). besides, this present study result also completed the study by aditiara et al. (2019) indicated that cts and the students’ reading ability had a positive correlation. this present study could strengthen the study result by zarei & haghgoo (2012) about the relationship between the students’ cts and their grammar competence. based on these study results, the interaction effect among crh, the explanation model, and the students’ cts resulted in the differences of the students’ grammar competence after the treatment finished. the highest grammar competence was owned by the students having high cts and taught grammar by using crh. it strengthened the study results finding that crh could improve the students’ grammar competence (fauziyyah, 2018; musdalipa, 2020). then, the grammar competence by the students with high cts and taught grammar by using the explanation model was in the second place. this supports the study result by nazari (2012) finding that explicit grammar learning as used in the explanation model could improve the students’ competence on grammar. meanwhile, the students having cts and taught grammar by using crh and explanation model had the similar grammar competence which was still low. this result is in line with the study result by zarei & haghgoo (2012) finding that the lower the students’ cts is, the lower their grammar competence is. the highest grammar competence of the high cts students in crh class the students who had high cts and learned grammar by using crh had the highest grammar competence. this occurred, because the students with high cts were less emotional. according to karakoc (2016), critical thinking will allow the people to be less emotional (not easy to be panic and angry). being less emotional made the students more careful in deciding everything. additionally, the students whose critical thinking skills were high had free and independent thinking. furthermore, birgili (2015) states that critical thinkers will think about something freely and independently. besides those characteristics existing in the students with high cts, the students’ highest grammar competence was also gained because crh could give the joyful teaching and learning situation. the characteristics owned by the students having high cts and the interesting learning atmosphere in the grammar class caused the students’ competence on grammar to be the highest among others. having the characteristics of not being easy to be panic and angry helped the students’ success in learning grammar very much. they could control their feelings better. they could stand edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 130 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi their anger so that they could analyze carefully every problem that appeared in their grammar materials. they thought several times before making decisions. they were never in a hurry in deciding everything including deciding the solutions of the problems related to their grammar materials. it is in line with ozdayi (2019) who explains that the first thing which should be done by the people when they want to get the solution of their problem is by analyzing the problem and deciding it. that was why the students with high cts in the crh class often did the right solution for the questions having been delivered in their grammar class. they brought this habit into their grammar test so that they could make their best for that test. in addition, the ability to think freely and independently possessed by these students also contributed to their success in mastering grammar. they were used to not depending on other friends’ help in getting the solutions when they got difficulty in learning grammar. they always tried to think of the solutions freely without being afraid of making mistakes. they thought that the mistakes having been got would become their directions to find the ways in making the right answers. this is supported by tulis et al. (2016) who mention that errors or mistakes have the potential to increase the students’ acquisition of knowledge if the students can face those errors or mistakes adaptively. when they got mistakes, actually they got many things to be learnt more. by learning more and more because of the mistakes that they had ever got, they could master the materials more. this caused them to be able to do the grammar test better. moreover, the joyful learning grammar atmosphere which was provided by crh made the students successful in their learning. crh brought the students to the class situation which was relaxed. the students felt not to be forced in this grammar learning. it seemed that they learned grammar while they did a little game. when the students could answer the questions related to the grammar materials, the other friends clapped their hands to congratulate them. this encouraged them to try to deliver their answers. before trying to answer, of course, they tried to understand the materials at first. they enjoyed this kind of situation. according mustafina et al. (2020), enjoyment has close relationship to the joy and excitement that direct to the concentration. finally, their concentration caused the students to learn grammar with high motivation so that their knowledge of grammar became better. the good grammar competence of the high cts students in the explanation class the students with high cts in the class of explanation model still possessed good grammar competence even though it was lower than that of the students with high cts in crh class. although they were taught grammar by using explanation model which was a teacher-centered teaching model, these students still could have good competence on grammar. it is because their high cts worked well. adeyemi (2012) states that cts worked in the two stages of learning, namely: an internalization which happens when the students get the first information and ideas about the materials being studied, they directly try to build the principles of those materials in their minds and an application which occurs when the students apply the relevant theories that they got. those two learning phases did well on the students in the class of explanation model so that they could obtain good competence on grammar. the good grammar competence got by the students with high cts in the explanation model class was also caused by their habit of thinking. birgili (2015), states that the people who have cts will not act without thinking. when getting the explanation about grammar materials from their lecturer, the students did not only receive the information as the raw materials. they processed the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 131 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi information by their thinking because the students had already been accustomed to using their thinking. they tried to use their analysis in answering the grammar questions given by the lecturer so that their answers could not be categorized as the trial answers. they really thought before answering although they had known that their lecturer already prepared the answers in the last slide which was usually displayed after some students tried answering. thus, this thinking habit caused their good competence on grammar. the low grammar competence of the low cts in the crh and explanation classes the students with low cts had low grammar competence. the grammar competence of the students in the experimental class and the control class was almost the same even though they were taught grammar by the different teaching models which were crh and explanation models. the students of these low cts did not use their thinking maximally to solve the problems and make decisions. although they had already learned grammar for six meetings in their classes, their grammar knowledge was still low. it is because their ability to collect and evaluate the information related to the grammar materials was low so that their grammar scores when getting test of grammar was low. related to this condition, hapsari (2016) argues that the mind of the human is able to determine the decision based on the information which has been got. briefly, it can be concluded that the students with low cts only could get little information about the materials of grammar that they were learning so that their ability to make the right decision about the right answers of the grammar test that they were doing was low. as a result of this, their grammar competence was low. conclusion and recommendations the results of the present study revealed that the level of the students’ cts determined the effectiveness of the implementation of crh and explanation models for teaching grammar. the combination of the use of high cts and crh in the teaching and learning process of grammar was the most effective among others. therefore, the english teachers and lecturers are recommended to implement crh to teach all four english skills, such as speaking, listening, writing and reading for the students with high critical thinking skills. it is also essential for the english teachers and lecturers to always invite and stimulate the students’ cts in their teaching and learning. furthermore, the other areas of this research such as the students’ online discussion in their room groups when getting grammar questions and the use of the other online platforms in teaching online grammar having not been explored in this study can be explored deeply by the future researchers. references adeyemi, s. b. (2012). developing critical thinking skills in students: a mandate for higher education in nigeria. european journal of educational research, 1(2), 155–161. retrieved from https://www.eu-jer.com/developing-critical-thinking-skills-in-students-a-mandate-forhigher-education-in-nigeria323 adinda, a., & hamka. (2019). critical thinking skills of students from the aspect of strategy and tactics in solving mathematics problems. international journal of insights for mathematics teaching, 2(1), 47–56. retrieved from http://journal2.um.ac.id/index.php/ijoimt/article/view/7122 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 132 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi aditiara, a., ngadiso, & drajati, n. a. (2019). a correlation study between critical thinking skill, grammatical mastery, and critical reading skill. english education journal, 7(2), 282–291. https://doi.org/10.20961/eed.v7i2.35808 ahmadi, s. m. (2016). the importance of listening comprehension in language learning. international journal of research in english education, 1(1), 7–10. retrieved from https://ijreeonline.com/article-1-22-en.pdf alhaysony, m., & alhaisoni, e. (2017). eflteachers’and learners’perceptions of grammatical difficulties. advances in language and literary studies, 8(1), 188–199. https://doi.org/10.7575/aiac.alls.v.8n.1p.188 amin, f. m., & sundari, h. (2020). efl students’ preferences on digital platforms during emergency remote teaching: video conference, lms, or messenger application? studies in english language and education, 7(2), 362-378. https://doi.org/10.24815/siele.v7i2.16929 azevedo, a. f. de, & matias, j. (2019). teaching english through youtube: grammar video analysis of three brazilian youtube channels dedicated to efl teaching. english review: journal of english education, 8(1), 1–10. https://doi.org/10.25134/erjee.v8i1.2351 bagheri, f. (2015). the relationship between critical thinking and language learning strategies of efl learners. journal of language teaching and research, 6(5), 969–975. https://doi.org/10.17507/jltr.0605.08 birgili, b. (2015). creative and critical thinking skills in problem-based learning environments. journal of gifted education and creativity, 2(2), 71–80. https://doi.org/10.18200/jgedc.2015214253 cam, l., & tran, t. m. t. (2017). an evaluation of using games in teaching english grammar for first year english-majored students at dong nai technology university. international journal of learning, teaching and educational research, 16(7), 55–71. retrieved from https://www.ijlter.org/index.php/ijlter/article/view/962 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (fourth). pearson education, inc. dehghani, a. p., bagheri, m. s., sadighi, f., & tayyebi, g. (2016). investigating difficulty order of certain english grammar features in an iranian efl setting. international journal of english linguistics, 6(6), 209–220. https://doi.org/10.5539/ijel.v6n6p209 demir, s., & erdogan, a. (2017). the role of teaching grammar in first language education. european journal of educational research, 7(14), 87–101. https://doi.org/10.12973/eu-jer.7.1.87 eliyah, s., isnaini, & utami, w. b. (2018). keefektifa model pembelajaran course review horay berbantuan power point terhadap kepercayaan diri dan prestasi belajar. jurnal edukasi dan sains matematika (jes-mat), 4(2), 131–140. https://doi.org/10.25134/jes-mat.v4i2.1455 erdoğan, v. (2019). integrating 4c skills of 21st century into 4 language skills in efl classes. international journal of education and research, 7(1). retrieved from https://www.ijern.com/journal/2019/november-2019/09 fauziyyah, i. i. (2018). the use of course review horay to increase students’ writing ability in simple present tense (state institute for islamic studies (iain) salatiga). retrieved from http://erepository.perpus.iainsalatiga.ac.id/4601/1/irma innayati fauziyyah 11314021.pdf fitriani, h., asy’ari, m., zubaidah, s., & mahanal, s. (2018). critical thinking disposition of prospective science teachers at ikip mataram, indonesia. journal of physics: conf. series, 1108. https://doi.org/10.1088/1742-6596/1108/1/012091 gall, m. d., gall, j. p., & borg, w. r. (2003). educational research: an introduction (seventh). new york: pearson education, inc. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 133 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi halmi. (2018). penerapan metode pembelajaran course review horay untuk meningkatkan hasil belajar bahasa inggris siswa materi time kelas vii . 1 smpn 18 pekanbaru tahun 2017. diklat review: jurnal manajemen pendidikan dan pelatihan, 2(1), 33–38. hapsari, s. (2016). a descriptive study of the critical thinking skills of social science at junior high school. journal of education and learning, 10(3), 228–234. retrieved from dulearn.intelektual.org/index.php/edulearn/article/view/3791/2548 harun, h., abdullah, n., wahab, n. a., harun, h., abdullah, n., & wahab, n. a. (2018). enhancing grammar competence using glow @ cbi ( grammar online learning @ cbi ) enhancing grammar competence using glow @ cbi ( grammar online learning @ cbi ). 8(7), 607–614. https://doi.org/10.6007/ijarbss/v8-i7/4403 hendrawaty, n., angkarini, t., & retnomurti, a. b. (2021). efl undergraduate students’ perceptions of online learning applications during the covid-19 outbreak. jurnal pendidikan dan pengajaran, 54(1), 110–119. https://doi.org/10.23887/jpp.v54i1 kamarudin, tawali, & muhlisin, m. (2018). the use of course review horray (crh) strategy to promote students’ self confidence in learning vocabulary. edulangue: journal of english language education, 1(2), 210–224. https://doi.org/10.20414/edulangue.v1i2.262 karakoc, m. (2016). the significance of critical thinking ability in terms of education. international journal of humanities and social science, 6(7), 81–84. retrieved from http://www.ijhssnet.com/journals/vol_6_no_7_july_2016/10.pdf kaur, s., & niwas, r. (2016). effectiveness of deductive and inductive methods in teaching english grammar at elementary level. international journal of advanced research, 4(7), 1241–1247. https://doi.org/10.21474/ijar01/1027 masruddin. (2019). course review horay method in teaching speaking. ideas: journal of language teaching and learning, linguistics and literature, 7(1), 147–155. retrieved from https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/732 murtadho, f. (2021). metacognitive and critical thinking practices in developing efl students’ argumentative writing skills. indonesian journal of applied linguistics, 10(3), 656–666. https://doi.org/10.17509/ijal.v10i3.31752 musdalipa. (2020). enhancing teenagers’ tenses mastery by using course review hooray in desa kawata (iain palopo). retrieved from http://repository.iainpalopo.ac.id/id/eprint/3230/ mustafina, r. ., ilina, m. ., & shcerbakova, i. . (2020). emotions and their effect on learning. utopía y praxis latinoamericana, 25(7), 318–324. https://doi.org/10.5281/zenodo.4009763 nawir, e. (2021). 4rd english language and literature international conference (ellic). the role of pedagogical grammar in english language teaching as second and or foreign language through elearning platform: zoom meeting in pandemic era, 220–228. retrieved from https://jurnal.unimus.ac.id/index.php/ellic/article/view/7481 nazari, n. (2012). the effect of implicit and explicit grammar instruction on learners achievements in receptive and productive modes. akdeniz language studies conference 2012, 156 – 162. https://doi.org/10.1016/j.sbspro nugroho, a., haghegh, m., & triana, y. (2021). emergency remote teaching amidst global pandemic: voices of indonesian efl teachers. voles: voices of english language education society, 5(1), 66–80. https://doi.org/10.29408/veles.v5i1.3258 nur, a. k. a. (2018). using course review horay technique to improve students’ reading comprehension at the eight grade of mts muhammadiyah bantaeng (university of muhammadiyah makassar). retrieved from https://digilibadmin.unismuh.ac.id/upload/796-full_text.pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 134 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi odora, r. j. (2014). using explanation as a teaching method: how prepared are high school technology teachers in free state province, south africa? journal of social sciences, 38(1), 71–81. https://doi.org/10.1080/09718923.2014.11893238 ozdayi, n. (2019). an analysis on problem solving skills of students studying in balikesir university school of physical education and sports. asian journal of education and training, 5(1), 287–291. https://doi.org/10.20448/journal.522.2019.51.287.291 pakpahan, a. l. (2020). the effect of applying course review horay method assisted by animation video on the students’ reading achievement (university of muhammadiyah sumatera utara). retrieved from http://repository.umsu.ac.id/handle/123456789/4545 permatasari, a. n., & oktiawati, u. y. (2021). preferred online learning method during covid-19 pandemic: a students’ perspective. parole: journal of linguistics and education, 11(1), 1–9. retrieved from https://ejournal.undip.ac.id/index.php/parole/article/view/35421 pratama, h., azman, m. n. a., kassymova, g. k., & duisenbayeva, s. s. (2020). the trend in using online meeting applications for learning during the period of pandemic covid-19: a literature review. journal of innovation in educational and cultural research, 1(2), 58–68. https://doi.org/10.46843/jiecr.v1i2.15 purgina, m., mozgovoy, m., & blake, j. (2020). wordbricks: mobile technology and visual grammar formalism for gamification of natural nanguage grammar acquisition. journal of educational computing research, 58(1), 126–159. https://doi.org/10.1177/0735633119833010 puspitaloka, n. (2019). the effects of grammar mastery and critical thinking on student’s descriptive writing skill. elt in focus, 2(1), 19–28. retrieved from https://journal.unsika.ac.id/index.php/eltinfocus/article/view/2024 puspitaningrum, n. p. d., & arlianty, w. n. (2019). learning chemistry using course review horay (crh) model toward students learning activity x grade at sma negeri 1 muntilan in nomenclature name of chemical compounds materials. international journal of chemistry education research, 3(1), 43–48. https://doi.org/10.20885/ijcer.vol3.iss1.art7 putri, n. d. a., salim, a., & sunardi. (2017). the effectiveness of the use of course review horay (crh) methods to improve numeracy division skill of children with mild mental retardation in slb negeri surakarta, indonesia year 2016/2017. european journal of special education research, 2(3), 32–42. https://doi.org/10.5281/zenodo.252956 rahmawati, f. f., & prasetyo, z. k. (2018). why should course review horay? 6th international conference on educational research and innovation (iceri 2018), 255–258. https://doi.org/10.2991/iceri-18.2019.53 setiyawan, h., & abdillah. (2019). course review horay (crh) learning model to improve mathematical learning outcomes of integers materials. matematika dan pembelajaran, 7(2), 31 – 41. https://doi.org/10.33477/mp.v6i2 solikhah, i. (2017). corrections on grammar, sentence variety and developing detail to qualify academic essay of indonesian learners. dinamika ilmu, 17(1), 115–128. https://doi.org/10.21093/di.v17i1.783 steinlen, a. k. (2017). the development of english grammar and reading comprehension by majority and minority language children in a bilingual primary school. studies in second language learning and teaching, 7(2), 419–442. https://doi.org/10.14746/ssllt.2017.7.2.4 subaidi, & haryanto. (2015). teaching english grammar with clt and explanation method. wahana akademika, 2(2), 3–10. retrieved from https://journal.walisongo.ac.id/index.php/wahana/article/view/373/339 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 135 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi subroto, i., & rosalinah, y. (2017). grammar and critical thinking effects towards student’s writing skill at smk ksatrya in central jakarta. progressive: journal of linguistics, literature, and teaching, 12(2), 65–72. retrieved from https://ejournal.nusamandiri.ac.id/index.php/progressive/article/view/573 tosuncuoglu, i. (2018). place of critical thinking in efl. international journal of higher education, 7(4), 26–32. https://doi.org/10.5430/ijhe.v7n4p26 tulis, m., steuer, g., & dresel, m. (2016). learning from errors: a model of individual processes. frontline learning research, 4(2), 12– 26. https://doi.org/10.14786/flr.v4i2.168 yulianto, d., & mujtahid, n. m. (2021). online assessment during covid-19 pandemic: efl teachers’ perspectives and their practices. journal of english teaching, 7(2), 229–242. https://doi.org/10.33541/jet.v7i2.277 zarei, a. a., & haghgoo, e. (2012). the relationship between critical thinking and l2 grammatical and lexical knowledge. english linguistics research, 1(1), 104–110. https://doi.org/10.5430/elr.v1n1p104 issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 112 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi youtube videos and snowball throwing technique to improve students’ speaking skill nabella dwi meilinda teacher of english at global english language center, palembang, south sumatera, indonesia nabellameilinda@gmail.com abstract snowball throwing technique is an interesting strategy which enables students to think and to discuss an issue from different points of view by using the video. this study was done to reveal if (1) there was a significant difference in the eleventh graders’ speaking skill between those who were given intervention by using youtube video with a snowball throwing technique and those who were not, and (2) there was significant difference among good, average, and poor speaking categories among the sample. the participants of this study consisted of 106 eleventh graders of sma muhammadiyah 6 palembang. by means of purposive sampling, 40 students were involved where 20 students of xi. class ipa 1 was in control group and other 20 students of xi ipa 2 was in experimental group. this study used a quasi-experimental design with non-equivalent pretest and posttest design. to collect the data, speaking test was administered twice as the pretest and posttest for both groups. the result revealed that there was a significant difference in speaking skill between students taught by using youtube video with snowball throwing technique and those who were not. last, there was a significant difference among good, average, and poor speaking categories among the sample. keywords: snowball throwing technique, speaking skill, youtube videos media manuscript submitted: august 20, 2018 manuscript revised: september 5, 2018 accepted for publication: october 19, 2018 introduction every group of people in the world has their own languages. clark argues that language is fundamentally an instrument of communication (as cited in riyani, 2016, p. 1). these languages are the instrument for communication between one group and another. however, this language is learnt by a higher number of people with every passing day because it has two important things in this globalization era: (1) a means to communicate; and (2) to create a greater opportunity for a job (crystal, 2003). however, language is not only used as an instrument to communicate but also to convey ideas, thought, opinions, and feeling. language is needed for daily communication. without language, effective communication cannot be achieved and misunderstanding will take place. one of the languages is english, and it is used by millions of people around the world. it means that english is a means of global communication for many activities. marzulina (2010) argues that communication happens from both listener and speaker to create a stimulus and response. the language helps us to express feelings, talk, exchange views, and contact people wherever we live by using the technologies such mailto:nabellameilinda@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 113 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi as computers and smartphone. it means that we have to be able to communicate in english and know how to practice it by technology. this fact leads indonesian people to learn english, and even the government has put english as a compulsory subject included in the curriculum. english is one of the tested subjects from the six important subjects required in national examination at senior high school (the ministry of education and culture, 2013). fiktorius argues that english examination is to measure students’ english competence nationally (as cited in carolina, 2017, p. 46). based on the result from the ministry of education and culture, in national examination 2013/2014, only 52, 69% of the students who can give the responses in complete sentence. wilkins says that the errors in learning are significant. they are not, however, entirely caused by differences between the native language of the learner and the language he is learning (as cited in arif, 2015, p. 26). it means that the students still have problem in learning process. in order to reach the success of english teaching, four language skills consisting of listening, speaking, reading, and writing must be taught in integrated way. however, efl learners’ ability to speak is still problematic. hetrakul explains that the problems of student are resulted from two causes. the first is environment (outside the class) which does not support the students. the second is lack of grammar (as cited in novita, 2017, p. 11). according to ur (1996), causes of speaking difficulties are many, such as: 1. inhibition: it is a state of being anxious of making mistakes, receiving criticism, or being shy. 2. nothing to express: it is a state of having no willingness to speak up. 3. lack of participation: it is a state where there is one student talking at a time due to big class and the tendency of some students to dominate, while others have little or even no participation. 4. vernacular use: students whose mother tongue is the same are likely to use it as it is easier and they feel less expose when using it. it is supported by asiha bibi that the main problem in learning english, the students are lack of grammar in particular how to make a sentence, how to use conjunction and verb based on the tenses (as cited in astrid, 2011, p. 176). in this situation, speaking skill is more complicated than those other language skills. shumin (2002) argues speaking english is the hardest skill for students as mastering speaking skill is not arduous. speaking requires vocabulary, grammar, and a lot of practice. in addition, he said that the hardest part of speaking skill is that it is always done through communication with at least one other participant and this is why many language learners got shocked and upset when they used their second or foreign language for the first time in real communication: they were not ready yet for impromptu communication and could not deal with its simultaneous demands. therefore, one of the skills that should be mastered is speaking skill (as cited in dwinta, 2017, p.127). english speaking ability is very important for people to interact anywhere and anytime. this adds the importance of the teaching of speaking skill in mastering english, not only as foreign language (efl) but also as second language (esl). burns and joyce explain that speaking is an interactive action of creating meaning through the process of receiving, processing, and producing information (as cited in abrar et al., 2018, p. 130). in line with that brown (2004) defines speaking as a productive skill which is observable. in addition, efrizal (2012) describes that speaking is one of the ways of communication where ideas and thought are conveyed in oral form. to help students able to communicate, the application of the english language in real communication is needed. to overcome problems faced by students, teacher should find technique. according to djamarah, technique is the way for achieving the goals set (as cited in silfia, 2016, p. 46). various kinds of technique which can enhance students’ speaking skill can be used. one of the recommended strategies is the snowball throwing technique. snowball throwing technique is one of the teaching techniques that is based on the material is given by the teacher and the application in class like a group discussion to study english. according to the ministry of national education (2001), “snowball throwing technique is one teaching technique that effective and that is issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 114 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi recommended by unesco for learning to know, learning to do, learning to live, and learning to be”(p.5) snowball throwing technique could be optimal if it is supported by appropriate media. hence, i had chosen youtube video to support the strategy in teaching and learning process. indonesian government launched the newest curriculum called the 2013 curriculum, the teachers are required to integrate ict into the efl teaching and learning process. moreover, noni believes that use of ict was believed to improve the quality of education, even increasing the effectiveness of learning (as cited in khodijah, zaini, & rhayati, 2015, p.184). the resource, youtube.com, is an online video repository in which nearly any digital video file can be stored and exhibited free of charge. started in february 2005, youtube hosts videos that are cumulatively currently viewed more than 2 billion times each day (“timeline,” 2011). currently, youtube has become more popular, especially among adults. this website provides learners with authentic situations and with everyday clips that help them to get better understanding of their lessons. apart from that, berk (2009) suggests that the use of video embedded in multimedia presentations to improve learning in higher education classes and it also has a strong effect on the mind and senses. additionally, greenberg and zanetis (2012) report that video technologies, such as youtube video, can enhance students’ cognitive and academic performance. this website provides learners with authentic situations and with everyday clips that help them to get better understanding of their lessons. thus, it is assumed that using youtube video with snowball throwing technique is effective to solve the problem rather than others strategies in teaching speaking to the eleventh graders of sma muhammadiyah 6 palembang. the research problems in this study are: (1) is there any significant difference in speaking achievement between the eleventh grade students of sma muhammadiyah 6 palembang who were taught by using youtubevideo with snowball throwing technique and who are not? (2) is there any significant difference among good, average, and poor categories of the speaking achievement of the eleventh graders of sma muhammadiyah 6 palembang? review of literature concept of speaking according to brown, speaking is an interactive action of meaning making by producing and receiving and processing information (as cited in yonsisno, 2015, p.40). speaking as one of the four language skills plays vital role in communication. bryne states that oral communication (or speaking) is a two-way process between participants in communication and requires the productive skill of speaking and the receptive skill of comprehending (as cited in yonsisno, 2014, p. 37). when people start to speak, it means they want to deliver or share their ideas with others. brown (2004) further says that there are five basic types of speaking. they are described as follows: 1) imitative. this type of speaking performance is the ability to imitate a word or phrase or possibly a sentence. 2) intensive. this second type of speaking frequently employed in assessment context is in the production of short stretches of oral language designed to demonstrate competence in a narrow band of grammatical, phrasal, lexical or phonological relationships. 3) responsive. this type is an interactive process which requires comprehension but at the fairly low level of very brief conversations, basic greeting and little talk, basic request and comments and the like. the stimulus is usually a spoken prompt in order to preserve authenticity. 4) interactive. interaction can happen through two forms of transactional language to share particular information, or interpersonal exchanges, which have the purpose of maintaining social relationships. 5) extensive. extensive oral production tasks include speeches, oral presentations, and storytelling, during which the opportunity for oral interaction from listeners is either highly limited or ruled out altogether. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 115 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi teaching speaking according to brown, teaching is the specific act of assisting someone to be able to do particular things, deliver instructions, guiding in learning things by providing knowledge with the purpose to know or understand (as cited in zahara, 2017, p.67). darling-hammond argue that in improving education, there are many aspects which have to be considered because all aspects are important in improving students learning (as cited in ghazali, rabi, wahab, & rohaizad, 2017, p. 41). it includes assessment, well-prepared teachers, welldesigned and coherent curriculum and also a skilful instruction which is adapted to students’ needs and personalized learning environments. teaching speaking is sometimes considered as a simple process of commercial language school around the world, which hires people with no training to teach conversation. lauder argues that english is well-known as an important language for indonesia because it is an international language used globally. in indonesia, english language teaching has been growing fast (as cited in saputra & marzulina, 2015, p.1). it is taught in schools, especially secondary shools. although nunan (2003) states that speaking is totally natural, speaking in a language other than our own is anything but simple. therefore, learning can be defined as a product of continuous interaction between the development and the life experience. more complex, hamalik goals that learning means a conscious effort from a teacher to teach the students (directing the interaction of the students with the other learning resources) in order to achieve the expected (as cited in imtihana, sukirman, mardeli, & nurlela, 2015, p. 37). teaching speaking in indonesia is not easy. most of teachers are focusing more on the content rather than practice. this is quite worrying because practicing has a big impact to improve the education. in improving education, there are many aspects which have to be considered because all aspects are important in improving students learning. darling and hammond believe that it includes assesment, well-prepared teacher, well-designed and coherent curriculum and also a skillful instruction which is adapted to students’ needs and personalized learning environments (as cited in ghazali, rabi, wahad, & rohaizad, 2017, p. 41). meanwhile, aleksandrzak argues that the teacher should make the students fun in learning process (as cited in herlina & holandyah, 2017, p. 108). if the students are not fun and interested in the lesson, the teacher will be very difficult to make the students understand the lesson. the teachers must create an interesting atmosphere in teaching learning process because the student’s ability of learning english depends on their previous experience. cowley explains that teaching style your personality, they way you look, the way you speak, the way you use movement and space, the levels of control you use in fact everything you do in give information the students (as cited in saswandi, 2014, p. 39). it means that, teachers’ teaching style is the teachers’ personality about how the teachers transfer their information to the students and manage the situation in the class. the nature of the teaching of speaking skill harmer (2001) explains that in teaching speaking, 6 principles are used which are as described here: 1) help students overcome their initial reluctance to speak. be encouraging; provide opportunity; start from something simple. 2) ask students to talk about what they want to talk about. 3) ask students to talk about what they are able to talk about. 4) provide appropriate feedback. 5) combine speaking with listening and reading. 6) incorporate the teaching of speech acts in teaching speaking. the use of youtube videos in relation to the use of technology, interactive multimedia is an example of technology which is widely used in the education real including in elt. lin and chen argue that to cope with insufficient background knowledge of learning content, instructional strategies need to be merged issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 116 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi into the learning material and one of the instructional strategies is by using multimedia (as cited in pitaloka, 2014, p. 2). in this case, i used youtube videos as the multimedia to support the strategy. smaldino, russell, heinich, and molenda (2005) state that teachers can use youtube videos to provide baseline knowledge for all students. the packaged media can serve as an alternative to teachers. 1) cognitive skills. students can observe dramatic recreations of historical events and actual recordings of more recent events. color, sound and motion make personalities come to life. 2) demonstrations. videos are great for showing how things work. demonstrations of motor skills can be more easily seen through media than in real life. if teachers are teaching a step by step process, teachers can show it in real time, speed up to give an overview or slow down to show specific details. 3) virtual field trips. videos can take students to places they might not be able to go otherwise. teachers can take their students to the amazon rain forest, the jungles of new guinea to observe the behavior of animals in the field. teacher and students can go to those places and many others on videos. 4) documentary. videos are the primary medium for documenting actual events and bringing them into classroom. 5) dramatization. videos have the power to hold the students spellbound as a human drama unfolds before their eyes. 6) discussion basics. by viewing videos together, a diverse group of students can build a common base of experience as a catalyst for discussion. types of videos harmer (2001) states there are three basic types of videos which can readily be used in class. first, off-air programs. programs recorded from a television channel should be engaging for students, and of a sensible length. teachers have to consider their comprehensibility too. apart from overall language level, some off-air videos are also extremely difficult for students to understand, especially where particularly marked accents are used or where there is a high preponderance of slang or regional vernacular. the programs and excerpts are ones which we can use for a range of activities including prediction, cross-cultural awareness, teaching language, or as spurs for the students’ own activity. teachers have to remember that all television programs have copyright restrictions which vary from country to country. it is important to know what the law is and realize that breaking it can have serious consequences. second, real-world videos. teachers and students should not use separately published videotape material such as feature films, exercise manuals, wildlife documentaries or comedy provided that there are no copyright restrictions for doing this. once again, teachers need to make their choice based on how engaging and comprehensible the extract is likely to be, and whether it has multi use potential. teachers need to judge the length of the extract in the same way too. third, language learning videos. it means videos to accompany course books. the advantage is that they have been designed with students at a particular level in mind. those videos are likely to be comprehensible, designed to appeal to students’ topic interests and multi use since they can not only be used for language study but also for a number of other activities as well. the concepts of snowball throwing technique oxford claims that learning strategies make learning easier, faster, more fun, more independent, more effective, and more diverted to new situations. it is also supported by many studies that the use of language learning strategies may affect the ability of the students in foreign languages especially in english language skills (as cited in marzulina, 2018, p. 64). so, one of the recommended strategies is snowball throwing technique. snowball throwing is one of teaching method that based on the material is given by the teacher and the application in class like a game to study english. edmunds and brown (2010,) said that snowball is recommended methods to improve interaction and one can set specific tasks for the other students in the group such as requiring them to ask questions, summarize key points, issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 117 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi offer alternative views or comment on the content and quality of the presentation. moreover, using a dvd clip or audio-recording is usually better to direct the students to look for and listen to specific features of the recordings. farrel and jacobs (2010) described that snowball throwing is a useful cooperative learning method because each member works alone first and then presents to the group, thus students are discouraged from either doing nothing or, the opposite, attempting to dominate the group. sociologically, cooperative learning can foster self-awareness and altruism amongst learners and also enhance the importance of the individual in social life. the founder of cooperative learning is john dewey in 1916 with his book “democracy and education”. from the points above we can conclude that cooperative learning using the stt is a learning system that prioritizes the opportunities for the active participation of learners in learning especially for interactive dialogue. because in the stt all the students get the opportunity to give and answer questions from other students in their group and they are required to participate actively in class. the technique facilitates the development of interactive dialogue between the student learners since one of the features of cooperative learning is group interaction. furthermore, the stt is also able to increase the speaking ability of students because in these activities they will have different roles including having to speak. this means that they do not have to take the same responsibilities all the time since in this technique the students should formulate and answer questions properly and correctly. the advantages and disadvantages of snowball throwing technique jaques and salmon (2006) list the advantages of the stt as follows: 1) good for encouraging the creation of well integrated ideas. 2) allows students to think for themselves before discussing. 3) generates full and lively participation in plenary discussion. from the explanation above, it is obvious that stt have many advantages such as; it can make the students used their ideas and creativity when answering the question without properly and correctly, so it can improve the students motivation in learning english, this technique facilitates the development of interactive dialogue between the students, and also it creates a lively classroom atmosphere because all the students must work in order to complete their tasks. in contrast to the above advantages, the disadvantages of stt is it can break up cohesive feeling in some groups and takes time to unfold. thus, in order to avoid these problems the teachers of english should be careful and aware of some potential problems before teaching in the classroom. teaching procedures i adopted the teaching procedures from three stages of activities in teaching by using the snowball throwing technique proposed by sanchez (2010) and modified the teaching procedures as needed for this present study. thus, the procedures of teaching snowball throwing technique in both groups are listed: 1) teacher prepares the material to be presented. 2) each student finds a partner. 3) in each pair, students pose and answer a question or problem related to the topic they have studied. one person writes the question. the other person writes the answer on a separate sheet of paper. 4) the students ball up their papers. 5) the “question” students line up on one side of a line, rope, or ribbon. 6) the “answer” students line up on the other side. both lines should be facing each other. 7) on the teacher’s signal, the students throw their “snowballs” across the line. 8) at the teacher’s stop signal, everyone picked up one snowball and tried to find the partner snowball. 9) in their new pairs, students read their question and answer, then use their resources (textbook, other print material available, posters, etc.) to verify the answer and to provide evidence (sources) that the answer is correct. if necessary, the students revise the answer. 10) students can also use their work to create group or class resource books for that topic. 11) to facilitate learning issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 118 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi by the students, the teacher helps them who have problems. to enrich the interaction among them, the teacher also pose some questions and asked for help to answer them from the students. methods research design in this study, a quasi-experimental method, particularly pretest posttest control group design was employed to see the significant difference in speaking skill between the students who were given the treatment by implementing youtube videos with snowball throwing technique and those who were not to the eleventh graders of f sma muhammadiyah 6. two groups were used in this study. the first group was experimental group and the second group was control group. the experimental and control groups were administered pretests and posttests but the treatment was only given to the experimental group. population and sample fraenkel and wallen (2009) explain that population is bigger community of research interest to the researcher used to maka generalization of research results/findings. the population of this research, the eleventh grade students of sma muhammadiyah 6 palembang in academic year of 2017/2018 were 106 students, comprising four classes; xi ipa a, xi ipa b, xi ipa c, and xi ips. sample refers to groups of individuals from whom data are collected. mcmillan and schumacher (2010) state that in quantitative studies, the selection of the group of subjects or participants from the population is called sample. in deciding the sample of the study, i used purposive sampling method because i had an interview with one of the english teachers in sma muhammadiyah 6 palembang. then, the teacher recommended xi. ipa a and xi. ipa b class since they had the same characteristics and level of english. 40 students were taken from the population as the sample, 20 students as experimental group (xi ipa b) and 20 students as control group (xi ipa a). data collection in this research, i used test. the kind of this test was a monologue test, based on the syllabus of 11th grade, they produce oral language by themselves. i used the pre-test and a post-test which were administrated before and after the treatment. the instrument which was used in both testswere the same instrument. then, i considered the validity of the test prior to giving the test to the students. brown (2004) defines validity as the degree to which the test actually measures what it is intended to measure. in this study, i applied content validity and construct validity to measure whether the instrument are valid or not. according to hughes, content validity of an instrument is good if the content comprises materials representing the language skills, structures, etc. furthermore, a test can be said to have construct validity when it measures what it is supposed to measure. (as cited in putra & marzulina, 2018, p. 193). in this study, inter-rater reliability test were also used to find out the reliability of the result of students’ speaking tests. it was checked by using raters’ judgments on the language produced by students in terms of oral forms of english. after giving test, there were three raters involved in this study to give scores on students’ speaking tests. to scores the speaking tests, the raters used brown (2004) rubrics. the raters had selected based on three criteria: 1) they graduated from strata 2 of english study program; 2) they had minimum 3 years teaching experiences and 3) they had 550 for toefl minimum scores. data analysis before the data were analyzed, frequency the data and descriptive statistics were counted to show distribution of the data. to interpret the students’ individual score, the range of speaking issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 119 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi ability used is as follows: excellent, good, average, poor, and very poor. in frequency of data, the students’ scores, frequency, percentage were obtained from pretest and posttest scores in both experimental and control group. in descriptive statistics, number of sample, the score of minimal, maximal, mean, and standard deviation were also analyzed. furthermore, the data had to be checked for its normality and homogenity. for normality test, kolmogorov smirnov was used through spss program. for homogeneity test, levene statistics was also carried out. to analyze the data, i used t-test. it was run by spss version 22.0 software. there are two kinds of how to do t-test. in measuring a significant difference, students’ posttest scores in experimental and control groups were analyzed through independent-sample t-test. the significant difference is indicated whenever p-output is less than 0.05. in measuring a significant difference among more than two variables, two-ways anova was employed to analyze students’ posttest scores in good, average, and poor categories in both groups. the significant difference was shown if the p-output (sig. 2-tailed) does not exceeds 0.05. finding and discussion distribution of students’ speaking achievement in experimental and control groups first of all, the result of students’ pretest scores in experimental group from 20 students showed that no students had speaking achievement in excellent and very poor categories, one student (5%) was in good category, twelve students (60%) were in fair category, and seven students (35%) were in poor category. the result is presented in table 1 below: table 1. distribution of data frequency on students’ pre-test scores in experimental group n category f percent 20 excellent 0 0% good 1 5% average 12 60% poor 7 35% very poor 0 0% total 20 100% meanwhile, the result in control group from 20 students revealed that no student belonged to excellent and very poor category of speaking achievement, two students (10%) were in good category, fifteen students (5%)belonged to fair category, three students (15%)were categorized in poor category. the result of the pretest scores in control group can be seen in table 2 below: table 2. distribution of data frequency on students’ pre-test scores control group n category f percent 20 excellent 0 0% good 2 10% average 15 75% poor 3 15% very poor 0 0% total 20 100% secondly, the result analysis of students’ posttest scores in experimental group from 20 students, it showed that there were seven students (35%) in excellent category and twenty three students (65%) in good category. it could be said that the students got better score after the treatment. the issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 120 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi distribution of data frequency on the student’s posttest scores in experimental group is described in table 3 below: table 3. distribution of data frequency on students’ posttest scores in experimental group n category f percentage 20 excellent 4 35% good 13 65% average 3 0% poor 0 0% very poor 0 0% total 20 100% meanwhile, the posttest scores in control group showed that seven students (35%) were categorized in good category, twenty students (50%) were in fair category and three students (15%) were in poor category. it meant that control group also got quite better score than before. this result is displayed in table 4 below: table 4. distribution of data frequency on students’ posttest scores in control group n category f percentage 20 excellent 0 0% good 4 35% fair 13 50% poor 3 15% very poor 0 0% total 20 100% thirdly, from descriptive statistics analysis, it was obtained that the maximum score of the pretest of the experimental group was 17, the minimum score was 7, the mean score was 11.95, and the score of the standard deviation was 2.946. then, the maximum score of the pretest of the control group was 19, the minimum score was 8, the mean score was 13, and the score of the standar deviation was 2.772. the result is presentend in table 5 below. table 5. descriptive statistics on students’ pretest scores in control and experimental groups group n min max mean std.deviation experimental 20 7 17 11,95 2,946 control 20 8 19 13 2,772 then, for posttest in the experimental group, the maximum score was 22, the minimum score was 15, the mean score was 18.15, and the score of the standard deviation was 2.323. then, for posttest in controlgroup, the maximum score was 17, the minimum score was 10, the mean score was 13.35, and the score of the standar deviation was 2.109. the result is avaliable in table 6 below. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 121 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi table 6. descriptive statistics on students’ posttest scores in control and experimental groups group n min max mean std.deviation experimental 20 15 22 18,15 2,323 control 20 10 17 13,35 2,109 the results of normality test and homogeneity test a normality test was used to detemine whether sample data were distributednormally. for this reason, 1 sample kolmogorov-smirnov in spss version 22.00 was used. the data are considered normal whenever it exceed 0.05. the normality test result is presented in table 7 below. table 7. normality of the test of students’ experimental and control group groups scores sig. control pretest .200 posttest .151 experimental pretest .200 posttest .120 from the table above, the normality test results showed that the significance value in the control group was 0.200 for the pretest and 0.151 for the posttest. then, the result of experimental group was 0.200 and 0.120 for the pretest and posttest. thus, it can be concluded that the score distribution of both groups were normal. for knowing the homogeneity, levene statistics was used all scores in experimental and control groups. the result of homogeneity test is displayed in table 8 below. table 8. homogeneity of test of students’ pretest and posttest scores in experimental and control groups group sig. category pretest (experimental-control) 0.454 homogenous posttest (experimental-control) 0.338 homogenous based on the result, the significance level of students’ pretest was 0.454. thus, it could be stated that the students’ scores of pretest in experimental and control groups were homogenous since it was bigger than 0.05. meanwhile, the significance level of students’ posttest was 0.338. thus, it could be said that the students’ scoresof posttest in both groups were homogenous since it exceeded 0.05. significant difference of posttest scores in experimental and control groups independent sample t-test was used to measure the significant difference on students’ speaking skill by using snowball throwing technique and those who were taught by using teacher’s method at sma muhammadiyah 6 palembang. the result of independent sample t-test is displayed in table 9 below. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 122 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi table 9. result of the analysis of independent sample t-test from students’ posttest scores in control and experimental groups group mean t df sig. (2 tailed) ha ho control 18,15 6,841 38 .000 accepted rejected experimental 13,35 based on the table, it was found that the p-output was .000 and the t-value was 6.841. it showed that there was a significant difference on students’ speaking skill by using snowball throwing technique because the p-output was less than 0.05 (0.000 < 0.05) and the t-value was bigger than t-table (6.841 > df 38= 2.429). therefore, it indicates that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. moreover, it showed that t value was positive (6.841) meaning that mean score of student’s posttest in experimental group was higher than in control group. significant difference among good, average, and poor in control and experimental groups two-way anova was used to measure the significant difference on students’ speaking skill taught by using youtube videos with snowball throwing technique and those who were not in (good, average, and poor) categories. the result of two-way anova is avaliable in table 10. table 10. the result of two-way anova from students’ posttest scores in control and expermental groups in (good, average, and poor) categories source type iii sum of squares df mean square f sig. corrected model 330.565a 4 82.641 30.965 .000 intercept 4149.423 1 4149.423 1554.75 1 .000 aspect 90.027 2 45.014 16.866 .000 group 20.232 1 20.232 7.581 .009 aspect * group .668 1 .668 .250 .620 error 93.410 35 2.669 total 10315.000 40 corrected total 423.975 39 based on analysis of two-way anova from students’ posttest scores in control group with 20 students and experimental group with 20 students in (good, average, and poor) categories. it could be seen that there were 20 students includes in good category, 17 students included in average category and 3 students included in poor category. the statistical analysis in measuring significant different more than two variable using two-way anova found that the p-output was .620. from the p-output it can be stated that there is no different more than two variable of speaking category on students’s speaking skill achievement taught using stt and conventional strategy because p-output was higher than 0,05. it means that there is no differences both categories good, average, and poor; snowball throwing technique and teacher’s strategy can be applied in both of categories. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 123 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi from the finding above, i could conclude that there were some reasons why youtube videos with snowball throwing technique could improve the students’ speaking achievements. first, it might be caused by some activities in teaching by using youtube videos with snowball throwing technique such as previewing, viewing, and post viewing activities which required the students to watch the videos by tapping their background knowledge, to respond to the videos or to practice some particular language point, and to stimulate their interest in the topic. in addition, after watching the videos, the students could discuss and share their ideas to one another in a group. this is also supported by lialikhova’s finding (2014) that proved the use of different pre-, while and post-viewing activities can facilitate pupils’ understanding of the video. the second reason why youtube videos with snowball throwing technique could improve students’ speaking achievement was because the content of videos which exposed to real-life that can attract students’ attention and make teaching and learning process more alive. this statement is strengthened by flynn (1998) that video brings language in the context of life in realistic settings to the classroom. hence, this strategy requires students to think and discuss the same topic in different point of view. snowball throwing technique allowed the students to partcipate in brainstorming the idea and giving feedback each other confidently (sanchez, 2010). furthermore, by teaching snowball throwing technique, students felt enjoyable in speaking since the researcher paired up the students through. this statement is also strengthened by amilia (2012) they could interact with their friends, such as asking and giving suggestion about their opinion each other. the other reason why youtube videos could improve students’ speaking achievement might be caused by its implementation. the students seemed excited and enthusiastic to watch the videos. they were also given the chance to analyses some events in the videos. it can also be implied that using videos could stimulate students to speak english, since they worked collaboratively in groups. therefore, students could freely share their ideas each other. the collaboration among students in one group could be a good way for those who were not confident to speak. in this case, the students were treated to use english to interact with others but they could ask some help and suggestions from others, including from i, whenever they found some problems in expressing something. furthermore, in terms of speaking achievement, experimental group students made the highest improvement in vocabulary. it was because the students enriched their vocabulary during treatment by watching many kinds of youtube videos. by doing so, they got new vocabulary as it was found in a study conducted by ismaili (2013). however, there was one aspect, fluency, which showed the least significant improvement in experimental group. probably, when i asked the students about the videos some of them were not ready to tell the event. they just focused on the fixed vocabulary which made them difficult to speak. conclusions several conclusions could be drawn based on the findings. firstly, the snowball throwing technique was effective to enhance students’ speaking ability of the eleventh graders of sma muhammadiyah 6 palembang in academic year 2017/2018. it could be seen from the improvement they got after the intervention. the data showed that the snowball throwing technique had successfully encouraged students to have better speaking ability than those who were not taught by using this strategy. to sum up the findings and interpretation above, following are several conclusions and suggestions to be considered. first, it could be concluded that snowball throwing technique significantly improved the students’ speaking ability. it was found that the students in experimental group obtained higher score than those in control group after being taught by using snowball issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 124 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi throwing technique. moreover, in terms of aspects of speaking skills, there were also significant improvements in five aspects of speaking. second, there was significant difference in speaking ability between the students who were taught by using snowball throwing technique and those who were not. hence, it could be concluded that the use of snowball throwing technique significantly improved the students’ speakingskill. references abrar,m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l.(2018).if our english isn’t a language, what is it? indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145.retrievedfrom http://nsuworks.nova.edu/tqr/vol23/iss1/9 arif, n. (2015). mother-tongue interference in the error of learners’ grammar.irje: jurnal penelitian universitas jambi, 17(2), 26-30. retrieved from https://onlinejournal.unja.ac.id/index.php/humaniora/article/view/2566 astrid, a. (2011). pembelajaran tata bahasa inggris secara komunikatif dengan penyajian induktif dan pengintegrasian keterampilan berbahasa: studi kasus di kelas bahasa inggris i di iain raden fatah palembang. ta’dib: jurnal of islamic education, 16(2), 175-208. retrieved fromhttp://jurnal.radenfatah.ac.id/index.php/tadib/issue/view/10 berk, r. a. (2009). multimedia teaching with video clips: tv, movies, youtube, and mtvu in the college classroom. international journal of technology in teaching and learning, 5(1), 1-21. brown, h. d. (2004). language assessment: principles and classroom practices. new york, ny: longman. carolina, e. s. (2017). are islamic boarding schools ready? the use of the computer-based test in the national exam policy for english subject. ta’dib: jurnal of islamic education, 22(2), 44-53. retrieved fromjurnal.radenfatah.ac.id/index.php/tadib/article/view/1638. crystal, d. (2003). english as a global language (2nd ed.). cambridge, cie: cambridge university press. darusmin, d. k., delfi, s., & masyhur. (2012). using snowball throwing model to increase speaking ability of the second year students of smp n 21 pekanbaru. faculty of teacher’s training and education, riau university: riau retrieved from http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/1318/journal%20deni%20 kurnianengih%20darusmin.pdf?sequence dwinta, d. a. (2017). improving the eleventh grade students’ speaking achievement through whole brain teaching method at smk farmasi bina medika palembang. edukasi: jurnal pendidikan dan pengajaran, 4(1), 125-136. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/view/1521 edmunds, s., & brown g. (2010). effective small group learning. london, uk: amee guide. education first, english proficiency index (2013). english proficiency index (3rd ed). retrieved from http:// www.ef.com /efi efrizal, d. (2012). improving students’ speaking through communicative language teaching method at mts ja-alhaq, sentot ali basa islamic boarding school of bengkulu, indonesia. international journal of humanities and social science, 2(20), 127-134. farrel, t. s. c., jacobs, g. m. (2010). essential for successful english language teaching. new york, ny: mpg book group ltd. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012).how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. ghazali, n. h. c. m., rabi, n. m., wahab, n. a., & rohaizad, n. a. a. (2017). development and validation of an inventory to evaluate teaching strategies for promoting higher-order thinking http://nsuworks.nova.edu/tqr/vol23/iss1/9?utm_source=nsuworks.nova.edu%2ftqr%2fvol23%2fiss1%2f9&utm_medium=pdf&utm_campaign=pdfcoverpages http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/1318/journal%20deni%20kurnianengih%20darusmin.pdf?sequence http://repository.unri.ac.id/xmlui/bitstream/handle/123456789/1318/journal%20deni%20kurnianengih%20darusmin.pdf?sequence issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 125 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi skills in the teaching of islamic education. ta’dib: jurnal of islamic education, 22(1), 39-47. retrieved from jurnal.radenfatah.ac.id/index.php/tadib/article/view/1217 greenberg, a. d., & zanetis, j. (2012).the impact of broadcast and streaming video in education. retrieved from http://www.cisco.com/web/strategy /docs/education/ cisco videowp.pdf herlina, & holandyah, m. (2015). teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang. edukasi: jurnal pendidikan dan pengajaran, 2(2), 107-120. retrieved fromjurnal.radenfatah.ac.id/index.php/edukasi/article/view/602 harmer, j. (2001).the practice of english language teaching (3rd ed.). london: pearson education limited. imtihana, a., sukirman., mardeli., & nurlela. (2015). the role of teaching islamic religion at sekolah alam indonesia palembang. ta’dib: jurnal of islamic education, 20(1), 35-56. retrieved from jurnal.radenfatah.ac.id/index.php/tadib/article/view/345 jaques, d., salmon, g. (2006). learning in group: a handbook for face-to-face and online environment (4th ed.). new york, ny: taylor & francis group. kementrian pendidikan dan kebudaayaan. (2013). kerangka dasar dan struktur kurikulum 2013. retrieved from http://sertifikasi.fkip.uns.ac.id/modul/1%20 materi%20kppg%20&%20kurikulum%202013/struktur%20dan% 20isi %20kurikulum%202013.pdf khodijah, n., zaini, h., & rhayati, e. (2015). the use of information and communication technology(by the lecturer of islamic state university of raden fatah palembang. ta’dib: jurnal of islamic education, 20(2), 183-200. retrieved from jurnal.radenfatah.ac.id/index.php/tadib/article/view/328/pdf marzulina, l. (2010). lecturer’s roles and communicative functions in english education study program classroom of faculty of teacher training and education. retrievedfromhttps://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&as_ sdt=2005&sciodt= marzulina, l. (2018). learning strategy towards students’ descriptive writing achievement taught by using pick–list –evaluate–active –supply–end strategy. edukasi: jurnal pendidikan dan pengajaran,3(1), 63-75. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/view/2050 mcmillan, j. h., & schumacher, s. (2010). research in education: evidence-based inquiry (7th ed). new york, ny: pearson. ghazali, n. h. c., rabi, n. m., wahab, n. a., & rohaizad, n. a. (2017). development and validation of an inventory to evaluate teaching strategies for promoting higher-order thinking skills in the teaching of islamic education. ta’dib: jurnal of islamic education, 22(1), 58-68. retrieved from jurnal.radenfatah.ac.id/index.php/tadib/article/view/1217 novita, t. (2017). students’ english speaking skill and activation method: the case of one senior high school. edukasi: jurnal pendidikan dan pengajaran, 4(2), 10-17. retrieved fromjurnal.radenfatah.ac.id/index.php/edukasi/article/view/1659 pitaloka, n. l. (2014). developing interactive multimedia with local-content-based narrative texts for grade eight. lingua, jurnal bahasa dan sastra, 15(1), 1-22. retrieved from https://media.neliti.com/media/publications/219817-developing-interactive-multimediawith-l.pdf putra, h., & marzulina, l. (2016) teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts al-furqon prabumulih. edukasi: jurnal pendidikan dan pengajaran, 2(2), 185-198. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/view/608 http://www.cisco.com/web/strategy%20/docs/education/%20cisco%20videowp.pdf http://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&oi=scholarr http://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&oi=scholarr http://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&oi=scholarr https://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&as_sdt=2005&sciodt=0,5 https://scholar.google.com/scholar?cluster=8120951589768271524&hl=en&as_sdt=2005&sciodt=0,5 https://media.neliti.com/media/publications/219817-developing-interactive-multimedia-with-l.pdf https://media.neliti.com/media/publications/219817-developing-interactive-multimedia-with-l.pdf issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 126 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi riyani, r. (2016). teaching narrative reading text by using 3h (here, hidden, in my head) strategy to the tenth grade students of senior high school of arinda palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 1-10. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/view/619 saputra, h., & marzulina, l. (2015).teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 112. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 saswandi, t. (2014).teaching style and students’ interest in learning english. irje: jurnal penelitian universitas jambi, 17(1), 33-39.retrieved from https://media.neliti.com/media/publications/43487-en-teaching-style-and-studentsinterest-in-learning-english.pdf silfia, e. (2016). improving students’ reading comprehension by using true-false sort at grade x apk of smk n 2 kerinci. irje: jurnal penelitian universitas jambi, 18(2), 41-48. retrieved from https://online-journal.unja.ac.id/index.php/humaniora/article/view/3335/0 sanches, p. (2010). interactive classroom strategies &stuctures for success. new york, ny: nicolas sanchez. smaldino, s. e., russell, j. d., heinich, r., & molenda, m. (2005). instructional technology and media for learning (8th ed.). upper saddle river, nj: pearson education, inc. timeline. (2011). youtube.com. retrieved from http://www.youtube.com/t/ press timeline. ur, p. (1996). a course in language teaching from practice and theory. cambridge,uk:university press. yonsisno. (2014). improving students’ speaking skill by using role play technique at grade xi ipa 1 of sman 2 kota sungai penuh. irje: jurnal penelitian universitas jambi, 16(2), 37-40. retrieved from https://online-journal.unja.ac.id/index.php/humaniora/article/view/2034 yonsisno. (2015). the effect of using debate technique toward students’ speaking skill at the eleventh grade students of sma negeri 2 kota sungai penuh. jurnal penelitian universitas jambi, 17(1), 40-44. retrieved from https://onlinejournal.unja.ac.id/index.php/humaniora/article/view/2432 zahara, i. (2017). the effectiveness of using guided discovery in teaching reading comprehension. edukasi: jurnal pendidikan dan pengajaran, 4(2), 66-73. retrieved from jurnal.radenfatah.ac.id/index.php/edukasi/article/.../pdf_1/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 106 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi efl students’ digital literacy: barriers to development and effective web application programs anissa luthfia dayu rahmah universitas sriwijaya eryansyah universitas sriwijaya corresponding author: eryansyah@unsri.ac.id sary silvhiany universitas sriwijaya abstract this study was a mixed method research which was aimed to examine efl students' digital literacy skills, as well as the factors impacting their growth and effective web application programs for enhancing their digital literacy skills. this study was conducted at a stateowned university in south sumatra province where the participants involved were the sixth semester students of english education study program students from the university. questionnaires (adapted from ravitz, 2014) and interviews were used to gather data for the study. the questionnaire data were collected and analyzed using google form while the interview data were collected through zoom meetings and were analyzed using thematic analysis. based on the findings of this study, the vast majority of sixth semester english education study program students were in good to excellent level of digital literacy. more than half of them believed that the lack of digital devices on campus was the most significant problem impeding their development of digital literacy abilities. furthermore, the vast majority of the participants (90,3%) thought youtube was the most influential web application program for improving their digital literacy skills. keywords: covid-19, digital literacy, digital native, ict manuscript submitted: april 4, 2021 manuscript revised: november 1, 2021 accepted for publication: november 7, 2021 introduction unlike any other period in human history, the twenty-first century is marked by technological advancements, with digital technology playing a critical part in the digital age, as well as universal access to knowledge (black, 2009). this situation highlights the importance of making edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 107 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi efforts to reduce the gap in digital device accessibility and extend options for access to technology in order to achieve equity. on the other hand, many teachers and students are unable to apply their technical skills into the continuing student learning process. for example, students cannot use technology properly until they are digitally literate. thus, digital literacy is critical for society in this information age because of the need to expedite technical advancements (american library association, 2013). students with 21st-century skills can interact effectively with technology in a range of academic circumstances. as a result, students should be prepared to deal with such rapid technology developments by learning the essential skills. according to fadel and trilling (2010), twenty-first-century skills are divided into three categories: (1) innovative thinking; (2) information, media, and ict (information, communication, and technology) skills (together known as digital literacy); and (3) life and career skills. meanwhile, information literacy, media literacy, and information and communication technology (ict) literacy are the three components of digital literacy. given the era's strong links to digital technology, these abilities look to be important in the twenty-first century (zook, 2019). the first component, information literacy, enables students to select, analyze, and use information to learn, apply, and share their knowledge in an effective and ethical manner. ict abilities are the ability to access, manage, integrate, analyze, and produce information bodies using digital technology, communication tools, and networks (panel, 2002). the third multidisciplinary component, media literacy, is concerned with various methods of accessing, interpreting, evaluating, and disseminating messages. according to beetham and sharpe (2007), digital literacy includes people's understanding, behaviors, and capacity to recognize, obtain, handle, incorporate, interpret, examine, and synthesize digital tools and information, develop new expertise, construct media expressions, and engage with others, in addition to the three required ict skills acquired through technology. as previously said, being digitally literate is considered essential for survival in this century because it will aid everyday living and professional advancement. it is the capacity of a person to comprehend and evaluate information presented in diverse ways via digital media (gilster, 1997). it helps to promote contextual knowledge by combining cognitive and technical abilities. this highlights the significance of using critical thinking to examine and evaluate information obtained from the media, particularly digital media. to get the best outcomes from the learning process, a person must know how to utilize digital devices effectively and grasp everything about digital technology. indonesians, particularly in the sector of education, must be well-prepared to deal with digital literacy. the advancement of science and information technology has ushered in a new generation of pupils that are digitally literate. in order to increase education quality in the twenty-first century, the field of education must continue to incorporate technology advancements. as a result, everyone, especially schoolchildren, must be taught digital literacy. digital literacy is expected to encourage pupils to use technology more effectively in the classroom. students can access more upto-date educational information if they are digitally literate, which is one of the benefits of being digitally literate. (alismail & mcguire, 2015). during the covid-19 epidemic, the demand to employ digital technology for teaching and learning activities grows as time passes. virtual learning, which makes use of computer technology and the internet network, is used to provide lectures or class teaching activities. the use of virtual learning during the pandemic is crucial to government strategy aimed at preventing covid-19 illness from spreading and becoming a worldwide epidemic. many pupils appear to experience numerous challenges during virtual lectures. students must be familiar with and handle different digital programs used by lecturers, such as zoom applications, google classrooms, and so on, in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 108 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi order to attend virtual lectures efficiently during the covid-19 pandemic. in order to thrive in digital learning, language learners must also develop digital literacy abilities and linguistic learning strategies in technology-enhanced language learning environments (hubbard, 2013). to evaluate efl students’ readiness for online learning during the covid-19 pandemic, it is important to find out their digital literacy levels as well as the barriers that are stopping them from gaining digital literacy abilities. the goal of this study is to identify variables that impede efl students' digital literacy growth and to identify effective web application programs to help them improve their digital literacy skills. literature review digital literacy digital literacy serves as the foundation for the study. digital literacy has been defined in a variety of ways by different authors. digital literacy, according to gilster (1997), is described as the ability to comprehend, analyze, and apply data. pool (1997) defines digital literacy as an individual's ability to find and synthesize digital material, learn new skills, produce media expression, and interact with others in the context of specific life situations in order to engage in meaningful social action, as well as to reflect on the process (martin, 2005). digital literacy promotes the use of digital technology to handle various forms of data in online environments such as web 2.0 and its online applications. according to eshet (2004), in english teaching and learning contexts, young learners must improve their digital literacy. as a result, digital literacy has come to be seen as a "survival skill in the digital era." to ensure that young learners are digitally literate, supporting skills such as information, publishing, technology, learning, creativity, and life and job skills must be introduced (warschauer & matuchniak, 2010). several authors define digital literacies differently. dudeney, hockly, and pegrum (2013) give definition of digital literacies as “the individual and social skills required to effectively interpret, manage, share, and create meaning in the expanding range of digital communication channels” (p. 2). digital literacy, according to the definition, is defined as the ability to navigate, interpret, anticipate, and communicate across numerous digital platforms. it symbolizes the knowledge that young learners will need to excel in digital literacy. information literacy, media literacy, information, communication, and technology literacy are all classified as digital literacy abilities. information literacy, media literacy, knowledge, communication, and technical literacy are all important in the twenty-first century since it is heavily reliant on digital technology. importance of being digitally literate computer literacy is necessary for the bulk of the world population, including efl teachers and students. according to ferrari (2012), being digitally literate means being able to interpret media (most mediums have been or are being digitalized), search for and assess retrievable information (thanks to extensive internet use), and connect with people using a range of digital tools and apps (mobile, internet). borders between/among countries are no longer a barrier in this digital era, thanks to advancements in digital technology, and long-distance communication between nations and continents is now simple. in today's world, almost every career demands some amount of digital literacy. face-to-face meetings have been supplanted by online talks as a result of the current covidedukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 109 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 19 pandemic outbreak, which has had a huge influence on education and work. many people are persuaded by this scenario to learn digital literacy abilities in order to interact with others or with themselves via technology (chetty et al., 2018). efl teachers and students who are digitally literate can be seen from their abilities to work with digital technologies. chu, reynolds, tavares, notari, and lee (2017), present three characteristics that must be owned by them to be considered digitally literate. they are as follows: il is the ability to effectively and ethically select, evaluate and use information to gain, apply and share their knowledge…, ict skills … refer to the ability to use digital technology, communication tools, and/or networks to access, manage, integrate, evaluate and create bodies of information, [and] ml … is associated with the ability to access, analyze, evaluate and communicate messages in a variety of forms. (p. 22) being technologically savvy is now regarded highly important. because digital media is virtually ubiquitous these days and most students are already digital natives, technologically aware efl teachers may use ict to create creative teaching and learning environments both within and outside the classroom. however, before the ict program is fully integrated into efl instruction, the current level of digital literacy abilities of efl students, as well as any variables impacting the use of ict in the classroom, must be addressed. students' digital literacy needs may be met in this fashion, allowing them to fulfill the demand for 21st-century skills (eryansyah, petrus, indrawati, & ernalida, 2019). digital literacy skills digital literacy encompasses competencies such as information, media, and information and communication technology literacy (ict). all of these skills are intertwined with technological advancements. these skills are lacking in the majority of millennials. however, digital natives are not always digitally literate, even if they are historically tech-savvy. they must continually renew their resources and experience to keep themselves digitally literate. for example, they must have information literacy abilities in writing, reading, and interpreting, which are the basic concepts of information management and related procedures or methodologies. this category contains discussions of issue definitions, problem identification, and problem-solving techniques for acquiring, analyzing, understanding, and using information. the increasing use of information and communication technology has both beneficial and bad consequences. as a result, the environment has evolved into a multicultural society. in the subject of education, information and communication technology (ict) is a critical component. the use of information and communication technology (ict) in educational or teaching and learning activities helps to enhance and broaden access to learning resources and materials. of course, using advanced teaching techniques, improving learning results, reforming or better managing the education system, reflecting on what may be improved, and temporary publishing work that recognizes internet information copyright rules can all assist to improve education quality. information and communication technology (ict) the increasing use of information and communication technology has both beneficial and bad consequences. as a result, the environment has evolved into a multicultural society. in the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 110 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi subject of education, information and communication technology (ict) is a critical component. the integration of information and communication technology (ict) in educational or teaching and learning activities aids in the enhancement and expansion of access to learning resources and materials. advanced teaching approaches, higher learning outcomes, and education system reform or better administration can all help to improve educational quality. as science progresses, the variety of ict tools and components are expected to expand. some of them have been in use for decades, such as computers and telephones. other examples include cellphones, digital televisions, and robotics, which emerged as a result of the evolution of prior technologies. the system employs a variety of ways and methods in sharing, receiving, and processing relevant information without restriction in order to improve the quality of language and adapt to changing world needs (akele, 2014). ict in language learning the use of digital technology for language learning has grown among the younger generation, and it is now a significant concern among efl teachers, students, and stakeholders. digital technology encompasses not just software and hardware, but also digital architecture, which is constantly evolving and widely employed in teaching and learning activities across the world (lee & finger, 2010). instructional technology, computer-based systems, learning technology, or information and communication technology are all terms that can be used to describe this concept (ict). the use of information and communication technology (ict) has altered people's daily lives. surprisingly, as digital technology has progressed, young children have started to use a variety of digital literacy tools, such as the internet, cellphones, online and offline games, messaging, and sketching tools. digital literacy tools can assist young learners better grasp each word, text, and meaning offered by a range of digital devices. turula (2017) claims that young learners who push themselves to study english improve their digital literacy utilizing digital literacy approaches, supporting self-regulated learner autonomy. ict has an impact on students in three areas: education, communication, and enjoyment. in terms of education, today's technology advancements have transformed the teaching and learning activities that take place in the classroom. according to ciroma (2014), ict can improve student learning and teaching methods, based on the findings of an international study. the definition of digital literacy is the knowledge, competence, and behavior of literacy actors who use digital technology for their everyday requirements. karpati (2011) defines digital literacy as "contemporary life skills comprising of knowledge, skills, capacities, and motivating elements generated from individual requirements in each area," as published by the unesco institute for information technologies in education. the general population has to be informed that digital technology can assure continuous learning. students' actions shift from passive to active as a result of this circumstance. while being assisted by the teacher, students should work together to gain new skills and information (lachica, 2015). factors inhibiting efl students’ digital literacy development digital literacy is defined as the knowledge, competence, and behavior of literacy actors who use digital technology for their everyday requirements. karpati (2011) defines digital literacy as "contemporary life skills comprising of knowledge, skills, capacities, and motivating elements edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 111 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi generated from individual requirements in each area," as published by the unesco institute for information technologies in education. the general population has to be informed that digital technology can assure continuous learning. several studies have demonstrated the benefits of utilizing digital technology to improve students' english skills, including more efficient learning through social networking services and improved motivation to study. in asia, notably in indonesia, many efl students lack basic computer literacy skills (eryansyah et al., 2020). the lack of digital devices on campus was cited by the vast majority of pre-service efl instructors as the most significant issue impacting their development of digital literacy abilities. the pupils' lack of financial resources was the second major factor influencing their digital literacy growth. last but not least, there is a scarcity of supporting resources. this is in accordance with a research done by mudra (2020), which showed that owing to a lack of internet connection, expensive demands and tools, and the complexity of material content, digital literacy among learners is declining. methodology research design, site, and respondents this study applied a mixed method design. according to johnson and christensen (2016), ”mixed research involves the mixing of quantitative and qualitative research methods, approaches, or other paradigm” (p. 108). the quantitative data used were in the form of questionnaire while the qualitative data used were in the form of interview. the purpose of this study was to look into the factors that prevent efl students in a state-owned university in south sumatra from developing their digital literacy skills and participating in an effective ict program to improve their ict skills the participants in the study were 74 sixth-semester english education study program students from a state-owned university in south sumatra province. they were chosen using a convenience sampling method. etikan, musa, and alkassim (2016) defined convenience sampling (haphazard sampling) as a non-probability or non-random sample method in which individuals of the target population who fulfill certain practical criteria for any study's goal are selected. the students were chosen for this study because, in comparison to 4th and 2nd semester students, they had fewer subjects taken over the semester. to put it another way, they had more time to devote to this research. as a result, they were thought to be the best candidates for this study's sample. data collection and analysis the information gathered in this study came from questionnaires and interviews. the questionnaire used was a ready-made questionnaire adapted from ravitz (2014). it consisted of 21 closed-ended questions utilizing the five-likert scale (never, rarely, sometimes, frequently, always), with students selecting one of five options in each statement and open-ended question. the purpose of the questionnaire was to learn more about the factors that influence the usage of digital technology for language learning and to develop effective ict programs to help efl students enhance their ict abilities. the other instrument, the interview was a semi-structured interview made by authors focusing on collecting data related to factors affecting digital technologies for language learning and effective ict programs to improve efl students’ ict skills. an interview protocol with pre-set questions was used to construct this semi-structured interview. there were 12 questions prepared for the interview. the questions were already validated before they were used for edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 112 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection. the questionnaire was sent out via google form to 74 people, however only 72 of them responded. meanwhile, there were six people who took part in the interview. zoom cloud meetings were used for the interviews. the data from the questionnaire was automatically analyzed by google form, and the findings were delivered to participants shortly after they finished the survey. authors manually evaluated the data from interviews using a thematic analysis to obtain extra information to corroborate the questionnaire findings in order to answer the research questions. findings efl students’ self-rating on basic digital literacy skills the questionnaire included five questions about self-rating digital literacy skills, ten questions about attitudes toward the use of ict in language learning, and two lists of items about factors preventing efl students from developing digital literacy skills and successful ict programs for developing efl students' ict capabilities. table 1. self-rating on basic digital literacy skills no statements very poor poor acceptable good excellent 1. how would you rate your typing abilities are? 0 3 19 42 8 0% 4,2% 26,4% 58,3% 11,1% 2. how would you rate your ability to conduct an online search? 0 1 5 44 22 0% 1,4% 6,9% 61,1% 30,6% 3. what would you say your level of computer literacy is? 0 1 13 46 12 0% 1,4% 18,1% 63,9% 16,7% 4. how would you evaluate your knowledge of the internet? 0 0 6 44 22 0% 0% 8,3% 61,1% 30.6% 5. what would you say your level of digital literacy is? 0 3 12 39 18 0% 4,2% 16,7% 54,2% 25% the majority of the efl students in this study had excellent or good digital literacy abilities, as seen by the statistics in table 1. the majority of them were proficient in web search (30.6%), internet literacy (30.6%), and digital literacy (25%). furthermore, according to the statistics in the table above, more than half of the efl students (54,2%) had a good degree of digital literacy. based on the above data summary, efl students' current digital literacy abilities are in the good to excellent level. efl students' attitude toward the use of ict in language learning the opinions of efl students about the use of ict in language learning are shown in table 2. it is clear that 37 students (51.4%) love using ict devices, 30 students (41.7%) enjoy using digital edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 113 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi devices, and 31 students (43.1%) feel that technology enhanced language learning instruction is vital. additionally, 36 students (50%) desire to learn more about digital technology, and 40 students (55.6%) are certain that using digital tools and resources would improve and support their learning system. table 2. efl students' attitude toward the use of ict in language learning no statements strongly disagree disagree neutral agree strongly agree 1. using digital devices is genuinely enjoyable for me. 0 1 2 32 37 0% 1,4% 2,8% 44.4% 51,4% 2. it's perfectly fine, and it's easy to run in. 0 2 5 35 30 0% 2,8% 6,9% 48,6% 41,7% 3. i'm familiar with a variety of digital gadgets. 2 4 7 42 17 2,8% 5,6% 9,7% 58,3% 23,6% 4. i've grasped and comprehended the true meaning of digital technologies. 0 5 12 35 20 17,8% 6,9% 16,7% 48,6% 27,8% 5. i'm quite interested in learning more about digital technology. 0 0 5 31 36 0% 0% 6,9% 43,1% 50% 6. when i got a question about digital devices, i felt like i was in jeopardy. 8 28 15 13 8 11,1% 38,9% 20,8% 18,1% 11,1% 7. in terms of using digital technology, i believe i am lagging behind my peers. 4 26 21 16 5 5,6% 36,1% 29,2% 22,2% 6,9% 8. it is essential for me to study more in order to increase my understanding of digital gadgets. 0 0 2 32 38 0% 0% 2,8% 44,4% 52,8% 9. i am confident that utilizing technology will result in a higherquality education system. 0 0 2 30 40 0% 0% 2,8% 41,7% 55,6% 10. i believe that technology-assisted language learning should be included in language education programs. 0 0 8 33 31 0% 0% 11.1% 45,8% 43,1% factors impeding the development of digital literacy skills among efl students table 3 shows that the majority of efl students, or 69.4 percent, believe that the lack of digital devices on campus is the most significant problem impeding their development of digital literacy abilities. students' lack of funding was the second most critical problem impacting their digital literacy skill development, according to 62,5 percent of them. students' lack of learning and learning resources were cited by 58,3 percent of respondents as the following cause. teachers' lack of understanding of digital literacy technology was cited by more than half of them (56,9%) as the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 114 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi next factor impacting their digital literacy growth. a lack of supporting resources and students' lack of enthusiasm were cited by around half of them (55,6%), while the other half (54,2%) cited students' lack of understanding as other issues preventing them from improving their digital literacy abilities. the biggest difficulties restricting their digital literacy skill development, according to a smaller number of them, were instructors' limited knowledge in digital technology (40.3 percent), students' time constraints (37.5 percent), and teachers' lack of passion (34.7 percent). table 3. factors impeding the development of digital literacy skills among efl students no statements frequency percentages 1. students’ time constraints 27 37,5% 2. teachers’ lack of knowledge 41 56,9% 3. teachers’ lack of expertise 29 40,3% 4. teachers’ lack of interest 25 34,7% 5. students’ lack of learning 42 58,3% 6. lack of supporting resources 40 55,6% 7. students’ lack of budget 45 62,5% 8. students’ lack of knowledge 39 54,2% 9. students’ lack of skills 38 52,8% 10. students’ lack of interest 40 55,6% 11. lack of learning materials 42 58,3% 12. unavailability of facilities 50 69,4% effective web application programs for efl students to increase their ict skills table 4. effective ict programs for efl students to increase their ict skills no statements frequency percentages 1. blog 36 50% 2. e-learning 57 79,2% 3. youtube 65 90,3% 4. instagram 33 45,8% 5. twitter 19 26,4% 6. whatsapp 33 45,8% 7. google classroom 43 59,7% 8. zoom 42 58.3% 9. facebook 22 30,6% 10. wikipedia 39 54,2% 11. google 63 87,5% based on data in table 4, the vast majority of efl students, or 90.3%, believed that youtube is the most impactful ict program for improving their ict abilities. according to 87,5 percent of efl edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 115 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students, google was the second most beneficial ict program for them to improve their ict abilities. 79.2 percent of respondents evaluated e-learning and 59.7% rated google classroom as successful ict initiatives. zoom is a beneficial ict software for increasing ict abilities, according to more than half of those questioned (58.3%). about half of them (54,2%) believed wikipedia and blogs (50%) were the best ict programs for developing their ict skills. meanwhile, less than half of them (45,8%), facebook (30,6%), and twitter (26,4%) believed instagram and whatsapp (45,8%), facebook (30,6%), and twitter (26,4%) were other beneficial ict apps for developing their ict skills. interviews there were 12 questions used to find out the reasons that prevented efl students from gaining digital literacy abilities and the successful ict programs that helped efl students improve their ict skills. for the first question, the author inquired about students' knowledge of ict. several students stated that ict means for information, communication, and technology, which refers to all communication technologies, and that ict is a tool for people to communicate, as well as to assist in the teaching and learning process while we are separated. “all i know about ict is that it has to do with information, communication, and technology,” s2 explained. so, if we compare it to our classroom activities, it's probably similar to when the instructor and pupils used technology in the classroom. moreover, s4 said, “i think ict is a kind of technology where we can find and communicate with technology.” the authors asked students what they thought about the necessity of becoming digitally literate in the second question. the majority of students responded that being digitally literate is important because current circumstances have forced us to stay at home and rely on technology to meet and study, so if we are not digitally literate, we will be unable to participate in online activities or study in this pandemic era. “of course, in this globalized period, it is necessary to develop our digital literacy abilities to conduct such activities,” s5 added. for the third question, the author asked students to assess their digital literacy skills on a scale of one to one hundred. furthermore, the majority of the participants rated their digital literacy abilities between 70 and 80. “maybe, 80,” s2 answered, “because i can run some technological tools and programs, and i can also filter the information i get from the internet, therefore, i suppose i am on 80.” for the fourth question, the author inquired as to what obstacles efl students have in gaining digital literacy abilities. as s1 stated, “in my opinion, it is about supporting facilities and infrastructure since campus must have excellent and complete facilities such as computers, laptops, and projectors, as well as the availability of internet and e-mail.” meanwhile, instructors' lack of skills, followed by students' lack of skills, financial constraints, and lack of facilities, are all issues influencing students' digital literacy skill development, particularly in the classroom, according to s2. “perhaps a lack of teacher training,” she said, “since one lecturer could not utilize elearning because he did not know how to run it while i was in the fifth semester.” the authors inquired if pupils' digital literacy abilities would increase if all problems had a solution in the fifth question. the majority of participants believe that if they tackle the difficulties or causes listed in question number four, their digital literacy abilities will increase. “of course,” s3 replied, “for example, if the institution offers facilities, it aids my digital literacy skills.” “perhaps sure, if those problems are resolved, the student's digital literacy abilities can be improved,” s6 added. in the sixth question, the author inquired as to what motivates pupils to use digital gadgets. participants stated that digital devices are simple to use or adaptable, that they may use them edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 116 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi anywhere, at any time, and, of course, that digital gadgets offer several advantages that can help students perceive the world in new ways. “by utilizing technical gadgets, we can do it anywhere, anytime, and the time used is also less than when we find it manual on books, therefore that is the primary reason i love using digital devices,” s2 explained. in the seventh question, the author inquired as to how pupils felt about using digital gadgets in the classroom. when utilizing digital gadgets in class, the majority of students said that they enjoy, are pleased, and are eager. “i get excited when i utilize digital devices,” s3 remarked. “i love and am excited,” s4 said, “and, of course, i adore utilizing technology all day when i have online classes.” the author questioned what digital gadgets the students utilized in the eighth question. the laptop and mobile phone were the most common devices used by students. the authors questioned how students might enhance their digital literacy abilities in the ninth question. several participants indicated that youtube and google are helpful in improving their digital literacy. “i constantly watch youtube to develop my digital literacy abilities by looking for a variety of topics on youtube,” s5 explained. “i believe that the best approach to enhance digital literacy abilities is to utilize digital tools frequently; if we use them more frequently, we will be able to master them fast and learn something new that we did not know before,” s6 added. the author posed the tenth question on the obstacles students faced when using digital technologies. furthermore, inadequate internet networks or signals, as well as unfamiliarity with new apps, were common problems students encountered. “it can be tough to discover an issue with the internet network that makes it difficult to obtain information,” s1 explained. “perhaps when we don't understand how to properly use digital technology,” s3 speculated. in the eleventh question, the author asked what ict programs might assist students improve their ict skills. furthermore, students responded that the most essential ict programs for enhancing pupils' ict abilities are google and youtube.. “they're a lot,” s2 explained, “like graphics design applications like corel, and then social media, like youtube, which will be especially helpful for us language learners, and then google; i think google is the most valuable tool because we can find anything, like an e-book, learning materials for learning.” “i usually utilize youtube to develop my ict abilities, as usual,” s5 remarked. i'm familiar with microsoft office, canva for editing, and edmodo for practicing english. the authors inquired why those programs successfully increase student language acquisition in technology in the twelve questions. the majority of participants stated that those ict programs are beneficial since they are both accessible and efficient for pupils. “it requires a little bit of money because it is regarded efficient and simpler to access anytime or there is no time limit,” s1 explained. discussion focus of the discussions are directed to answer the three research questions stated at the end of the introduction, efl students’ levels of digital literacy, factors impeding their digital literacy skills, and web application programs that helped students improve their digital literacy skills. data from the questionnaire findings indicated that efl students’ level of digital literacy skills were categorized good to excellent. this information can be seen in table 1, more than half of the students rated themselves in good category and around quarter of them rated themselves in excellent category. findings from interview supported the findings from the questionnaire. when they were asked to rate their digital literacy levels from 1 to 100, majority of them rated themselves 70 or 80. the obstacles that prevent efl students from improving their digital literacy abilities could be divided into three categories (see table 3). they came from the efl students themselves, their edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 117 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lecturers, and the campus as a whole. from the students’ own side, around half of them considered their low budget, knowledge, ict skills, and interest to be factors impeding their digital literacy skills. lecturers’ lack of ict skills, knowledge, and interest affected their digital literacy skills as well. the problems in campus were the lack of digital gadgets on campus that students could test for free, as well as their digital literacy not developing correctly due to a lack of supporting resources. furthermore, no training in the use of digital technology was provided on campus. these three issues made it difficult for students to improve their digital literacy on campus. findings from interview as seen from their responses on the fourth question asked in the interview strengthened the three factors as the factors that inhibited efl students’ digital literacy skills. the factors from the students’ side found in this study seemed to be relevant to what spiers and bartlett (2012), supratman and wahyudin (2017), and tampubolon (2017) have previously stated, namely that, despite being digital natives, current efl students still lack quality knowledge, particularly digital knowledge and skills. or, to put it another way, they are not technologically literate yet. meanwhile, the lack of knowledge, skills, and motivation on the part of lecturers tended to make them hesitant to integrate ict into their efl teaching and learning activities. this condition, according to kurniawati et al. (2018), was because of the lecturers were still working on incorporating ict into their lessons. with their current skills, they could only utilize digital devices to a limited extent. as a result, even greater efforts to increase pupils' digital literacy knowledge and abilities are required. azmi (2017), houcine (2011), husain (2018), and papadima-sophocleous, giannikas, and kakoulli-constantinou (2014) all believe that the advantages of ict in language learning can improve efl students' digital literacy as well as their language learning performance. the answer rests in the previously mentioned difficulties, yet efl students' digital literacy abilities can still be enhanced, and students can "employ [digital] tools and resources for language acquisition in genuine situations" (son, park, & park, 2017). five issues were preventing efl students from effectively developing their digital literacy abilities, according to efl students. students' lack of funds, education, skills, motivation, and time were all contributing issues. the efl students thought the university-related variables were the most significant of the three sets of criteria. what the researchers discovered through their analysis appears to be similar to and relevant to what spiers and bartlett (2012), supratman and wahyudin (2017), and tampubolon (2017) have previously stated, namely that, despite being digital natives, current efl students still lack quality knowledge, particularly digital knowledge and skills. or, to put it another way, they aren't yet technologically literate. although some initiatives to increase students' technical literacy have been carried out (as indicated in table 2), the effects achieved from these efforts appear to be insignificant (kurnia & astuti, 2017). findings from the questionnaire and interview suggested that large majority of efl students considered youtube was the most influential web application for strengthening their ict abilities, based on the following interpretation of the data. according to them, google was the second most successful ict program for efl students to improve their ict abilities. the other web applications that efl students considered playing important roles to improve their digital literacy skills were e-learning, gmeet, and zoom. these all indicated that the more they were involved in web-based teaching and learning activities, the better they could improve their digital literacy skills. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 118 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusion and recommendations digital literacy is important and may have a major influence on people's lives, especially when it comes to teaching and learning. because of the present unclear circumstances caused by the covid-19 pandemic, instructors and students will need to use digital literacy and technology to enhance the teaching and learning process. the investigation of efl students' digital literacy and successful ict programs was the subject of the study. to satisfy the expectations, researchers looked into their present digital literacy levels, factors inhibiting them from effectively improving their digital literacy skills, and successful ict programs. the majority of them were found to be above the normal level. based on the research findings, 25% of them had outstanding digital literacy abilities, while another 54.2 percent had moderate digital literacy skills. the lack of open access to digital devices, as well as a lack of supporting resources and training in utilizing digital devices for study, were the primary issues impacting their digital literacy growth. this situation deteriorated as a result of the majority of them lacking the financial means to purchase digital gadgets and subscribe to internet, as well as their professors' less understanding and concern in digital technology. all of these variables appear to make clear why just a small fraction of the entire efl students who took part in this survey were considered to have high digital literacy. this research has certain limitations, such as a small number of samples, time constraints, a limited number of instruments utilized, and non-generalizable research findings. its results, on the other hand, have provided important information. as a result, the authors recommend that the research subject be further investigated using additional samples, various research methodologies, and a longer study period. as a consequence, a more generalized conclusion about digital literacy levels of pre-service efl teachers may be drawn.to keep up with the needs of 21st century education. following up on the explanation in the conclusion, there are a few comments and recommendations that should be made. students are expected to enhance the frequency with which they use online technologies to achieve academic goals. according to the findings of the study, just about 25% of pupils have a high degree of digital literacy. lecturers and teaching staff must offer mentorship and motivation for students to enhance their digital literacy and ict abilities, as well as providing mentoring and encouragement for students to use technology and the internet. finally, for further research, it is suggested that a more in-depth study of the influence of digital literacy on efl students be conducted in order to obtain more references on the use of ict in efl education. disclosure statement during the research and publishing of this work, the authors state that there was no possible conflict of interest. acknowledgement the authors would like to express their gratitude to the head of english language laboratory, faculty of teacher training and education, sriwijaya university and the lab assistant who had helped them in facilitating the lab as the place where the research was conducted. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 119 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references akele, f. e. (2014). information and communication technology as teaching and learning space for teachers of english language in schools. journal of emerging trends in educational research and policy studies, 5(1), 100-108. alismail, h. a., & mcguire, p. (2015). 21st century standards and curriculum: current research and practice. journal of education and practice, 6(6), 150154. american library association (ala) digital literacy task force (2013). ala task force releases digital literacy recommendations. retrieved from http://www.ala.org/news/pressreleases/2013/06/ala-task-force-releases-digital-literacy-recommendations azmi, n. (2017). the benefits of using ict in the efl classroom: from perceived utility to potential challenges. journal of educational and social research, 7(1), 111. beetham, h., & sharpe, r. (2007). rethinking pedagogy for a digital age: designing and delivering e-learning. routledge. black, r. w. (2009). english‐language learners, fan communities, and 21st‐century skills. journal of adolescent & adult literacy, 52(8), 688-697. chetty, k., qigui, l., gcora, n., josie, j., wenwei, l., & fang, c. (2018). bridging the digital divide: measuring digital literacy. economics: the open-access, open-assessment e-journal, 12(2018-23), 120. chu, s. k. w., reynolds, r. b., tavares, n. j., notari, m., & lee, c. w. y. (2021). 21st century skills development through inquiry-based learning from theory to practice. springer. ciroma, z. i. (2014). ict and education: issues and challenges. mediterranean journal of social sciences, 5(26), 98-98. creswell, j. w. (2012). educational research-planning, conducting, and evaluating quantitative and qualitative research. pearsons education. dudeney, g., hockly, n., & pegrum, m. (2013). digital literacies: research and resources in language teaching. pearson education. etikan, i., musa, s. a., & alkassim, r. s. (2016). comparison of convenience sampling and purposive sampling. american journal of theoretical and applied statistics, 5(1), 1-4. eryansyah, e., petrus, i., indrawati, s., & ernalida, e. (2020). pre-service efl teachers’ digital literacy and factors affecting digital literacy development. | irje| indonesian research journal in education, 402-412. https://doi.org/10.22437/irje.v4i2.10892 eshet, y. (2004). digital literacy: a conceptual framework for survival skills in the digital era. journal of educational multimedia and hypermedia, 13(1), 93106. fadel, c., & trilling, b. (2010). 21st century skills: learning for life in our times. education review. ferrari, a. (2012). digital competence in practice: an analysis of frameworks. sevilla: jrc ipts. gilster, p. (1997), digital literacy. new york: wiley computer publications houcine, s. (2011). the effects of ict on learning/teaching in a foreign language. retrieved september, 1, 2012. hubbard, p. (2013). making a case for learner training in technology enhanced language learning environments. calico journal, 30(2), 163-178. hussain, z. (2018). the effects of ict-based learning on students’vocabulary mastery in junior high schools in bandung. international journal of education, 10(2), 149-156. http://www.ala.org/news/press-releases/2013/06/ala-task-force-releases-digital-literacy-recommendations http://www.ala.org/news/press-releases/2013/06/ala-task-force-releases-digital-literacy-recommendations https://doi.org/10.22437/irje.v4i2.10892 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 120 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kaeophanuek, s., na-songkhla, j., & nilsook, p. (2018). how to enhance digital literacy skills among. international journal of information and education technology, 8(4). karpati, a. (2011). digital literacy in education. unesco institute for information technologies in education. kurnia, n., & astuti, s. i. (2017). researchers find indonesia needs more digital literacy education. the conversation. retrieved from http://theconversation.com/researchers-find-indonesianeeds-more-digital-literacy-education-84570. kurniawati, n., maolida, e. h., & anjaniputra, a. g. (2018). the praxis of digital literacy in the efl classroom: digital-immigrant vs digital-native teacher. indonesian journal of applied linguistics, 8(1), 28-37. https://doi.org/10.17509/ijal.v8i1.11459 lachica, l. p. f. (2015). classroom communication and ict integration: public high school teachers’ notions. international journal on integrating technology in education, 4(2), 1-11. lee, m., & finger, g. (2010). the challenge: developing a networked mode of schooling. developing a networked school community: a guide to realising the vision, 3. martin, a. (2005). digeulit–a european framework for digital literacy: a progress report. journal of eliteracy, 2(2), 130-136. mudra, h. (2020). digital literacy among young learners: how do efl t eachers a nd l earners view i ts benefits and barriers? teaching english with technology, 20(3), 3-24. panel, i. l. (2002). digital transformation: a framework for ict literacy. educational testing service, 1-53. papadima-sophocleous, s., giannikas, c. n., & kakoulli-constantinou, e. (2014). ict in efl: the global effect of new technologies in the language classroom. proceedings of the 2014 eurocall conference call design: principles and practice, pool, c. r. (1997). a new digital literacy: a conversation with paul gilster. educational leadership, 55(3), 6-11. ravitz, j. (2014). a survey for measuring 21st century teaching and learning: west virginia 21st century teaching and learning survey. richmond, ca: west virginia department of education. son, j.-b., park, s.-s., & park, m. (2017). digital literacy of language learners in two different contexts. jalt call journal, 13(2), 77-96. spiers, h., & bartlett, m. (2012). digital literacies and learning: designing a path forward. friday institute white paper series, 5. supratman, l. p., & wahyudin, a. (2017). digital media literacy to higher students in indonesia. international journal of english literature and social sciences, 2(5), 51-58. tampubolon, h. d. (2017). digital literacy for all. the jakarta post. retrieved from https://www.thejakartapost.com/life/2017/01/31/digital-literacy-for-all.html trilling, b., & fadel, c. (2009). 21st century skills, enhanced edition: learning for life in our times. john wiley & sons. turula, a. (2017). learner autonomy as a social construct in the context of italki.teaching english with technology, 17(2), 3-28. vanderstoep, s. w., & johnson, d. d. (2008). research methods for everyday life: blending qualitative and quantitative approaches (vol. 32). john wiley & sons. warschauer, m., & matuchniak, t. (2010). new technology and digital worlds: analyzing evidence of equity in access, use, and outcomes. review of research in education, 34(1), 179-225. zook, c. (2019). what is digital citizenship & how do you teach it? retrieved from https://www.aeseducation.com/blog/what-is-digital-citizenship http://theconversation.com/researchers-find-indonesia-needs-more-digital-literacy-education-84570 http://theconversation.com/researchers-find-indonesia-needs-more-digital-literacy-education-84570 https://doi.org/10.17509/ijal.v8i1.11459 https://www.thejakartapost.com/life/2017/01/31/digital-literacy-for-all.html issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the demotivating factors of english language learning among madrasah tsanawiah students: the case of one madrasah in jambi city eddy haryanto jambi university, indonesia eddy.haryanto@unja.ac.id makmur jambi university, indonesia makmur.yanti2159@gmail.com yanti ismiyati batanghari university, jambi, indonesia siti aisyah jambi university, indonesia abstract the purpose of this study was to explore the demotivating factors of the learners in efl learning at one madrasah tsanawiah in jambi city. particularly, this study was to find out the particular factors that demotivate madrasah tsanawiah students’ during the learning process. many studies have mainly focused on teachers’ motivation or students’ motivation and teachers’ motivation rather than student demotivation in english as a foreign language (efl) learning context, whereas lack of data has been found on the factors that cause student demotivation in indonesian efl learning contexts at secondary school level. the participants were a purposive sample of english students who currently studied at a madrasah . the study was designed as a qualitative case study and involved a demographic questioner and face-to-face interviews for data collection. the result revealed that peer influences were as the main demotivation for the students. other demotivators for efl students in this research included school condition such as lack of resources and facilities. suggestions for further research also are discussed. keywords: madrasah, foreign language, learning, demotivation, case study manuscript submitted: august 9, 2017 manuscript revised: december 12, 2017 accepted for publication: january 6, 2018 introduction research on motivation and demotivation may not be a new issue in the field of second language (l2) learning (habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015). according to masgoret & gardner (2003), motivational processes to students are related to the salience of english language learning in the classroom (as cited in colak, 2008). students who are motivated in the lesson in the classroom will be more active to follow the mailto:eddy.haryanto@unja.ac.id mailto:makmur.yanti2159@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi process of learning and challenging tasks to have a positive attitude toward the classroom, and to have a stronger belief to themselves. additionally, masgoret & gardner (2003) stated that the motivated individual expends effort, is persistent and attentive to the task at hand, has goals desires, aspirations, enjoys the activity, experiences reinforcement from success and appointment from failure makes attributions concerning success or failure, and make use of strategies to aid in achieving goals (as cited in colak, 2008). unlike motivated individuals, the demotivated individuals have different characteristics from motivated individuals (habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). in the classroom, they might not be active to follow the process of learning and might not have positive attitude the lesson or might not have goal desires. dörnyei (2001a) defines demotivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (p. 143). these negative external factors include items such as the class environment, teaching situations, methods, teacher's behavior, and etc. deci and ryan (1985) introduced the concept of “amotivation”, which referred to “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when face with the activity” (p.144). in language learning, students' demotivation might be influenced by a variety of factors. for example, the use of authentic teaching materials and activities. five demotivating factors regarding materials were (a) difficult to read, (b) too long, (c) too easy english, (d) shallow content, and (e) no interesting genre (takase, 2004). sakai and kikuchi (2009) identified one demotivating factor as materials, a great number of textbooks and supplementary readers were assigned. additionally, many studies on demotivation of learners’ personalities in language learning have been done. for example, chamber (1993) found that lack of belief in learners’ capabilities, laziness and unwillingness to learn is the main characteristics of the demotivated students in britain. another study was done by ikeno (2002) who found that the demotivating factors were related to learners’ personalities, such as feelings of inferiority about one’s english ability. furthermore, learning content toward textbooks may also be a demotivating factor, for example, difficult grammatical structures or vocabulary words, and uninteresting materials, will decrease learners’ motivation (dörnyei, 2001a; falout & maruyama, 2004; kikuchi, 2007). based on the facts above, it seems that most of the studies on motivation and demotivation in language learning have been done outside indonesia. we are interested in studying student’s demotivation based on the fact that there is lack of studies on the factors that cause student demotivation in indonesian efl learning contexts at secondary education level, particularly for madrasah tsanawiah students in jambi city. thus, this study was aimed at investigating the demotivating factors of the students in efl learning at the secondary level, particularly in madrasah tsanawiah. this study was conducted at one of the madrasas in jambi city. to achieve the purpose of this study, the following research questions guide this study: 1. what are the particular factors that demotivate madrasah tsanawiah students during the learning process? 2. how do they overcome those demotivating factors during the learning process? literature review demotivation dörnyei (2005) defines demotivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (p. 143). deci and ryan (1985) used a similar term, amotivation, which means the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi incompetence and helplessness when faced with the activity. though, both of these terms concern with lack of motivation. they differ in that amotivation is related to general outcomes expectations that are unrealistic for some reasons whereas demotivation concerns specific external causes. a demotivated student is someone who was once motivated but has lost his or her commitment /interest for some reasons. in this study, the term demotivation refers to the lack of interest in learning process and difficult to understand the lesson, particularly in efl context. this research is realized to be reflection for the candidate of the real student concerning on demotivation aspect. it is also expected to give contributions for student-teachers to think more critically about the problem and phenomenon, particularly in efl context. it is important to make a distinction between the states of ‘diminished motivation’ and ‘total loss of motivation’, that is to say demotivation and amotivation respectively. dörnyei (2001a) emphasizes that “demotivation does not by all means entail that all the positive influences that in the beginning made up the motivation basis have been lost” (p.143). according to him (2001a) demotives rather function as “resultant forces de-energizing the action but some other positive motives may still be active in a learner’s learning process” (p.143), for instance, someone who has partly lost his interest in learning english because the english teacher does not treat the students fairly, may still consider learning english important in today’s world (yusuf, yusuf, yusuf, & nadya, 2017). amotivation, by contrast, according to dörnyei (2001a) refers to the lack of motivation resulting from realizing that there is no point. amotivation was introduced by deci and ryan (1985) as a constituent of their self-determination theory and they (1985, as explained by dörnyei (2001a) define it as “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when faced with the activity” (p.144). according to a review by vallerand (1997), four major types of amotivation can be found. firstly, amotivation can result from a capacity-ability belief, meaning that the learners think that they do not have the ability to perform an action. secondly, amotivation can result from strategy beliefs amotivation, meaning learners’ perceptions that the strategies used do not bring the desired outcomes. the third type of amotivation, capacity-effort belief, refers to amotivation due to beliefs that the behaviour is too demanding and requires too much effort. lastly, the fourth type of amotivation, a helplessness belief, and results from a general perception that students’ efforts are inconsequential considering the enormity of the task to be accomplished. to sum up the difference between these two related terms, demotivation is related to specific external & internal forces whereas amotivation refers to general outcome expectations that are unrealistic for one reason or another (dörnyei 2001a). demotivating factors in learning english learning content toward text books may be a demotivating factor. it is obviously to see that some text books used in language class (erlina, marzulina, pitaloka, astrid, fikri yansyah, & mukminin, 2018), for example: difficult grammars or vocabulary words, not suitable or uninteresting materials, will decrease learners’ motivation (dörnyei, 2001a; falout & maruyama, 2004; kikuchi, 2007). if uninteresting and unpractical text books were used in class, students would show demotivating in learning. the pace of the text books, monotonous and boring lessons, inappropriate level of class activities, and total curricular load are also the demotivating factors in classes (e.g., arai, 2004; falout & maruyama, 2004; gorham & christophel, 1992; kikuchi, 2007; kojima, 2004; sakai & kikuchi, 2009; yusuf, yusuf, yusuf, & nadya, 2017). though the student’s personality varies from person to person, it is a key factor that demotivates the student in learning foreign language. many studies on demotivation of students’ personalities have been investigated (e.g., abrar & mukminin, 2016; habibi, sofwan, & mukminin, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015). chambers’ (1993) questionnaires, for issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi example, considered that lack of belief in students’ capabilities, laziness and unwilling to learn are the main characteristics of the demotivated students in britain (chambers, 1993). learning content and teaching material consist of the major part of a class and play a crucial role in the efl classroom. gorham and christophel (1992) summarized the dislike of the subject area as one of the reasons in the process of learning language. they found the boring subject that had a negative influence on motivation. studies on demotivating factors in learning english among the limited studies available on students demotivation, dörnyei (2001) conducted a research on 50 secondary school pupils in budapest german who were studying either english as their second language. the data were collected through structured interview. he identified the teacher, lack of self confidence, negative attitudes toward l2, compulsory nature of l2 study, interference of other languages, negative attitudes towards l2 community, attitudes of group members, course book and inadequate school facilities as nine demotivating factors. additionally, dörnyei’s (2001a) definition of demotivation, focused on specific external forces that japanese high school students may experience and that might cause their motivation to be reduced. on the basis of kikuchi’s (in press) qualitative study and other former studies, developed a 35-item questionnaire to gather quantitative data. the participants were 112 learners of english from three private universities in tokyo and shizuoka, japan. they were asked to complete the questionnaire on the internet. using factor analysis, five factors were extracted: (a) course books, (b) inadequate school facilities, (c) test scores, (d) non communicative methods, and (e) teachers’ competence and teaching styles. based on these results, discuss possible demotivating factors in english classrooms in high schools in japan. next, the finding of a study done by ahmad, ahmed, bukhari, and hukhari (2011) in pakistan indicated that pakistani secondary students had problems with verb forms, narration, conjunctions, prepositions, articles, sentence arrangement, and reading comprehension. the findings of this study showed that non native speaker students had a variety of problems in learning english. the population of the study was comprised of all the class x students and english teachers of twenty four provincial goverment schools and twenty two federal goverment schools located in twenty four districts of nwfp (khyber pukhtunkwa). the sample of this study was representative of eight provincial goverment schools and eight federal goverment schools of abbotavad, haripur, kohat, mansehra, malakand, mardan, nosherha and peshawar comprising of 654 randomly selected students of class x. in addition, underwood (1989) argues that students whose mother tongue contains similar or same intonation and stress patterns have fewer problems in comparison with students whose mother tongue is based on different rhythm. a great number of students believe that listening is the most difficult skill and they start to panic when they hear the word listening or see a cd player. but on the other hand, students, who learn from what they hear, usually achieve better results at listening. then, blauensteiner (2000) stated that in reading or writing teaching and learning process, one of factors that also influences is the topic. so, teachers should not force a topic to students’ in which they are not interested. in writing, the most common problems that the students encounter are related to the vocabulary or diction, grammar, and mechanics. besides, other factors like the topic selection also hampered the student in learning this skill. last, dimyati and mudjino (2009) described attitude as the ability of giving estimation toward something. there were some students who said that they lack of vocabulary, did not master grammar, and could not choose the right diction to be used. those estimation will lead them to think that they could not speak in english, then those students will be afraid in making mistake if they try to speak in english. lately, this self-estimation can bound those students from practicing speaking. problems in learning can be caused by both internal and external factors. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi internal factors include attitude toward learning, motivation, concentration, underprivileged ability, intelligence and study habit, while external factors include the teachers, teaching and learning facilities, peer influences, and curriculum. after considering the result of previous study, we have our own perception concerning on demotivating factors among students at the current school in learning english as a foreign language. there are several reasons which might demotivate them in learning english, such as the environment where they stay beside school; they do not have basic knowledge of english. additionally, because this school is one of islamic school which also focuses on islamic lesson until afternoon, so they do not provide additional time in learning english further. it is supported by lacking of sources such english book provided by school. to conclude the factors causing demotivation in efl context, we found five effective factors on demotivation based on the previous studies on demotivation related to the problems of: teaching style, school facilities, class conditions, negative attitude toward foreign language, and poor self-confidence. methodology research design the research was undertaken as qualitative research with a case study approach (mukminin, kamil, muazza, & haryanto, 2017). according to marshall and rossman (1999), the goal of conducting a qualitative study has historically been “to explore, explain, or describe the phenomenon of interest” (p. 33) and a case study is one of the qualitative traditions in qualitative research. it is supported by creswell (1994) who stated that it is commonly used to understand people’s experiences and to express their perspectives. this study was conducted in order to gain more in-depth information concerning the factors causing demotivation in efl learning process based on english students’ experiences. in this case study, demographic questionnaire and face-to-face interview were used to gain more in-depth information concerning on the demotivating factors for english language learning among secondary school students based on english students’ expreriences. the study was conducted in two phases. in the first phase, we used demographic questionnaire to gather basic information on the participants and their perspectives on demotivating factors under four major topics/ themes: physical conditions, teachers and students’ interest. further, ten students (five males and five females) were recruited for the second phase of the study; interview. the criteria of recruitment for the present study were students who have the lowest score in learning english in each class of the second grade. then, these ten students were considered typical cases and the best potential sources of data for the study. the time allocation for the interview was around 15 – 30 minutes for each participant. it was considered enough for the participants to answer the questions that have been prepared by the writer while the interview is processing. during the process, interview data were read and reread (mukminin, rohayati, putra, habibi, & aina, 2017). merriam (1998) wrote the process was called coding. she explained that “coding was related to assign some sort of shorthand designation to various aspects of your data” (p. 164) which would help the writer to get back or retrieve to specific data. to avoid the weakness of remembering what had been talked in the conversation, the reseracher used a recorder to record the conversation between the researcher as an interviewer and ten students as interviewees while collecting the data through interviewing was being carried out. recording was due to support the data in the interview section so that the results could be later transcribed. in addition, recording was less dictating rather than taking a note in time of having interview. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research sites and access the site for this study was madrasah tsanawiah as’ad jambi. we decided to select the second grade, every class has 35 students in 5 classes, and in this case researcher just took ten students of each class at the second grade which has the lowest score of english subject. at the time of the study, ten students were involved as the participants who have bad score in english subject. the access to data was provided by asking permission to headmaster of the school and english teacher of the class. we interviewed the participants after school and the place in dormitory or hall school. sampling procedure and participants sampling procedure of this research was purposive sampling. in purposive sampling, according to johnson & christensen (2008), the reseacher specified the characteristics of a population of interest and then tried to locate individuals who have those characteristics. the participants of this study were ten students who had the lowest score in english subject in their each class at one madrasah tsanawiah. these ten students were considered typical cases and the best potential sources of data for the study because they had the lowest english score in their each class, we took two students to represent of each class. we studied any matter concerning on the factors causing students demotivation in learning efl. the problems would be analyzed through interview relating to the case. to keep the students’ identity, they were referred by pseudonym data collection we used two kinds of techniques in collecting the data; demographic questionnaire and interview. here, both techniques were linked to each other. we, first carried out demographic questionnaire, and then continued to conduct the interview to the participants. the place of doing the interview depended on the participants. sometimes, the participants did not have the time in the school; therefore we interviewed the participant in their dormitory. for doing this interview, it took around 15-30 minutes, while it depended with the participant’s answer. if they did not give much comment, it only need a few minutes. in doing this interview, we used indonesian language in order to avoid missunderstanding. after having interviews, we transcripted all data into english language. in this phase, the instrument of demographic questionnaire consists of two sections. four questions of the first section were intended to gather basic demographic data about the informants;gender, age, kind of class that they have learned, and hobbies. finally, the second section consisted of one question to find out what demotivates the participants when they learn efl: what demotivates you most in learning efl?. both sections gathered data through open-ended questions and free writing. we gave demographic questionnaires to ten students at the beginning of meeting with these students. before that, we gave over to the participants a concent form for the questionaire to get their participation in this research that was completely voluntary. they might skip any questions that they did not like to answer or withdraw their participation at any time without negative consequences. one of the ways to collect data was to interview research participants. an interview was a data-collection method in which in interviewer (the researcher or someone working for the researcher) asked questions of an interviewee (the research participant). according to patton (1990), qualitative interviewing allowed a researcher to enter into the inner world of another person and to gain an understanding of that person’s perspectives. in this phase, we conducted face-to-face interview to ten students who have the lowest score at one madrasah tsanawiah after they completed the demographic questionnaire. the interview was directed by an interview guide that had been already prepared. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi at the beginning of each interview, we explain to the participants that we used two languages to interview, english and indonesian. to interview the participants, we used indonesian language and then we transcribed it into english. the interviewees were requested to provide a brief introduction about them before starting the interview. after that, the interview mostly included open-ended questions to find out what are the particular factors that demotivate the participants during the learning process. in addition, the participants also described how they felt about learning english, and what factors demotivated them when they learnt english. in conducting the interviews, the interviewer used interview techniques recommended by lichtman (2010) for qualitative researchers. accordingly, she used a variety of questions including general questions and specific questions (p. 146): general question: “how do you see yourself as a students?” specific question: “what is your problem when learning english?” follow-up questions were also often used by the interviewer to obtain additional information about the themes which were discussed by the participants. the interviewer also occasionally paraphrased and/or summarized the statements by the participants to ensure accuracy. at the end of an interview, the participant was asked to suggest a pseudonym to identify the interview in future reference. each interview lasted from 30-60 minutes or depended on the participants, sometimes some people needed too much time to answer the questions while being interviewed and the other just needed 30 minutes and it also used audio-recorder. in reporting the findings of the study, verbatim from interview transcripts would be quoted to strengthen the basis of arguments. data analysis in analyzing demographic questionnaires of the study, we analyzed it descriptively. the process of data analysis started with the transcription of interviews. the transcriptions of interviews were done by the researcher. after transcribing the interviews, we used coding to identify themes and patterns of the interview data. miles and huberman (1994) wrote, “coding is analysis” (p. 56), and johnson and christensen (2008) stated, “coding is a process of marking segments of data (usually text data) with symbols, descriptive words, or categories” (p. 534). finally, to find and describe demotivating factors of the participants in learning efl, we analyzed and reanalyzed the individual interviews data by using within-case and cross-case displays (miles and huberman 1994; mukminin & mcmahon, 2013; mukminin, 2012b), and connected the data with my research questions. we used within-case and cross-case displays to: (1) spread interviews data so as to find and list every significant statement relevant to the topic, to see the patterns and themes, and to deepen understanding and explanation of my data among the cases (participants) and among the emergent themes; (2) to create clusters of meanings by organizing, grouping, or clustering the significant statements among the cases (participants) into themes or meaning units; and (3) to remove or reduce overlapping and repetitive data (mukminin, fridiyanto, & hadiyanto, 2013). trustworthiness in this research, to establish the “trustworthiness” (lincoln and guba 1985, p. 300 in mukminin, 2012a) or to verify the accuracy of data, findings, and interpretations (creswell 1998), we completed the following procedures. first, our research undertook prolonged engagement and repeated interviews (creswell 1998 & merriam 1998). we conducted individual interviews lasting between 30 and 60 minutes. second, we triangulated data through multiple interviews. ccording to perry (2005), triangulation is “a procedure using multiple sources of data to see issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi whether they converge to provide evidence for validating interpretations of results” (p. 251). third, member checks were used in order to get participant feedback on the accuracy and credibility of the data, findings, interpretations, and conclusions. lincoln and guba (1985, p. 314) explain that “the most critical technique for establishing credibility.” to increase the dependability of the findings, we provided rich and thick description (merriam 1998; creswell 2003; mukminin, haryanto, makmur, failasofah, fajaryani, thabran, & suyadi, 2013). findings the purposes of the study were to investigate demotivating factors of english language learning among madrasah tsanawiah students at one madrasah in jambi city, and describe how the students solved the problems in learning english. the perspectives of each student were collected to gain in-depth information about their problems in learning english. during the coding process, we found nine major themes with sub-themes. the four major themes were related to the first research question, one major theme was related to the second question, and four major themes were emerging themes, which are presented in the following table. table 1. major themes and sub-themes themes sub-themes 1. problems related to listening skill 2. problems related to speaking skill 3. problems related to reading skill 4. problems related to writing skill 1. vocabulary 2. pronunciation 3. grammar 4. vocabulary 5. solution to the problems 1. asking to the teachers 2. re-writing the important points 3. opening dictionary 6. underprivileged ability 7. lack of resources and facilities 8. inadequate time 9. peer influences problems related to listening skill underwood (1989) argued that students whose mother tongue contains similar or same intonation and stress patterns have fewer problems in comparison with students whose mother tongue is based on different rhythm. in this research, the researchers found two participants’ claims. “the other friend was so noisy, i can’t heard teacher said, and the words so difficult to understand.” (budi) “i didn’t know what teacher said, because the words too difficult to understand sometime the teacher diction till five times, the school didn’t prepare language laboratory.” (melati) the researchers assumed that the cause of the problem in listening skill because there were no facilities that support when learning listening, such as tape recorder, language laboratory and the second friend’s factor, the friend didn’t support the other friend to study because they make noisy class. so, it was difficult for other students to understand the lesson. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi problems related to speaking skill dimyanti and mudjiono (2009) described attitude as the ability of giving estimation toward something. there were some students who said that they lacked of vocabulary, did not master grammar, and found it difficult to pronounce the words. that estimation will lead them to think that they could not speak english, then those students will be afraid of making mistake if they try to speak english. here, the participant stated that the students lacked in pronunciation, so it means the student did not have ability in speaking english, and when students spoke english their pronunciation were very bad. for this research, we found two participants reported, “it is still difficult to pronounce the words because the words are so complicated to say in english.” (tulip) “the words are very difficult to spell, because in dictionary and when i want to say, it is very different, there are many consonant words, and the other friends didn’t want to speak english either.” (anggrek) the students found some problems in speaking, the problems that students faced in speaking skill were they felt difficult to pronounce the words correctly and they friends didn’t support them to speak in the class. problems related to reading skill the most common problem that hampers the student was the problem in understanding the text. the students usually found problems with the difficult words used in the text. this problem was related to the vocabulary. kharsen (1993) and bamford (1998) in brown (2000) made the case that extensive reading is a key to students’ gains in reading ability, linguistic competence, vocabulary, spelling, and writing. in this research, we found three participants gave opinion, “i did not know how to read the text, i only read the words that were written in the text, sometime the other friends laugh when i was wrong in reading.” (tulip) “i found problem in how to read, especially read long story because for me the words in the sentence is very difficult to read.” (anggrek) “the textbook was blur, so the words didn’t look clearly, and i cannot read the sentence, in addition the words is very difficult to pronounce.” (melati) they faced problems in reading word by word and text by text, the students were still hard when they wanted to read the sentences. problems related to writing skill blauensteiner (2000) stated that in reading or writing teaching and learning process, one of factors that also influences is the topic. the students found it difficult when they started writing a story because they lacked of vocabulary. we found three participants who gave comment. “when teacher asked to make a story, sometime i had to long time to write the story, because i always open dictionary to found word by word and also i did not know how to make the structure of making a sentence.” (melati) “i found a problem in writing because i didn’t know the word that i will write in english, the word is so different when i write and when i said.” (tulip) issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “writing is so difficult for me, because in english there are same word but different meaning, it makes me confused.” (anggrek) students faced many problems related to the writing skill. they were still confused when they wanted to use the word to write because they did not know what to write, so it was related to their lack of vocabulary. and then also they had problem with the meaning of words. in this lesson they ware also confused how to make good story because they did not know about the structure of a sentence. solution of the problems the data analysis of interviews with the students indicated that there were three kinds of way related to the problems above. they were overcoming the problems with asking the teachers, re-writing the important points and opening dictionary as expressed by the participants below, “i ask teacher to explain again and then i write the important point.” (budi) “i open dictionary when i faced difficult words, and sometimes i write the important point that explained by teacher.” (melati) “i ask teacher to explain again to me and i write the important point that teacher was explain.” (tulip) “i always open dictionary when i had difficult words and then i write the important point on my notebook.” (anggrek) from these statements, the students explained when they faced problems they always asked the teacher and the teachers always explained again what students asked to them. after that student re-written the important points that the teachers explained, and sometimes the students open dictionary when they had difficult words. underprivileged ability learning english as a foreign language may not be easy for some students and may be easy for some other students. this might be caused by a variety of students’ ability in learning english. one of the emerging themes in this study was related to the underprivileged ability of the students as stated by the students below. “it is difficult to memorize, because there were so many vocabulary in english, and the words were so difficult to pronounce.” (anggrek) the participant indicated that she had difficult in memorizing because before entering junior high school, she did not have basic english ability in learning english. many students forgot the lesson, so it affected to the students in junior high school. there were the factors that caused some problems in learning english. lack of resources and facilities the most important emerging theme was the lack of resources and facilities. to support learning process, a school must be provided with complete facilities and resources to make issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students easy in learning. however, this school had lack of resources and facilities, because it might be still limited facilities from their foundation. “the school did not prepare language laboratory, so it causes difficult to listening in english, sometime the teacher diction till five times because i and my friend difficult to understand what teacher said.” (melati) “the textbook was blurring, so the words did not look clearly.” (melati) “there was no library, and uncompleted english books to students.” (tulip) from these statements, the students stated that the condition of school’s facilities was inadequate to support the students’ learning process. this school only provided worksheet. in addition, there were no books in the library and language laboratory to support english. and also there were no facilities like tape recorder, pictures related to the lesson, and games such as scrabble to make students interested in the lesson. inadequate time one of the important things and emerging theme was inadequate time. time allocation can affect in learning process, to make students focus on the material, students need efficient time to receive the material. “study english a week just four hours, two meeting, every meeting two hours, sometime i did not understand what teacher explain, next week entering another lesson, while i did not understand the lesson last week.” (anggrek) from this statement, the student had problem in time allocation. because in her opinion the time was inadequate, she learned different topic every week, while she did not understand the topic last week. peer influences according to abrar, mukminin, habibi, asyrafi, makmur, and marzulina (2018) claim that the external factors, such as classroom environment, and negative comments from teachers and peers, may hinder the learners from actively engaging, and eventually make it difficult to speak. it is in line with the findings of the study that indicate that friends are also influential which may cause difficulties the learning process, because in this study “the friends” did not support each other. the researchers found two participants expressed by the participants below, “the words in the text were so difficult, when i read it and i was wrong, the other friends laugh at me.” (budi) “i cannot pronounce when i want to speak english, because there were so many consonant words, and the other friend was so noisy, they did not motivate to study english.” (melati) from this statement, the student had problem in their friends. because their friends did not motivate to study, so they disturb the others. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion the purposes of the study were to investigate students’ demotivating factor of english language learning and describe how the students solve the problems in learning english at one madrasah tsanawiah in jambi city. the perspective of each students was collected to gain indepth information about their problems in learning english. dimyati and mudjiono (2009) claimed that problems in learning can be caused by both internal and external factors. the findings of the study indicated that there were several important themes with their sub-themes, including problems related to listening, speaking, reading, and writing skills, underprivileged ability, lack of resources and facilities, inadequate time, peer influences and solution to the problems. based on the findings of the study, the first theme was related to the problems with listening skill. the problems that students faced were lack of facilities of their school because students only learnt listening by dialogue that spoken by english teacher. students had difficulty in understanding the meaning of the language itself when the teacher pronounced the text or dialogue. students got difficulties to hear what teacher said because they do not know what the teacher said and talked about. the finding of these problems in listening skill was consistent with the finding of previous studies by handayani (2009) and nurhanifah and widiyawati (2011). it showed in their research, one of the problems that students faced related to the problems in understanding the meaning of what is being spoken by the speaker and also problems related to the teacher’s speed of speech. the second theme was related to the problems with speaking skill, most of students had problems in self confidence. this condition greatly hindered the students in learning speaking since learning this language skill. self confidence was indeed important. when the students learn to speak, they have to believe themselves that they can speak. in this study, the problems that students faced were students lack of pronunciation and vocabulary, students had difficulty when they arranged the words to make dialogues and also the students hard to pronounce the word when they spoke. it also showed from the previous study by handayani (2009) and nurhanifah and widiyawati (2011). they faced the same problem with this research in speaking related to students’ vocabulary and pronunciation. it was overlapped with handayani (2009) and nurhanifah and widiyawati’s (2011) list that the students did not understand what the teacher speak in english language. the third theme showed about problem related to learning reading. the problem was students did not know how to read the text. it was related to the pronunciation. students had lack of reading comprehension. the finding of these problems was consistent with the finding of previous study by ahmad,ahmed, bukhairi, and hukhairi (2011) which showed that the factor that caused problems in reading skill was students lack of reading comprehension. the last theme was student’s problems in writing skill related to the vocabulary and grammar. student had lack of vocabulary and grammar, so it made students difficult to write have not dictionary. so, “i didn’t know what i should write. i asked to the teacher what the meaning of the word and i write the meaning of the word in my book”. the finding of these problems was showed from the previous study by nurhanifah and widiyawati (2011). the fifth theme showed about how the students overcome the problems. the students had solutions when they faced the problems. the students always asked the teacher when they faced the problems and then they wrote the important point from teacher’s explanation, and sometimes they open dictionary. finding of these solutions was consistent with the finding of previous studies by handayani, (2009) and nurhanifah and widiyawati (2011). they found some ways to overcome the problems, the solutions they found in their research: asking the teacher when the students did not understand with the topic, the meaning of difficult words, or the english word or the pronunciation of the word they wanted to write or say. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the other common problems that students faced were underprivileged ability, lack of resources and facilities, inadequate time, and peer influences. the students never took english course before entering junior high school and now they did not take english course too because they live in dormitory. students also forget about the lesson that they were learning in elementary school, it made student did not have ability in learning english. then peer influences, some of students want to study, but the other did not, they made noisy class, so the other felt disturb, and when their friend speak wrong or read wrong, they laugh at them. problems in learning can be caused by both internal and external factors. internal factors include attitude toward learning, motivation, concentration, underprivileged ability, intelligence and study habit, while external factors include the teachers, teaching and learning facilities, peer influences, and curriculum (dimyati & mudjiono,2009). in this school, the student had limited resources and facilities. they only learnt based on the worksheet, and sometimes the worksheet was blurring. there were no english books in library and there were no more facilities to make the students interested in the lesson. five factors were extracted: (a) course books, (b) inadequate school facilities, (c) test scores, (d) non communicative methods, and (e) teachers’ competence and teaching styles. the finding of these problems was showed from the previous study by dörnyei (2001a). the last was time allocation. the student did not feel confident because they learnt english after sport class and in the last sudy hour. it was a bad condition for their teacher to convey the lesson because students were not able to concentrate and focus on the lesson. furthermore, this research indicated that most of students had lack ability of all element of language and had low basic english ability. the problems of the students were able to minimize by some solutions from the students and by helping from the teachers. the solutions that can be done by students to overcome those problems were by asking the teachers, writing the important point and opening dictionary. conclusion the purpose of the research was to investigate about students’ demotivating factors in english language learning. it was also aimed at finding out the solution to overcome the problems. the result indicated the main problems that students faced in learning english. there were problems related to listening skill, problems related to speaking skill, problems related reading skill, and problems related to writing skill. the result of the interview showed the solutions to the problems, and there were four additional problems that students faced namely underprivileged ability, lack of resources and facilities, inadequate time, and peer influences. in this research, the participants provide their solution to overcome the problems that they got while learning english such as asking the english teachers, writing the important point and opening dictionary. in the light of the result, students in one madrasah tsanawiah found many problems while learning english. we suggests some recommendation for the students, teacher and for the school. students should be well prepared about their needs such as dictionary and also students must study the previous lessons at dormitory with their friends that have high level in english, or making english community in dormitory. then, for the teachers, they have to teach with games and creative activities, such as guessing game, simple sing a song in english, learning with picture, linking verb, playing interesting card in english and create good atmosphere in the class when learning english is processing like showing good personality of the teacher. next, the school should provide some interesting textbooks such as short story with popular cartoon, making extracurricular after school to increase students ability and making group lowest score with highest score. for further researchers who are interested in conducting the other research but in the same scope, it will be better to gain deep information about students’ problems in issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning english in larger sample and some schools. finally, research on demotivation could also be extended outside the school, considering that language learning takes place elsewhere too. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ahmad, n., ahmed, s., bukhari, m. a., & hukhari, t. a. (2011). the nature of difficulties in learning english by the students at secondary school level in pakistan. retrieved from http://iiste.org/ arai, k. (2004). what ‘demotivates’ language learners?: qualitative study on demotivational factors and learners’ reactions. bulletin of toyo gakuen university, 12, 39-47. blanchard, c. m. (2006). crs report rs21654 at the second session of the 109 th congress: islamic religious schools, madrasas background. congressional research service, the library of congress. blauensteiner, k. (2000). paying real attention to students. new york: pilgrims. brown, h. d. (2000). principles of language learning and teaching. new jersey, nj: prentice-hall. chambers, g. n. (1993). talking the, de, out of demotivation. language learning journal, 7(13). christophel, d. m., & gorham, j. (1995). a test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. communication education 44, 292-306. colak, a. (2008). attitudes, motivation, and study habits of english language learners. middle east technical university. creswell, j. w. (1994). research design: qualitative and quantitative approaches. thousand oaks, ca: sage. creswell, j. w., & miller, w. l. (1997). validity (verification) in qualitative research: perspective, terms, procedures, and methodologies. (unpublished manuscript, department of educational psychology). university of nebraska-lincoln. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. new york, ny: plenum. dimyati & mudjiono. (2009). belajar dan pembelajaran. jakarta, indonesia: rineka cipta stake. dörnyei, z. (2001). teaching and researching motivation. harlow, england: longman. dörnyei, z. (2001). motivational strategies in the language classroom. cambridge university press, cambridge. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. falout, j., & maruyama, m. (2004). a comparative study of proficiency and learner demotivation. the language teacher, 28, 3-9. gorham, j., & christophel, d. (1992). students’ perception of teacher behaviors as motivating and demotivating factors in college classes. communication quarterly, 40, 239-52. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. https://nsuworks.nova.edu/tqr/vol23/iss1/9 http://iiste.org/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi handayani, d. n.(2009). the problems of learning english at smpn 9 malang. (unpublish thesis). state university malang: indonesia. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. ikeno, o. (2002). motivating and demotivating factors in foreign language learning: a preliminary investigation. ehime university journal of english education research, 2, 1-19. johnson, b., & christensen, l. b. (2008). educational research: quantitative, qualitative, and mixed approaches. boston: sage publications. lichtman, m. (2nd eds.). (2010). qualitative research in education: a user’s guide. california, us: sage publications. lincolin, y. s., & guba, e. g. (1985). naturalistic inquiry. newbury park, ca: sage publications. marshall, c., & rossman, g. (1999). designing qualitative research. thousand oakes, ca: sage publications. masgoret, a. m., & gardner, r. c. (2003). attitudes, motivation, and second language learning: a metaanalysis of studies conducted by gardner and associates. language learning, 53(1), 123-163. merriam, s. b. (1998). qualitative research and case study applications in education. san francisco, ca: jossey-bass. miles, m. b., & huberman, m. a. (1994). qualitative data analysis: an expanded sourcebook. san francisco, ca: sage publications. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. the qualitative report (usa), 22(1), 309-326. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online,16(1), 35-59. mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., haryanto, e., makmur, failasofah, fajaryani, n., thabran, y., & suyadi. (2013). the achievement ideology and top-down national standardized exam policy in indonesia: voices from local english teachers. turkish online journal of qualitative inquiry, 4(4), 19-38. mukminin, a., fridiyanto, & hadiyanto. (2013). beyond the classroom: religious stressors and adjustment among indonesian muslim graduate students in an american graduate school. turkish online journal of qualitative inquiry, 4 (2), 33-45. mukminin, a. (2012a). from east to west: a phenomenological study of indonesian graduate students' experiences on the acculturation process at an american public research university (unpublished doctoral dissertation). florida state university, tallahassee, florida. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin. a. (2012b). acculturative experiences among indonesian graduate students in us higher education: academic shock, adjustment, crisis, and resolution. excellence in higher education journal, 3(1), 14-36. nurhanifah & widayati. (2011). the problems of second grade students of smpn 4 malang in learning english and the efforts made to overcome them. retrieved from (http://karyailmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346). patton, m. q. (1990). qualitative evaluation and research methods. thousand oaks, ca: sage. perry, l. jr. (2005). research in applied linguistics: becoming a discerning consumer. new york, ny: routledge. sakai, h., & kikuchi, k. (2009). an analysis of demotivation in the efl classroom. system, 37, 57-69. schubert, w. h. (1986). curriculum: perspective, paradigm and possibility. new york, ny: macmillan. stake, r. e. (1997). case study methods in educational research. washington, dc: american educational research association. takase, a. (2004). investigating students’ reading motivation through interviews. forum for foreign language education, 3. institute of foreign language education and research, kansai university, osaka: naniwa press. underwood, m. (1989). teaching listening. new york, ny: longman. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. zuhdi, m. (2006). modernization of indonesian islamic schools’ curricula, 1945–2003. international journal of inclusive education, 10(4-5), 415-427. http://karya-ilmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346 http://karya-ilmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346 87 improving students’ reading comprehension achievement by using dr-ta strategy (directed reading-thinking activity) at smp negeri 3 palembang hasan sadiqin uin raden fatah palembang abstract: the objective of this study is to find out whether or not there is a significant difference on students’ reading comprehension achievement between the students who were taught by using dr-ta strategy and those who were taught by using teachers’ strategy at the second year students of smp negeri 3 palembang. this research was conducted through quasi-experimental method and used nonequivalent control group design. the population was 458 students of the second year of smp negeri 3 palembang in the academic year 2013/2014. seventy four students were chosen as the sample by using convenience sampling technique. the sample was assigned into two groups; the experimental group and the control group. each group consisted of thirty seven students. the data were obtained by multiple choice tests. a test was given both to the experimental and control groups but only one group given treatment. the result of the test was analyzed by means of spss 16. based on the result of the data analysis that is the result of hypothesis testing using independent sample t-test, the significant difference was found the p-output (0.000) lower than 0.05. it means that, there was a significant difference between students’ pretest and posttest scores in experimental group taught using dr-ta strategy. therefore, it can be concluded that dr-ta strategy was significantly improved. the writer also found that most of the students of both groups made a good reading improvement. however, there were still some students who were poor in reading comprehension achievement. keywords: dr-ta strategy, reading comprehension. introduction in indonesia, english is an international language. all the knowledge and information are typed in english, and it also wide spreads in few aspects such as politics, scientist, education, and so on. according to lauder (2008:12) the current status of english in indonesia as an international or global language is used and supported by its wide use in a range of fields such as politics, diplomacy, international trade and industry, commerce, science and technology, education, the media, information technology, and popular culture. especially for education, commonly the scientific papers published in all subjects are in english. english is also used as a medium of instruction in schools and universities, with subjects such as management, information technology and the humanities making particular use of english (lauder, 2008:12). there are four skills in english, and all the skills are important or should study by students. according to heaton (1988:8) basically, there are four skills in english, there are listening, speaking, reading and writing. saleh (1992:27) cited in wirasari (2013:1) states that students should master the four language skills, i.e. listening, speaking, reading and writing. all the 88 skills have relationship to others. it means practicing one skill can support other skills but does not provide a total for practice in other skills. all the language skills are important because people use english not only in oral but also in written. according to al-mansoer (2011:4) the most important language skill that everyone must learn is reading. reading is not only a single skill but a combination of many skills and processes in which the readers interact with texts for content and pleasure. through reading, a reader can develop writing, speaking, vocabulary items, grammar, spelling and other language aspects. the basic goals of reading are to enable students to acquire an understanding of the world and themselves, to develop appreciation and interests, and to find solutions to their personal and group problems. from the writer’s experience when he taught at smp negeri 3 palembang for ppl program, many students often got stuck in reading comprehension of a text, because they find unfamiliar words, they lack of vocabulary and structure. and these factors can be the reason why they have low ability of reading comprehension, especially for reading a fairy tales or narrative text.based on the curriculum, the second year students will learn three types of reading texts; descriptive, recount and narrative texts. on the first semester, they learn recount and descriptive text, and on the second semester they learn narrative text. if this condition continued, the students’ competences are not able to fulfill in teaching learning process. to solve the problems above, the writer is interested to apply dr-ta strategy in teaching of reading comprehension to improve students’ reading comprehension at smp negeri 3 palembang. according to ruddell (2005:92) states that dr-ta guides students through text by having the teacher ask students to make and support predictions before reading and then examine their predictions, conclusions, and logic as reading progress. concept of reading comprehension al-mansoer (2011:4) states that the most important language skill that everyone must learn is reading. reading is not only a single skill but a combination of many skills and processes in which the readers interact with texts for content and pleasure. through reading, a reader can develop writing, speaking, vocabulary items, grammar, spelling and other language aspects. furthermore, ruddell (2005:88) says that the most academic goal of reading is text comprehension-the construction of meaning that in some way corresponds to the author’s intended meaning. the fact of individual differences in both prior knowledge and stance in relationship to text suggests that this correspondence is never exact or identical from reader to reader. 89 concept of dr-ta strategy ruddell (2005:92) states that dr-ta guides students through text by having the teacher ask students to make and support predictions before reading and then examine their predictions, conclusions, and logic as reading progress. furthermore, tierney et al (2000:45) state that dr-ta is intended to develop students’ ability to read critically and reflectively. walker (1988:159) states that dr-ta is appropriate for students who readily engage in constructing meaning as they read. they use what they already know to predict what will happen in the story and then select important information from the text to justify their answers. advantages of dr-ta strategy furthermore, according to ruddell (2005:95) mentions that there are three advantages of dr-ta, they are as follows: 1) dr-ta is a very important instructional strategy. it encourages the behaviors of critical, thoughtful, and strategic readers. and with its emphasis on prediction and discussion, it stimulates full, rich understanding of text. 2) dr-ta is worth knowing a lot about because it is adaptable to many different text styles as well as to another media. 3) dr-ta is particularly useful for accommodating the wide cultural, language, and literacy differences students bring to secondary classrooms and for supporting all students in constructing new knowledge. it encourages students to construct meaning collaboratively, and it stimulates a great deal of student talk and verbal interchange, thus bringing into the classroom to the real life transactions and mutual sharing of knowledge and ability that are characteristic of everyday learning. research design in doing this research, an experimental method will be used. the design selected for this study was quasi-experimental research design. it means a design which cannot be random in selecting sample of the research (fraenkel and wallen, 1990:242). in this study, nonequivalentgroups pretest-posttest design will be used. there were two groups; experimental and control group which both were given pretest and posttest, but only experimental group was given treatment by using drta. mcmillan (1992:176) states that the form of this design as follows: 90 experimental group o1 x o2 control group o3 o4 where: o1 : pretest of experimental group x : treatment only on experimental group by using dr-ta strategy o2 : posttest of experimental group o3 : pretest of control group o4 : posttest of control group population and sample the population of this study was all the eighth grade students of mts negeri 2 palembang. the total number of the population is 458 students which consist of 12 classes. the sample of this study was taken through convenience sampling. in this study, the writer chose two classes of the eight grade students of smp negeri 3 palembang. the classes were viii.10, 37 students and viii.9, 37 students. the total numbers of the students were 74 students. the writer divided the class into two groups: experimental and control. finally, the writer got viii.10 as the experimental group and viii.9 as the control group. validity test a test as the instrument of collecting the data should be valid and reliable. according to fraenkel and wallen (1990:127), validity refers to the extent to which an instrument gives us the information we want. the writer measures the content of validity. to provide the content validity of the test, the writer should check to the curriculum and syllabus. reliability test according to fraenkel and wallen (1990:127), mention that reliability is the consistency of scores or answers, how consistent they are for each individual from one administration of an instrument to another from one set item to another. in this study, in this study, the writer finds out the reliability of the test by using internal consistency; kuder richardson 21 reliability (kr21) (fraenkel and wallen, 1990:133). from the result of kuder richardson correlation above (1.02), it 91 was stated that the score was higher than 0.70. it means that the assessment result was very reliable. normality test after the result to the thirty seven sample of the students pretest in experimental and control groups was measured, it was found that the normality score in experimental and control was 0.312 and 0.204. from the result of the output, it can be stated that the students’ pretest score in experimental and control groups was normal since it was higher than mean significant different at 0.05. then, after the result to the thirty seven sample of the students posttest in experimental and control groups was measured, it was found that the normality score in experimental group was 0.179 and while the normality score in control group was 0.125. from the result of the output, it can be stated that the students’ posttest score in experimental and control groups was normal since it was higher than mean significant different at 0.05. homogeneity test after the result to the thirty seven sample of the students pretest in experimental and control groups was measured, it was found that the significant score was 0.114. from the result of the output, it can be stated that the students’ pretest score in experimental and control groups was homogen since it was same or higher than mean significant different at 0.05. then, after the result to the thirty seven sample of the students posttest in experimental and control groups was measured, it was found that the significant score was 0.699. from the result of the output, it can be stated that the students’ posttest score in experimental and control groups was homogen since it was higher than mean significant difference at 0.05. results of hypothesis testing a significant difference is found from testing students’ pretest to posttest scores in experimental group by using independent sample t-test. a significant difference is found whenever the p-output was lower than a significant difference at 0.05 level. the result analysis measuring by using independent sample t-test found the p-output 0.000. it can be stated that there was means significant difference on students’ reading comprehension achievement by using dr-ta strategy since the p-output was lower than 0.05. conclusion 92 based on result of hypothesis testing using independent sample t-test measuring a significant difference was found the p-output (0.000) lower than (0.05). so that it can be stated that there was a significant difference from students’ pretest to posttest scores in experimental group taught using dr-ta strategy. therefore, it can be concluded that null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. references al-mansoer, nasser saleh. 2011. the effect of teacher’s storytelling aloud on the reading comprehension of saudi elemntary stage students. collage of languages and translation, saudi arabia: king saud university, riyadh. fraenkel, jack and wallen norman.(1990). how to design and evaluate research in education. america: mcgraw-hill, inc. heaton, j.b. 1990. writing english language tests. longman handbooks for language teachers. longman. lauder, allan. 2008. the status and function of english in indonesia. makara, sosial humaniora, vol. 12, no.1, department of linguistics, fib, university of indonesia, depok. mcmillan, james h. 1992. educational research: fundamentals for the consumer. new york, ny: harper collins publishers. ruddell, martha rapp. 2005. teaching content reading and writing. united states of america: john wiley & sons, inc. tierney, r.j., readence, j. e., & dishner, e. k. 2000. reading strategies and practices: guide for improving instruction 5thedition. boston: allyn & bacon. walker, b. j. 1988. diagnostic teaching of reading: techniques for instruction and assessment 7th edition. new york: mcmillan publishing company. wirasari, aida. 2013. teaching descriptive paragraph through cubing technique to tenth grade students of sma negeri 14 palembang. unpublished undergraduate thesis, faculty of teacher training and education, iain raden fatah palembang. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 229 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi efl students’ perspectives on effective lecturer juliana basri julianabasri22@gmail.com teacher of english at sakatiga, indralaya, south sumatera abstract student‟s perspective is an essential factor in evaluating lecturers and has an impact on the efficacy of the instructional environment. the purpose of this study was to know efl students‟ perception on effective lecturer. the study employed mixed method research. by implementing convenience sampling technique, 100 students in one state university in palembang, south sumatera, indonesia were involved as participants in this research. the questionnaire and interview were used to collect the data and the descriptive analysis in the form of percentages was used to analyze the data. the result of questionnaire revealed that instrument which contained 42 items with seven response categories on rapport (26,2%), delivery (40,5%), fairness (11,9%), knowledge and credibility (7,2%), and organization and preparation (14,3%) were perceived very good by the students. it was supported by the result of interview that students were perceived very good to all aspects of effective lecturer, but there were some lecturers who were not. finally, it was believed that this study could be useful and beneficial to the lecturers as a yardstick to understand themselves better and students‟ needs in learning process. keywords: efl students, effective lecturer, students‟ perspectives manuscript submitted: february 24, 2019 manuscript revised: march 20, 2019 accepted for publication: april 6, 2019 introduction education is a place where we can learn something new and develop our interests and skills to be used to get a good job and better life in our future. it is in line with barret, duggan, lowe, nikel, and ukpo (2006) who assume that education has a vital role to produce good life. it increases the value and excellence of a person‟s life as well. in addition, a good education also reduces poverty. by getting degree from university, students are able to get better job and better salary. because of their salary, they will be able to purchase a good home, clothing, food, and other things necessary in life. then, according to murtiny, investing in education is the human intellectual capital with the competence of knowledge and skills (both hard skills and soft skills) (as cited in sukardi, 2016, p.42). moreover, crosby assumes that quality is full customer satisfaction (as cited in serli, 2017, p.56). here, customer is the same as student in education and in other words, the education quality can be seen from the students‟ satisfaction (as cited in lestari & ridho, 2010, p.150). in addition, narayana analyzes education as one of the variabels in human development and quality of life which states that the better state of education of a country, the better the quality of human resources owned by the state. indeed, it is understood that improving the quality of human beings through education is expected to produce human beings who have the ability and skill that is necessary for the development of the character and economy of a country to increase individual income and national as well. mailto:julianabasri22@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 230 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi student‟s perspective is an opinion of student about something that occurs in teaching and learning process. according to dodeen, student‟s perception is continuously considered as significant factor in evaluating lecturers (as cited in sherwani & singh, 2015, p.51). indeed, students‟ perspectives are needed to know their needs, how they approach their learning and evaluate lecturers. some researchers have previously explored those related variables: students‟ perspectives and effective lecturer. first, barnes and lock (2010) found that what the students felt had close relationship with effective efl lecturers. then, barnes and lock (2013) found that student perceptions of effective foreign language teachers placed high importance on rapport features such as friendliness, being care, and patience; and delivery features which included the the rules of clear explanations, error correction, and a participatory mode of instruction. student opinions about various instructional issues, such as the selective use of the students‟ first language, explicit grammar instruction, and particular questioning techniques are provided as students‟ insights. third, raymond (2008) proved that students and faculty maintain exactly similar views of what constitutes effective teaching. in this study, i investigated the fifth semester students‟ perspectives on effective lecturer at english education study program of one islamic state university in south sumatera. the research problem in this study was what are students‟ perspectives on effective lecturer at english education study program of one islamic state university in south sumatera? literature review students’ perspectives student is someone who attends an educational institution. according to dodeen (as cited in sherwani & singh, 2015, p.53), a student is also anyone who always experiences learning processes. in addition, dodeen states that student‟s perception is continuously considered as crucisl factor in evaluating lecturers. similarly, price, hadley, millar, and o‟donovan (2010) assert that some researchers believe that learner is the best person to judge the effectiveness of lecturers. effective lecturer lecturer is a role model for students. they will imitate what he/she does both of good or bad. it is in line with ho, lee, and teng who said that teachers are the agents of change for student achievement and school improvement (as cited in faiz, 2017, p.66). one strategic way to improve schools is fostering and promoting professional learning in which teachers or lecturers develop their practice and build learning communities. a lecturer who exudes enthusiasm and competence for a content area may transfer those feelings to the students. in addition, how the lecturer relates to the pupils has an impact on the students‟ experience in the class. many aspects of effective teaching can be cultivated, but it is difficult to effect change in an individual‟s personality. moreover, saswandi (2014) says that teachers play important role in teaching learning process because they have a crucial role in the overall students‟ developement. the teachers have responsibility to develop good principles, values, creativity, constructvism, confidence, skills as well as critical thinking in a child. according to brown, teaching is guiding and facilitating learning, enabling the students to learn, setting condition for learning (as cited in holandyah & utami, 2016, p.19). similarly, brown states that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge (as cited in ariesca & marzulina, 2016, p.25). moreover, according to hartoyo, professional teacher is the one that always changes old practices, even is willing and able to leave the methods and recipes for issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 231 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi success in the past (as cited in purwowidodo, 2016, p.140). it means that the level of professional skills of lecturers will affect the success of the educational process itself. moreover, wong and wong (2004) say people can be said effective if they do things right and efficient over and over again. an effective teacher or lecturer should have personality, such as caring, thought-provoking, challenging and being successful. it is supported by raymond (2008) describes that effective is similar to excellent, successful, outstanding, expert, good, above average, superlative, and superior. in addition, walker (2008) argues that effective teacher is considered successful in helping his/her students in the learning process. similarly, naim (2011) confirms that a teacher or lecturer is called an effective teacher or lecturer when he/she can utilize a little time and energy, but can achieve great results. it can be concluded that a lecturer can contribute to a very significant impact on students‟ lives. table 1 listed the attributes of effective lecturers and teachers identified in the studies reviewed. this table was organized under the five categories of effective teachers employed by faranda and clarke: rapport, delivery, fairness, knowledge and credibility, and organization and preparation (as cited in barnes & lock, 2010, p.21). in the course of reviewing literature in this study, these categories also seemed to be applied to the attributes uncovered by other researchers. attributes marked “elt” in table 1 were those particular to english language teaching contexts. table 1. attributes of effective lecturers and teachers category attribute: effective teachers experts rapport (sociability, empathy, personality, receptiveness) a. develop interpersonal relationships b. are congenial c. share personal and professional life experiences d. listen to students e. care f. make themselves accessible for consultation g. have a sense of humour h. are patient i. have a positive attitude towards students (chen, 2005; faranda & clarke, 2004; xiao, 2006) (chen, 2005; faranda & clarke, 2004) (chen, 2005; faranda & clarke, 2004) (desai et al., 2001; faranda & clarke, 2004; park & lee, 2006; rammal, 2006) (desai et al., 2001; faranda & clarke, 2004) (faranda & clarke, 2004) (faranda & clarke, 2004) (desai et al., 2001; kutnick & jules, 1993; payne,1978; rammal, 2006) (desai et al., 2001; faranda & clarke, 2004; park & lee, 2006;rammal, 2006) issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 232 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi delivery (personal style, communication, methodology, content) a. are enthusiastic b. give clear explanations c. use good examples d. use the students‟ native language selectively (elt) e. vary their delivery methods encourage group work and participation f. provide interesting and meaningful activities (elt) g. emphasise error correction (elt) h. provide pronunciation practice (elt) i. teach grammar rules (elt) j. emphasise vocabulary (elt) k. prepare students for examinations (elt) l. ailor content to the students‟ english levels (elt) (faranda & clarke, 2004; kelley et al., 1991; palmer, 2000) (griemel-fuhrmann, 2003; kember &wong, 2000; kutnick & jules, 1993) (griemel-fuhrmann, 2003; palmer, 2000) (chen, 2005; faranda & clarke, 2004; gorham, 1987) (faranda & clarke, 2004; kelley et al., 1991; reid, 1987) (park & lee, 2006) (nunan, 1989; rammal, 2006; yorio, 1989) (nunan, 1989; rammal, 2006) (horwitz, 1987; yorio, 1989) (horwitz, 1987; nunan, 1989; yorio, 1989) (rammal, 2006; xiao, 2006) (park & lee, 2006) fairness (impartiality, examination preparation, grading, transparency, workload) a. treat all students impartially b. produce examinations which closely relate to work covered in class c. make examinations which allow students to express their knowledge freely d. give prompt assignment feedback e. provide pre and post examination reviews f. provide clear grading guidelines g. articulate policies regarding attendance and late assignment submissions h. are flexible with grading i. impose a balanced workload (desai et al., 2001; faranda &clarke, 2004) (faranda & clarke, 2004) (faranda & clarke, 2004) (faranda & clarke, 2004) (kelley et al. 1991) (desai et al., 2001) (desai et al., 2001) (faranda & clarke, 2004) (faranda & clarke, 2004) knowledge and credibility a. have sound content knowledge of their discipline b. go beyond the textbook c. are able to answer complex (chen, 2005; faranda & clarke, 2004; lasagabaster & sierra, 2005; kutnick & jules, 1993; xiao, 2006) (faranda & clarke, 2004) issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 233 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi questions d. use relevant real world examples in lessons e. are proficient in english (elt) f. have a sound knowledge of grammar (elt) g. are able to teach study techniques (faranda & clarke, 2004) (faranda & clarke, 2004; kelley et al., 1991) (lasagabaster & sierra, 2005; park & lee, 2006; rammal, 2006) (lasagabaster& sierra, 2005; park & lee, 2006) (chen, 2005; lasagabaster & sierra, 2005) organization and preparation a. provide a comprehensive syllabus with content and methodology b. communicate clear course objectives c. stick to the syllabus d. lay out all the materials needed for assignments e. provide original supplemental material f. provide prompt feedback on assessment g. prepare each lesson well (kelley et al., 1991; xiao, 2006) (kember & wong, 2000; kelley et al., 1991) (kember & wong, 2000; rammal, 2006) (kember et al., 2004) (kember et al., 2004; yorio, 1989) (desai et al., 2001) (park & lee, 2006) source: the attributes of effective lecturers of english as a foreign language as perceived by students in a korean university (barnes, 2010) methods research design in this study, i employed mixed method research because it dealt with the phenomenon happened in the context of study. the research was aimed at finding out students‟ perspectives on effective lecturer. according to tashakkori and teddlie (2003), mixed model research is kind of research method in which the researcher mixes both qualitative and quantitative research approaches within a stage of the study. for example, a researcher might conduct a survey and use a questionnaire that is composed of multiple closed-ended or quantitative type items as well as several open-ended or qualitative type items. for another example, a researcher might collect qualitative data but then try to quantify the data. in this research, students questionnaire about attributes of effective lecturer was given in close-ended question form. then, i identified and classified the students‟ perspectives about effective lecturer into some categories. next, i analyzed the students‟ responses toward questionnaire items through percentage based on the results of the attributes of effective lecturer questionnaire. finally, a semi structured interview was employed to obtain information in order to compare with the questionnaire‟s result. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 234 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research site and participants according to creswell (2012), “population is a group of individuals who have the same characteristic, if someone wants to investigate all of the elements in a research area, his research is population research” (p. 142). the population of this study was the students of fifth semester at english education study program of one state university in palembang, south sumatera. moreover, fraenkel, wallen, and hyun (2011) say “a sample in a research study is the group on which information is obtained” (p. 91). this study used convenience sampling. according to cohen, manion, and morrison (2007), “convenience sampling is sometimes called, accidental or opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained or those who happen to be available and accessible at the time” (p. 113-114). the number of sample from fifth semester consisted of 100 students which were grouped in 4 classes. table 2. the subject of the study no class total students 1 a 28 2 b 26 3 c 20 4 d 26 total 100 (source: english education study program of one islamic state university in palembang) data collection in this study, i used questionnaire and interview as the instruments to collect the students‟ perspectives on effective lecturer taken from fifth semester. the questionnaire was adapted from barnes and lock (2013). it consisted of 42 likert-scale items. it was about the criteria determined in perceiving the effective lecturer. the items of the questionnaire were divided into five attributes categories of effective lecturer. table 3. attributes categories of effective lecturer no. attributes categories number of question item 1. rapport (relationship with students) 1, 2,3 4, 5,6,7,8,9,10,11 2. delivery (communication skill and teaching method) 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24,25, 26, 27, 28 3. fairness 29, 30, 31, 32, 33 4. knowledge and credibility (knowledge of english) 34, 35, 36 5. organization and preparation 37,38,39,40,41,42 (source: adapted from barnes and lock (2013)) the questions were in close-ended question form. siniscalco and auriat (2005) describe that closed-ended questions are questions which require the respondent to select, among a possible set of response that most closely represents his/her point of view. the respondent is usually required to tick or circle the chosen answer. questions of this kind may offer simple responses such as „yes‟ or „no‟. they may also require the respondent to choose among several answer categories, or an agreement scale. the scale interval is among 1 (strongly disagree) to 7 (strongly agree). issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 235 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in addition, i used a semi structured interview in this study. according to fraenkel et.al (2011), “semi structured interviews are verbal questionnaires”. the interview consists of a series of questions designed to gain specific answers from respondents. the interview questions are used to obtain information that can later be compared and contrasted” (p. 451). in this research, the interview was conducted by interviewing the fifth semester students who were involved in this study as the sample. there were five questions asked: 1) in rapport aspect, the question was about what they thought about lecturer‟s sociability, empathy, personality, and receptiveness; 2) in delivery aspect, they were asked about how they thought about lecturer‟s personal style, communication, methodology, and content; 3) in fairness aspect, the question covers what they thought about lecturer‟s impartiality, examination preparation, grading, transparency, and workload; 4) in knowledge and credibility aspect, what they thought about those impartiality, examination preparation, grading, transparency, and workload; and 5) what they thought about organization and preparation aspect of lecturer. validity and reliability tests according to fraenkel and wallen, “validity refers to the extent to which an instrument gives us the information we want” (as cited in nisa, 2015, p.83). meanwhile, cohen, manion, and morrison defined that content validity was achieved by making professional judgements about the relevance and sampling of the contents of the test to a particular domain, and concerned with coverage and representativeness rather than with patterns of response (as cited in saputra & marzulina, 2016, p.5). for checking the validity of my instrument, i asked three expert judgements to judge the appropriate language and diction and the appropriate attributes of effective lecturers. the experts were chosen based on three criteria: (1) hold master degree in english education study program, (2) have more than 5 years teaching experience, and (3) have at least 525 toefl score. data analysis the data from the questionnaire were analyzed to determine the students‟ perspectives in effective lecturer. i used the scaled score from barnes and lock (2013). in scoring the attributes of effective lecturer, the students ticked one of the statements: strongly disagree, disagree, slightly disagree, no feelings, slightly agree, agree, and strongly agree. the score was scaled from 1 until 7. table 4. the scoring of questionnaire statement score strongly agree 7 agree 6 slightly agree 5 no feelings 4 slightly disagree 3 disagree 2 strongly disagree 1 (source: barnes and lock (2013)) according to the research question of this study, the result of questionnaire was analyzed by using the percentage formula and the percentage criteria by riduwan (as cited in alwarritzi, issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 236 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 0 20 40 26.2% 40.5% 11.9% 7.2% 14.3% f r e q u e n c y rapport delivery fairness knowledge organization&preparation percentage 7.1 % 2008, p.20). the category of the result of the questionnaire was grouped into very good, good, sufficient, poor, and very poor. table 5. the percentage formula procedure p = f : n x 100% notes: p = the percentage of the students‟ answer f = the total of the students‟ answer n = the total of the students‟ sample table 6. the percentage criteria percentage category 0% 20% very poor 21% 40% poor 41% 60% sufficient 61% 80% good 81% 100% very good (source: riduwan, as cited in alwarritzi, 2008) in data analysis of the interview, i did the transcription based on the recording file of the interview process. after that, i matched the result of the transcription with the data obtained from the answers of the students‟ questionnaire in the previous data collection. then, the whole result would be explained in detail in a paragraph. findings the result of questionnaire the data about the perceptions of fifth semester students‟ perspectives on effective lecturer were taken by using questionnaire. the questionnaire consisted of 42 question items and was divided into 5 categories; (1) rapport (sociability, empathy, personality, and receptiveness); (2) delivery (personal style, communication, methodology, content); (3) fairness (impartiality, examination preparation, grading, transparency, workload); (4) knowledge and credibility (knowledge of english); and (5) organization and preparation. figure 1. percentage per item of attributes of effective lecturer (rapport, delivery, fairness, knowledge and credibility, and organization and preparation). issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 237 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 7. the category of students‟ perspectives in effective lecturer no statement total category agree disagree rapport aspect 1 are friendly 93% 7% very good 2 develop good relationships with students 92% 8% very good 3 share personal experiences 89% 11% very good 4 care about students 84% 16% very good 5 are patient 89% 11% very good 6 listen to students 88% 12% very good 7 have a positive attitude in general 95% 5% very good 8 have charisma 96% 4% very good 9 understand the student‟s english education background 90% 10% very good 10 understand the different student levels 86% 14% very good 11 have a sense of humour 88% 12% very good delivery aspect 12 are enthusiastic about efl teaching 88% 12% very good 13 give clear explanations 95% 5% very good 14 use good examples 97% 3% very good 15 use a variety of teaching methods 87% 13% very good 16 use indonesian selectively 91% 9% very good 17 correct writing errors 89% 11% very good 18 correct speaking errors 96% 4% very good 19 teach grammar 99% 1% very good 20 use group work 96% 4% very good 21 encourage student participation in class 95% 5% very good 22 encourage participation of students with low confidence class 70% 30% good 23 talk slowly in english 76% 24% good 24 use easy words 89% 11% very good 25 ask questions frequently 89% 11% very good 26 ask questions then wait for volunteers to answer 78% 22% good 27 ask individual students to answer questions 79% 21% good 28 give students plenty of time to answer questions 79% 21% good fairness aspect 29 treat all students fairly 88% 12% very good 30 prepare students well for exams 92% 8% very good 31 give students clear grading guidelines 92% 8% very good issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 238 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 32 require students to work hard during class 93% 7% very good 33 require students to do homework 90% 10% very good knowledge and credibility aspect 34 are well qualified for efl teaching 99% 1% very good 35 have a good knowledge of grammar 94% 6% very good 36 have a good knowledge of vocabulary 98% 2% very good 37 are well prepared every lesson 99% 1% very good 38 provide a syllabus detailing weekly course content 92% 8% very good 39 explain the instructional methods to the class 93% 7% very good 40 tell students the lesson objectives each 93% 7% very good 41 stick to the syllabus 91% 9% very good 42 make their own supplemental material 78% 22% good on item #1, the average percentage of item was 93% or 93 students answered „agree‟. it means that most of the lecturers were friendly when they taught the students in the classroom. on item #2, the average percentage of item was 92%. based on the results, 92 students also answered „agree‟. it means that most of the lecturers developed good relationships with students. on item #3, the average percentage of item was 89%. it means that most of the lecturers shared personal experiences. on item #4, the average percentage of item was 84%. most of lecturers cared about students‟s developement in studying. on item #5, the average percentage of item was 89% or 89 students slightly agreed that the lecturers were patient when they taught the students in the classroom. in addition, on item #6, the average percentage of item was 88%. most of students agreed that the lecturers listened to students. on item #7, the average percentage of item was 95%. it means that most of lecturers had a positive attitude in general. on item #8, the average percentage of item was 96%. it meant 50 students agreed that the lecturers have charisma in teaching. on item #9, the average percentage of item was 90% or 90 students agreed that the lecturers understood the student‟s english education background. on item #10, the average percentage of item was 86%. it means that most of the lecturers understood the students‟ different levels. on item #11, the average percentage of item was 88%. based on the results, most of the students slightly agreed that the lecturers had a sense of humour. humour could make the students more active in learning english and did not make the students feel bored in studying in the classroom. on item #12, the average percentage of item was 88%. it means that most of the lecturers were enthusiastic about efl teaching. on item #13, the average percentage of item was 95%. most of students or 95 students agreed that the lecturers gave clear explanations in teaching. on item #14, the average percentage of item was 97%. it means that most of the lecturers used good examples. on item #15, the average percentage of item was 87%. it means that most of the lecturers used a variety of teaching methods when they taught in clasroom. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 239 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi on item #16, the average percentage of item was 91% or 91 students agreed that the lectureres used indonesian selectively. on item #17, the average percentage of item was 89%. most of lecturers corrected writing errors of students. on item #18, the average percentage of item was 96%. most of students agreed that lecturers correct speaking errors of students. on item #19, the average percentage of item was 99%. most of lecturers taught grammar to students in the classroom. on item #20, the average percentage of item was 96%. it means that most students agreed that lecturers used group work in studying. in addition, on item #21, the average percentage of item was 95%. based on the results, 49 students answered „agree‟. it means that the lecturers encouraged students to participate in the classroom. on item #22, the average percentage of item was 70% or 70 students agreed that lecturers encourage students with low confidence. on item #23, the average percentage of item was 76%. most of lecturers talked slowly using english. on item #24, the average percentage of item was 89%. it meant that the lecturers used easy words in teaching. on item #25, the average percentage of item was 89%. based on the results, 89 students slightly agreed that the lecturers asked questions frequently to students. on item #26, the average percentage of item was 78%. most of the lecturers asked questions then waited for volunteers to answer. on item #27, the average percentage of item was 79%. based on the results, most of lecturers asked individual students to answer questions. on item #28, the average percentage of item was 79%. the students slightly agreed that the lecturers gave students plenty of time to answer questions. on item #29, the average percentage of item was 88%. most of lecturers treated all students fairly. on item #30, the average percentage of item was 92% or 92 students agreed that the lecturers prepared students well for exams. on item #31, the average percentage of item was 92%. it means that the lecturers gave students clear grading guidelines. on item #32, the average percentage of item was 93% or 93 students agreed that the lecturers required students to work hard during class. on item #33, the average percentage of item was 90%. based on the results, 90 students agreed that the lecturers required students to do homework. on item #34, the average percentage of item was 99%. it meant that the lecturers were qualified for efl teaching .on item 35, the average percentage of item was 94%. it meant that most of lecturers had a good knowledge of grammar. on item #36, the average percentage of item was 98%. based on the results, the lecturers had a good knowledge of vocabulary. on item #37, the average percentage of item was 99%. it meant that the lecturers were well prepared for every lesson. on item 38, the average percentage of item was 92% or 92 students agree that lecturers provided a syllabus detailing weekly course content. on item 39, the average percentage of item was 93%. most of the students answered agree that the lecturers explain the instructional methods to the class. on item #40, the average percentage of item was 93%. it means that most of lecturers informed students the lesson objectives each. on item #41, the average percentage of item was 91%. most of lecturers stuck to the syllabus. on item #42, the average percentage of item was 78% or 78 students agreed that the lecturers made their own supplemental material. data from the questionnaire revealed that almost all the aspects that related to effective lecturers: rapport (26.2%), delivery (40.5%), fairness (11.9%), knowledge and credibility (7.1%), and organization and preparation (14.3%) were considered important, with 42 items on the questionnaire returning positive responses of over 4 on a 7-point likert scale (1 = strongly disagree and 7 = strongly agree), 37 attributes were in the 6-7 range and 5 attributes were in the 5-6 range. it was used to know the students‟ perspectives about effective lecturer. based on the findings in this study, i concluded that the students‟ perspectives in effective lecturer were very good. it could be seen from the answers of the students who dominantly answered the items agree in almost all of the items given to ask these aspects. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 240 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the result of interview the interview was conducted after giving the questionnaire. there were five questions to be asked: 1) in rapport aspect, what they thought about lecturer‟s sociability, empathy, personality, and receptiveness; 2) in delivery aspect, how they thought about lecturer‟s personal style, communication, methodology, and content; 3) in fairness aspect, what they though about lecturer‟s impartiality, examination preparation, grading, transparency, and workload; 4) in knowledge and credibility aspect, what they though about those; and 5) what they though about organization and preparation aspect of lecturer. there were 10 students that participated in this study. rapport (sociability, empathy, personality, and receptiveness) all items in rapport aspect were perceived very good by students. it was because the students perceived that the social ability and personality of the lecturers were very good. they also had high empathy and receptiveness. for example, respondent 2 said that: “as far as i know, the social ability of the lecturer is very good, and has a high empathy, thus making their personality very good to be closer to the students and more open, with the example when the student asked the lecturer, those with generosity help to answer that question” (ahmad, personal communication, november 27, 2017). but there were some who were not. for example, respondent 8 said that: “but there are still lecturers who do not show a sense of receptiveness so that students are often afraid” (afifah, personal communication, november 27, 2017). delivery (personal style, communication, methodology, and content) each lecturer had different own method, style, communication and content in teaching. in communication style, they conveyed it quite clearly by using some understandable words and examples. for example, respondent 5 said that: “most of lecturers convey with lecturing method. some are using language that is more easily understood or explain by giving many examples, analogies and others that easy to understand students” (hanny, personal communication, november 27, 2017). in addition, they also used very interesting and useful method that was relevant to the lesson plan. however, there were some lecturers who did not show ability in personal style and communication. sometimes, they made students quickly bored because they communicated in one direction only which caused the students to be difficult to grasp the material delivered. for example, respondent 9 said that: “there is a lecturer who has a boring style of delivery” (febi, personal communication, november 27, 2017). fairness (impartiality, examination preparation, grading, transparency, and workload) in this aspect, the lecturers were fair enough, for example, in terms of preparation during exam. they also gave references and did not discriminate their students. they treated the students with each other equally. for example, respondent 10 said that: “my lecturers do not only focus on one object but also to whole objects” (dela, personal communication, november 27, 2017). issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 241 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi however, the details of the assessment were not so transparent. for example, respondent 1 said that: “not all lecturers are open to values, they have their own way of assessment so that students find it difficult to guess how lecturers judge because they often do not match the value of students who are active in the class with smart students” (oji, personal communication, november 27, 2017). knowledge and credibility in knowledge and credibility aspect, they were highly skilled in their fields and very masterful. then, what they said could be easily understood by their students. for example, respondent 6 said that: “in the aspects of knowledge and credibility, they are very masterful of all the material they teach to the students” (indah, personal communication, november 27, 2017). but there were some lecturers who did not really master their parts and were difficult to explain well. then, this became the problem in helping the students to answer questions. for example, respondent 4 said that: “in my mind there are some lecturers who thought me what not really master in their part” (putri, personal communication, november 27, 2017). organization and preparation the organization and preparation of lecturers in teaching were quite good. for example, respondent 3 said that: “in the teaching aspect is quite well and smoothly can always make students understand in their teaching ability” (dian, personal communication, november 27, 2017). moreover, there were some lecturers who started with some games to enlight the atmosphere of the class to be more active. each lecturer had their own respective syllabus and teaching materials. for example, respondent 7 said that: “they have prepared what they will teach so the the lecturer process well-planned” (halimah, personal communication, november 27, 2017). discussion based on the students‟ responses towards questionnaire items and interview, there were five aspects that were related to effective lecturers (rapport, delivery, fairness, knowledge and credibility, and organization and preparation). i concluded that students‟ perspectives towards effective lecturer were very good. it can be seen from the answers of the students who dominantly answered the items agree in almost all of the items given to ask these aspects and they were perceived very well. in rapport aspect, most of students agreed that they had charisma in teaching. it means that most of the lecturers were quite charismatics in teaching, for example, they could control the class atmosphere. besides, most of the students had positive attitudes towards their lecturer. it also made the students respect them. they also had good sociability, empathy, personality, and receptiveness. then, some of students slightly agreed that they cared about students. however, unfortunately, the students also felt that some of lecturers did not really care about them. for example, they seldom called student names, tried hard to help students, and issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 242 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ensured student‟s comprehension. this is opposite to wood and tanner (2012) who state that best tutors or lecturers include the act of caring, paying attention frequently to their students‟ level of motivation or frustration, and supporting their students‟ effort. effective teacher performs confidentially in terms of their teaching ability. they often begin their sessions on a personal note and asking students about aspects of their personal lives. in addition, according to supriadi, the development of students‟ creativity in schools and universities is viewed from a scientific point of view (as cited in isnaini, 2011, p.30). teachers or lecturers should have abilities, skills, and motivation. furthermore, jan and bashir (2017) comment “the effective teacher will combine professionalism with care, understanding, fairness, kindness and empathy” (p.783). in this case, they should create warm classroom environment and have to show sense of belongingness. moreover, in delivery aspect, many students agreed that lecturers taught grammar in classroom. grammar is one of the most important aspects for efl learners to understand. it easily depended on the way the lecturers teach. the lecturers also had their own personal style, communication, methodology, and content that they conveyed with quite clear. it is supported by mcdonough and shaw who says “the ability to use teaching materials competently is a very vital activity for all efl educators” (as cited in erlina, astrid, marzulina, mukminin, pitaloka, & yansyah, 2018, p.112). with respect to teaching techniques, students respond to the professor or lecturer who is sensibly organized, who explains the material clearly, and one who can sustain their interest. on the other hand, bibi (as cited in astrid, 2011, p.90) states that english grammar is still taught in isolation and sufficient practice is not provided in an integrated manner with the four language skills (speaking, listening, writing, and reading). therefore, it does not consider important to be taught. however, only several students agreed that lecturers encouraged students with low confidence participate in class, like giving students enough time to answer questions and they complained that lecturers often required them immediate responses. sometimes, they also made students quickly bored, so that students felt they did not catch what was delivered by the lecturer. the need for lecturers to push all students to actively participate in the learning process, including those with low levels of confidence, was also considered important by respondents. one way of ensuring equal participation was to adapt the way to ask questions to the students. it is supported by wood and tanner (2012) who state that there are several strategies used by effective lecturers or tutors to push their students to be active: increasing their curiosity with matters commonly happens in their live, letting them to control the tutorial session, confronting them with challenging problems but solutable, and providing frequent, indirect, and positive feedback. moreover, broussard and garrison defined “motivation as the attribute which moves an individual to do or not to do something” (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018, p.130). indeed, encourage students by giving motivation could build their confidence. then, in fairness aspect, most of students agreed that lecturer required students to work hard during class. here, the lecturers wanted that the students could explore their abilities and critical thinking to solve the problems, like giving individual or group tasks. they also gave references and did not discriminate them. according to chirese (2011), “the students wanted to be involved in class discussions. they asked their their teacher to give the chance to ask questions and to make class presentations” (p. 268). this confirmed earlier findings by barnes and lock (2010). furthermore, wood, and tanner (2012) describe that students or tutees rather need to comprehend more than just listen to their teacher‟s explanation. when students or tutees became stuck, these lecturers or tutors did not provide answers, but only hints, which were at first general and became more specific only at a last resort. in the process, these lecturers or tutors issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 243 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi were alert for “productive” errors of thinking that could be explored in further questioning for the student‟s or tutee‟s benefit. some students also agreed that lecturer treated all students fairly. here, the students hoped that the lecturers could treat them fairly both clever and silly students because lecturers sometimes focused their attention on a few students with high levels of english proficiency and gave them preferential treatment. it was expected that lecturers could maintain eye contact with all students during class and gave them equal chances to talk. in accordance with students‟ ratings on his research, koc (2013) concluded “the most important quality of a good english language teacher is that he/she should not discriminate among the students and be patient, which is related to affective characteristics” (p.119). in addition, kourieos and evripidou (2013) add that an effective language teacher is one who takes into consideration his/her students‟ personal differences, such as language anxiety, abilities and interests and designs learning environments accordingly and no longer considers one who has a directive and authritarion role in the learning process. in terms of knowledge and credibility aspect, many students agreed that lecturers were qualified for efl teaching because they were highly skilled in their fields. meanwhile, only some students agreed that lecturers had a good knowledge of grammar. there were some lecturers who did not really master in their parts. it means that the lecturers had to master the subjects and had good knowledge about those subjects because the students expected lecturers to have good knowledge of target language. related to this matter, wood and tanner (2012) consider that the best lecturers must have a good competency related to their subject matter (content knowledge). in other words, the lecturer must possess considerable knowledge and intuitive understanding of how students learn and how best to teach them (pedagogical content knowledge), allowing those students to draw on appropriate information for whatever problems happened in the tutorial situation. moreover, moore (as cited in holandyah & herlina, 2016, p.15) states that teaching is the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development the personal characteristics and skills. similarly, arends states the ultimate of teaching is assist students to become independent and self-regulated learners (as cited in marzulina & putra, 2016, p.188). finally, in terms of organization and preparation aspect, most of students agreed that the lecturer were well-prepared for every lesson. it means that most of lecturers had good preparation before they taught the material to show that they were absolutely ready to handle the class and it was expected that the studenys will be inspired to work hard. this confirmed earlier findings by barnes and lock (2010) that effective lecturer should have good preparation, for example if we see the lecturer working hard, we will work hard also and we know if the lecturer has prepared or not. it is in line with suyadi (as cited in habiburrahman, 2015, p.252) who describes that professional competence reflected the lecturer‟s ability in mastering the subject matter. besides, several students agreed that lecturers make their own supplemental material. here, these lecturers also made their own supplementary material, like providing extra reading texts and games to make teaching and learning process become more effective. based on these responses, it was important for the students that a lecturer or teacher knew what she/he was going to teach in the class. under the engagement category, students reported from bullock‟s survey that good lecturers or teachers “teach when everyone is alert”, use “great power points”, and “make good worksheets, make english and science fun”. these responses suggested that students believe that good lecturers or teachers must make sure that their students engage in the class activities. in addition, fredricks, blumenfeld and paris (as cited in astrid, rukmini, sofwan, & fitirati, 2017, p.95) proposed that students‟ engagement has multiple dimensions: behavioral, emotional and cognitive. behavioral engagement draws on the idea of participation and includes involvement in issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 244 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi academic, social, or extracurricular activities; it is considered crucial for achieving academic outcomes. then, emotional engagement focuses on the extent of positive and negative reactions to teachers and classmates. finally, cognitive engagement is defined as the students‟ level of investment in learning; it includes being thoughtful and purposeful in each stage of the activities and being willing to exert the effort necessary to comprehend complex ideas or master difficult skills. conclusion from the summary of the answer of the research problem, it was found that the students‟ perspectives in effective lecturer were very good. it was proven by the findings that 5 aspects of effective lecturers were perceived positively by the students. the five aspects were rapport, delivery, fairness, knowledge and credibility, and organization and preparation. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). if our english isn‟t a language, what is it? indonesian efl student teachers‟ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 alwarritzi, w. (2008). faktor lokasi persebaran waralaba minimarket di perkotaan yogyakarta. yogyakarta: fakultas geografi ugm. ariesca & marzulina, l. (2016). teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625/551 astrid, a. (2011). pembelajaran tata bahasa inggris secara komunikatif dengan penyajian induktif dan pengintegrasian keterampilan berbahasa: studi kasus di kelas bahasa inggris di iain raden fatah palembang. ta‟dib: journal of islamic education, 16(2), 175-208. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/download/35/30 astrid, a., rukmini, d., sofwan, a., & fitirati, s. (2017). the analysis of students‟ engagement to writing feedback activities viewed from students‟ writing anxiety. international journal of english and education, 6(1), 86-107. retrieved from http://jfl.iaun.ac.ir/article_54879.html barret, duggan, lowe, nikel, & ukpo. (2006). the concept of quality in education: a review of the „international‟ literature on the concept of quality in education. bristol, uk: edqual rpc. barnes, b. d., & lock, g. (2010). the attributes of effective lecturers of english as perceived by students in a korean university. australian journal of teacher education, 35(1), 139-152. barnes, b. d., & lock, g. (2013). student perceptions of effective foreign language teachers: a quantitative investigation from a korean university. australian journal of teacher education, 38(2), 19-36. chirese, r. (2011). effective and ineffective lecturers: university students‟ perspective in zimbabwe. journal of anthropologist, 13(4), 265-269. cohen, l., manion, l., & marrison k. (2007). research methods in education (6th ed). new york, ny: routledge. creswell, j. w. (2006). understanding mixed methods research (3rd ed.). upper saddle river, nj: pearson education. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed). boston, ma: pearson educational, inc. erlina, d., astrid, a., marzulina, l., mukminin, m., pitaloka, n. l., & yansyah, f. (2018). research on educational media: balancing between local and target language cultures in http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625/551 http://jurnal.radenfatah.ac.id/index.php/tadib/article/download/35/30 http://jfl.iaun.ac.ir/article_54879.html issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 245 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi english electronic textbooks. tojet: the turkish online journal of educational technology, 17(2), 111-119. faiz, m. (2017). measurement model of professional learning community: a malaysian teacher context. irje: indonesian research journal in education, 1(1), 72-81. retrieved from http://online-journal.unja.ac.id/index.php/irje/article/view/4340 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2011). how to design and evaluate research in education (8th ed.). new york, ny: mc. graw hill. habiburrahman, s. (2015). standard analysis of teachers and early childhood education. ta‟dib: journal of islamic education, 20(2), 243-262. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/download/79/pdf holandyah, m., & herlina, h. (2016). teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang. edukasi: jurnal pendidikan dan pengajaran, 2(2), 107-119. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/602/537 holandyah, m., & utami, p. (2016). teaching reading comprehension using “save the last word for me” strategy to the eighth grade students of smp n 7 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 13-24. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/593/526 isnaini, m. (2011). budaya resistens siswa terhadap pendisiplinan sistem sekolah agama (studi kasus madrasah aliyah negeri (man) unggulan palembang). ta‟dib: journal of islamic education, 16(1), 23-48. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/53/48 jan, t., & bashir, t. (2017). measuring the impact of professional competence on teaching effectiveness of special educators of kashmir. international journal of science and research, 6(1), 782-784. koc, e. m. (2013). affective characteristics and teaching skills of english language teachers: comparing perceptions of elementary, secondary, and high school students. scientific research, 4(2), 117-123. kourieos, s., & evripidou, d. (2013). students‟ perceptions of effective efl teachers in university settings in cyprus. english language teaching: canadian center of science and education, 6(11), 1-16. lestari, s., & ridho, z. (2010). pendidikan di negara-negara anggota oki: perbandingan antara perempuan dan laki-laki. ta‟dib: journal of islamic education, 15(1), 143-160. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/71/66 marzulina, l., & putra, h. (2016). teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts al-furqon prabumulih. edukasi: jurnal pendidikan dan pengajaran, 2(2), 185-197. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/608/543 marzulina, l., & saputra, h. (2016). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 naim, n. (2011). menjadi guru inspiratif: memberdayakan dan mengubah jalan hidup siswa. yogyakarta, indonesia: pustaka pelajar. nisa, a. (2015). improving students‟ writing skill by using inquiry technique at the eighth grade students of mts negeri 2 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 79-86. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/599/532 price, m., handley, k., millar, j., & o'donovan, b. (2010). feedback: all that effort, but what is the effect?. assessment & evaluation in higher education, 35(3), 277-289. http://online-journal.unja.ac.id/index.php/irje/article/view/4340 http://jurnal.radenfatah.ac.id/index.php/tadib/article/download/79/pdf http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/602/537 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/593/526 http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/53/48 http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/71/66 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/608/543 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/599/532 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 246 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi purwowidodo, a. (2016). dialectics of educational technology and reposition of islamic religious education: teachers‟ role in globalization era. ta‟dib: journal of islamic education, 21(2), 137154. raymond, s. m. (2008). effective and ineffective university teaching from the students‟ and faculty‟s perspectives: matched or mismatched expectations?. devon, uk: university of exeter. saswandi, t. (2014). teaching style and students‟ interest in learning english. irje: jurnal penelitian universitas jambi, 15(1), 1-42. serli. (2017). performance management and quality culture reflection towards the professional teachers of the asean economic community era. ta‟dib: journal of islamic education, 22(2), 54-69. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/1639/pdf sherwani, k., & singh, u. (2015). students‟ perceptions on lecturer evaluation on higher education. international journal of social sciences and educational studies, 2(1), 49-61. siniscalco, m., & auriat, n. (2005). quantitative research methods in educational planning. paris, france: international institute for educational planning/unesco. sukardi, i. (2016). character education based on religious values: an islamic perspective. ta‟dib: journal of islamic education, 21(1), 41-58. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/744/pdf tashakkori, a., & teddlie, c. (2003). handbook of mixed methods in social & behavioral research. thousand oaks: sage. walker, r. (2008). twelve characteristics of an effective teacher. educational horizon, 87(1), 61-68. wong, h., & wong, r. (2004). how to be an effective teacher the first days of school. mountain view, ca: harry k. wong publications. wood, w., & tanner, k., (2012). the role of the lecturer as tutor: doing what effective tutors do in a large lecture class. cbe:life sciences education, 11, 3-11. http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/1639/pdf http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/744/pdf 118 the correlation between language learning strategies and reading comprehension achievements of the eleventh grade students of sma n 5 palembang uin raden fatah palembang the objectives of this study were to find out (1) whether or not there is a significant correlation between language learning strategies and reading comprehension achievements of the eleventh grade students, (2) whether or not there is a contribution from language learning strategies to reading comprehension achievements of the eleventh grade students. for the data collection, the strategy inventory language learning questionnai eleventh grade students of sma n 5 palembang. the result showed that (1) there was significant correlation between language learning strategies and reading achievement r 0.447. categorically, from the six aspe strategies; memory, cognitive, compensation, affective and social have very weak correlation coefficient to the reading comprehension achievement. while metacognitive has fair correlation coefficient. but, there is significant corr between all lls’ aspects and reading comprehension achievement, (2) language learning strategies contributed 20.0% to reading comprehension achievement, especially metacognitive contribute the most. key words: language learning strategies, readin introduction english has been recognized as the first international language in the world. be a master in english is one of the guarantees to be successful (juwita, 2009, p furthermore, brown (2000, p. 232) says that engli listening, speaking, and writing. reading and listening are receptive, while speaking and writing are productive. reading is very important in daily life and it has much role in learning language. between language learning strategies and reading comprehension achievements of the eleventh grade students of sma n 5 palembang dian puspita uin raden fatah palembang dian_puspitash@yahoo.com abstract the objectives of this study were to find out (1) whether or not there is a significant correlation between language learning strategies and reading comprehension of the eleventh grade students, (2) whether or not there is a contribution from language learning strategies to reading comprehension achievements of the eleventh grade students. for the data collection, the strategy inventory language learning questionnaire and reading test were distributed to the 91 eleventh grade students of sma n 5 palembang. the result showed that (1) there was significant correlation between language learning strategies and reading achievement r 0.447. categorically, from the six aspects of language learning strategies; memory, cognitive, compensation, affective and social have very weak correlation coefficient to the reading comprehension achievement. while metacognitive has fair correlation coefficient. but, there is significant corr between all lls’ aspects and reading comprehension achievement, (2) language learning strategies contributed 20.0% to reading comprehension achievement, especially metacognitive contribute the most. language learning strategies, reading comprehension achievement english has been recognized as the first international language in the world. be a master in english is one of the guarantees to be successful (juwita, 2009, p furthermore, brown (2000, p. 232) says that english has four skills listening, speaking, and writing. reading and listening are receptive, while speaking and writing are productive. reading is very important in daily life and it has much between language learning strategies and reading comprehension achievements of the eleventh grade students of sma n 5 palembang the objectives of this study were to find out (1) whether or not there is a significant correlation between language learning strategies and reading comprehension of the eleventh grade students, (2) whether or not there is a contribution from language learning strategies to reading comprehension achievements of the eleventh grade students. for the data collection, the strategy re and reading test were distributed to the 91 eleventh grade students of sma n 5 palembang. the result showed that (1) there was significant correlation between language learning strategies and reading cts of language learning strategies; memory, cognitive, compensation, affective and social have very weak correlation coefficient to the reading comprehension achievement. while metacognitive has fair correlation coefficient. but, there is significant correlation between all lls’ aspects and reading comprehension achievement, (2) language learning strategies contributed 20.0% to reading comprehension achievement, g comprehension achievement english has been recognized as the first international language in the world. be a master in english is one of the guarantees to be successful (juwita, 2009, p .9). sh has four skillsreading, listening, speaking, and writing. reading and listening are receptive, while speaking and writing are productive. reading is very important in daily life and it has much mailto:dian_puspitash@yahoo.com according to collins and coll recognizing words in print, combining the meanings of words with relevant prior knowledge, and thinking about the collective meaning of information. however, indonesian reading achievement is not satisfying yet from the pisa (programme for the international student assessment) reading score which is done every three years by oecd (organization for economic co and development). indonesian pisa reading score result in 2012 shows that indonesia is number 64 from 65 countries in the world. it can be concluded that indonesia reading is almost in the lowest position. low reading achievement can happen because of some problems that occur in teaching and learning process. nowadays, the problems o since reading is to gain and exchange information in which the world has a great amount of knowledge to obtain. based on observation and informal interview with the teacher who teaches english and some of the eleventh grade students of sma n 5 palembang, the researcher found that the eleventh grade students had difficulties in reading text. the first difficulty in reading was students’ ability to relate or to connect their experiences with the ideas presented in the text, determine the generic structure of the texts, and find out the main idea, cause were actually able to read english words and sentences. the difficulties had made them unmotivated to read since they preconceived that the theme or the topic of reading was not interesting for them. some of the students just read the text without trying to connect the presented ideas of text with their thinking patterns. as stated in mcnamara (2009 successful comprehension, but to overcoming reading problems and becoming a better reader and comprehension”. the students will find the use of strategies enhances their ability to organize and retrieve the according to collins and collins (2002, p. 8), reading may be defined as recognizing words in print, combining the meanings of words with relevant prior knowledge, and thinking about the collective meaning of information. however, indonesian reading achievement is not satisfying yet. it is proven from the pisa (programme for the international student assessment) reading score which is done every three years by oecd (organization for economic co and development). indonesian pisa reading score result in 2012 shows that esia is number 64 from 65 countries in the world. it can be concluded that indonesia reading is almost in the lowest position. low reading achievement can happen because of some problems that occur in teaching and learning process. nowadays, the problems of reading may also affect the quality of human resources since reading is to gain and exchange information in which the world has a great amount of knowledge to obtain. based on observation and informal interview with the teacher who teaches some of the eleventh grade students of sma n 5 palembang, the researcher found that the eleventh grade students had difficulties in reading text. the first difficulty in reading was students’ ability to relate or to connect their experiences presented in the text, determine the generic structure of the texts, and find out the main idea, cause-effect, detail information, and inference. however, they were actually able to read english words and sentences. the difficulties had made ted to read since they preconceived that the theme or the topic of reading was not interesting for them. some of the students just read the text without trying to connect the presented ideas of text with their thinking patterns. as stated in mcnamara (2009, p. 36), “strategies are essential, not only to successful comprehension, but to overcoming reading problems and becoming a better reader and comprehension”. the students will find the use of strategies enhances their ability to organize and retrieve the information, consequently 119 ins (2002, p. 8), reading may be defined as recognizing words in print, combining the meanings of words with relevant prior . it is proven from the pisa (programme for the international student assessment) reading score which is done every three years by oecd (organization for economic co-operation and development). indonesian pisa reading score result in 2012 shows that esia is number 64 from 65 countries in the world. it can be concluded that indonesia reading is almost in the lowest position. low reading achievement can happen because of some problems that occur in teaching and learning process. f reading may also affect the quality of human resources since reading is to gain and exchange information in which the world has a great based on observation and informal interview with the teacher who teaches some of the eleventh grade students of sma n 5 palembang, the researcher found that the eleventh grade students had difficulties in reading text. the first difficulty in reading was students’ ability to relate or to connect their experiences presented in the text, determine the generic structure of the texts, and effect, detail information, and inference. however, they were actually able to read english words and sentences. the difficulties had made ted to read since they preconceived that the theme or the topic of reading was not interesting for them. some of the students just read the text without , p. 36), “strategies are essential, not only to successful comprehension, but to overcoming reading problems and becoming a better reader and comprehension”. the students will find the use of strategies information, consequently 120 increasing learning efficiency (richards, 2008). effective strategies will produce an effective result. furthermore, karlina (2014) did a research about the relationship among language learning styles, language learning strategie result showed that aural was the most learning style used, while metacognitive was the most language learning strategy used. while there was a significant correlation between language learning strategies and reading achieve cognitive, and compensation. only language learning strategies contributes significantly to reading achievement, especially compensation and affective strategies. therefore, it is important that learning strategies are involved i and learning process to minimize the students in getting low achievement. meanwhile, learning strategies are ways that are used by learners to learn something. phakiti (2003, p. 27) defines learning strategies are strategies that language learners purposefully use to enhance their language learning and acquisition. in reading process readers are required to involved their strategies when answering the questions or comprehending. the importance of language learning strategies is that they are steps that the learners take to manage their learning and achieve desired goals (chang, 2011, p. 202). oxford (1990, p. 311) categories, direct and indirect strategies which are also subdivided into six cla direct strategies, which involved the new language directly, are divided into memory, cognitive and compensation strategies while indirect strategies include metacognitive, affective and social strategies. since, the students have different learning teachers to know their students’ characteristic well. it will be very useful for them to get better output. in conclusion, based on some reasons above, the researcher is interested in doing a research study entitles “the c increasing learning efficiency (richards, 2008). effective strategies will produce an furthermore, karlina (2014) did a research about the relationship among language learning styles, language learning strategies, and reading achievements. the result showed that aural was the most learning style used, while metacognitive was the most language learning strategy used. while there was a significant correlation between language learning strategies and reading achievement especially affective, cognitive, and compensation. only language learning strategies contributes significantly to reading achievement, especially compensation and affective strategies. therefore, it is important that learning strategies are involved i and learning process to minimize the students in getting low achievement. meanwhile, learning strategies are ways that are used by learners to learn something. phakiti (2003, p. 27) defines learning strategies are strategies that language ers purposefully use to enhance their language learning and acquisition. in reading process readers are required to involved their strategies when answering the questions or comprehending. the importance of language learning strategies is that ps that the learners take to manage their learning and achieve desired goals (chang, 2011, p. 202). oxford (1990, p. 311) outlines language learning strategies into two main categories, direct and indirect strategies which are also subdivided into six cla direct strategies, which involved the new language directly, are divided into memory, cognitive and compensation strategies while indirect strategies include metacognitive, affective and social strategies. since, the students have different learning strategies, it is better for the teachers to know their students’ characteristic well. it will be very useful for them to get better output. in conclusion, based on some reasons above, the researcher is interested in doing a research study entitles “the correlation between language increasing learning efficiency (richards, 2008). effective strategies will produce an furthermore, karlina (2014) did a research about the relationship among s, and reading achievements. the result showed that aural was the most learning style used, while metacognitive was the most language learning strategy used. while there was a significant correlation ment especially affective, cognitive, and compensation. only language learning strategies contributes significantly to reading achievement, especially compensation and affective strategies. therefore, it is important that learning strategies are involved in teaching and learning process to minimize the students in getting low achievement. meanwhile, learning strategies are ways that are used by learners to learn something. phakiti (2003, p. 27) defines learning strategies are strategies that language ers purposefully use to enhance their language learning and acquisition. in reading process readers are required to involved their strategies when answering the questions or comprehending. the importance of language learning strategies is that ps that the learners take to manage their learning and achieve desired outlines language learning strategies into two main categories, direct and indirect strategies which are also subdivided into six classes. direct strategies, which involved the new language directly, are divided into memory, cognitive and compensation strategies while indirect strategies include metacognitive, strategies, it is better for the teachers to know their students’ characteristic well. it will be very useful for them to get better output. in conclusion, based on some reasons above, the researcher is orrelation between language learning strategies and reading comprehension achievement of the eleventh grade students of sma n 5 palembang. concept of language learning strategies chamot (2004, p. 14) states that learning strategies are the conscious thoug and actions that learners take in order to achieve a learning goal. oxford (2003, p. 8) shows that learning strategies are specific behaviors or thought processes that students use to enhance their own language learning. learning strategies are important factors that influence the process and outcomes of learning, and specific actions taken by learners to make learning more efficient (shi, 2011, p. 20). oxford (2003, p. 2) states that language learning strategies can be classified into six groups: memory, cognitive, compensation, metacognitive, affective, and social strategies. memory strategy oxford (2003, p. 13) states that item or concept with another but do not necessarily involve deep understanding. memory strategy often used for memorizing vocabulary and structures in initial stages of language learning, but the learners needs such strategies much less when their arsenal of vocabulary and structures has become larger (oxford, 2003, p. 13). cognitive strategy brown (2007, p. 134) stated that cognitive strategies are more limited to specific learning task and they involved more direct manipulation of the learning material itself. in addition, oxford (2003, p.12) supports cognitive strategies enable th learners to manipulate the language material in direct ways, e. g. through reasoning, analysis, note taking, summarizing, synthesizing, outlining, reorganizing information learning strategies and reading comprehension achievement of the eleventh grade students of sma n 5 palembang. concept of language learning strategies chamot (2004, p. 14) states that learning strategies are the conscious thoug and actions that learners take in order to achieve a learning goal. oxford (2003, p. 8) shows that learning strategies are specific behaviors or thought processes that students use to enhance their own language learning. learning strategies are nt factors that influence the process and outcomes of learning, and specific actions taken by learners to make learning more efficient (shi, 2011, p. 20). oxford (2003, p. 2) states that language learning strategies can be classified ry, cognitive, compensation, metacognitive, affective, and oxford (2003, p. 13) states that memory strategies help learners link one l2 item or concept with another but do not necessarily involve deep understanding. memory strategy often used for memorizing vocabulary and structures in initial stages of language learning, but the learners needs such strategies much less when their arsenal of vocabulary and structures has become larger (oxford, 2003, p. 13). brown (2007, p. 134) stated that cognitive strategies are more limited to specific learning task and they involved more direct manipulation of the learning in addition, oxford (2003, p.12) supports cognitive strategies enable th learners to manipulate the language material in direct ways, e. g. through reasoning, analysis, note taking, summarizing, synthesizing, outlining, reorganizing information 121 learning strategies and reading comprehension achievement of the eleventh grade chamot (2004, p. 14) states that learning strategies are the conscious thoughts and actions that learners take in order to achieve a learning goal. oxford (2003, p. 8) shows that learning strategies are specific behaviors or thought processes that students use to enhance their own language learning. learning strategies are nt factors that influence the process and outcomes of learning, and specific actions taken by learners to make learning more efficient (shi, 2011, p. 20). oxford (2003, p. 2) states that language learning strategies can be classified ry, cognitive, compensation, metacognitive, affective, and memory strategies help learners link one l2 item or concept with another but do not necessarily involve deep understanding. memory strategy often used for memorizing vocabulary and structures in initial stages of language learning, but the learners needs such strategies much less when their arsenal of vocabulary and structures has become larger (oxford, 2003, p. 13). brown (2007, p. 134) stated that cognitive strategies are more limited to specific learning task and they involved more direct manipulation of the learning in addition, oxford (2003, p.12) supports cognitive strategies enable the learners to manipulate the language material in direct ways, e. g. through reasoning, analysis, note taking, summarizing, synthesizing, outlining, reorganizing information 122 to develop stronger schemas (knowledge structures), practicing in naturalistic settings, and practicing structures and sounds formally. compensation strategy compensation strategy (e.g., guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and writing; and strictly for speaking, using gestures or pause words) help the learner make up for missing knowledge (oxford, 2003, p. 13). in addition, chang (2011, p. 202) states compensation strategy is compensating for knowledge gaps. they aim is to make up for a limited reper learners are confronted with unknown expressions, they make use of guessing strategies. metacognitive strategy metacognition is the the process of analyzing our own comprehension processes, or “thinking about thinking” ( peregoy, 2008, p. 289). metacognition involves active monitoring and consequent regulation and orchestration of cognitive processes to achieve cognitive goals. oxford (2003, p. 12) says that metacognitive strategies (e. g. identifying on own learning style preferences and needs, planning for a language learning task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any type of learning strategy are employed for managing the learning process overall. affective strategy according to oxford (2003, p. 14), affective strategies, such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive selftalk. chang (2011, p. 202) to develop stronger schemas (knowledge structures), practicing in naturalistic ttings, and practicing structures and sounds formally. compensation strategy (e.g., guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and for speaking, using gestures or pause words) help the learner make up for missing knowledge (oxford, 2003, p. 13). in addition, chang (2011, p. 202) states compensation strategy is compensating for knowledge gaps. they aim is to make up for a limited repertoire of grammar and, particularly vocabulary. when learners are confronted with unknown expressions, they make use of guessing metacognition is the the process of analyzing our own comprehension about thinking” ( peregoy, 2008, p. 289). metacognition involves active monitoring and consequent regulation and orchestration of cognitive processes to achieve cognitive goals. oxford (2003, p. 12) says that metacognitive strategies (e. g. identifying on own learning style preferences and needs, planning for a language learning task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any rning strategy are employed for managing the learning process overall. according to oxford (2003, p. 14), affective strategies, such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good mance, and using deep breathing or positive selftalk. chang (2011, p. 202) to develop stronger schemas (knowledge structures), practicing in naturalistic compensation strategy (e.g., guessing from the context in listening and reading; using synonyms and “talking around” the missing word to aid speaking and for speaking, using gestures or pause words) help the learner make up for missing knowledge (oxford, 2003, p. 13). in addition, chang (2011, p. 202) states compensation strategy is compensating for knowledge gaps. they aim is toire of grammar and, particularly vocabulary. when learners are confronted with unknown expressions, they make use of guessing metacognition is the the process of analyzing our own comprehension about thinking” ( peregoy, 2008, p. 289). metacognition involves active monitoring and consequent regulation and orchestration of cognitive oxford (2003, p. 12) says that metacognitive strategies (e. g. identifying one’s own learning style preferences and needs, planning for a language learning task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, and evaluating the success of any rning strategy are employed for managing the learning process overall. according to oxford (2003, p. 14), affective strategies, such as identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good mance, and using deep breathing or positive selftalk. chang (2011, p. 202) supports affective strategies is identifying one’s affective traits and knowing how to manage them. social strategy oxford (2003, p. 14) states that social strategies (e.g. asking verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native cultural and social norms) help the learner work with others and unde culture as well as the language. concept of reading comprehension collins and collins (2002, p. 8) state that reading is a mental process. although the eyes are involved in sending information about print to the brain, the brain performs the real act of reading. wooley (2011, p. 15) making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isol sentences. in addition, ghelani, sidhu, jain, and tannock (2004) say that reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. brown (2000, p. 306 comprehension : 1) identify your purpose in reading text, 2) apply spelling rules and conventions for bottom 3) use lexical analysis (prefixes, roots, suffixes, etc) to determine meaning, 4) guess at meaning (of words, idioms, etc) when you aren’t certain, 5) skim the text for the gist and main ideas, 6) scan the text for specific information (names,dates,keywords), 7) use silent reading techniques for rapid processing. supports affective strategies is identifying one’s affective traits and knowing how to oxford (2003, p. 14) states that social strategies (e.g. asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms) help the learner work with others and understand the target culture as well as the language. concept of reading comprehension collins and collins (2002, p. 8) state that reading is a mental process. although the eyes are involved in sending information about print to the brain, the s the real act of reading. wooley (2011, p. 15) states that reading comprehension is the process of making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. in addition, ghelani, sidhu, jain, and tannock (2004) say that reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. brown (2000, p. 306-308) also points out some principle strategies for reading 1) identify your purpose in reading text, 2) apply spelling rules and conventions for bottom-up decoding, 3) use lexical analysis (prefixes, roots, suffixes, etc) to determine meaning, at meaning (of words, idioms, etc) when you aren’t certain, 5) skim the text for the gist and main ideas, 6) scan the text for specific information (names,dates,keywords), 7) use silent reading techniques for rapid processing. 123 supports affective strategies is identifying one’s affective traits and knowing how to questions to get verification, asking for clarification of a confusing point, asking for help in doing a speaking conversation partner, and exploring rstand the target collins and collins (2002, p. 8) state that reading is a mental process. although the eyes are involved in sending information about print to the brain, the states that reading comprehension is the process of making meaning from text. the goal, therefore, is to gain an overall understanding of ated words or sentences. in addition, ghelani, sidhu, jain, and tannock (2004) say that reading comprehension is a very complex task that requires different cognitive processes and out some principle strategies for reading 3) use lexical analysis (prefixes, roots, suffixes, etc) to determine meaning, at meaning (of words, idioms, etc) when you aren’t certain, 124 there are some predictors and griffins (1998) mention there are four aspects that influence it, they are (1) intellectual and sensory capacities, (2) positive expectations about and experiences with literacy from an early age, (3) su so that he or she is prepared to benefit from early literacy experiences and subsequent formal instruction in school, and (4) instructional environments conducive to learning. research design in this study, a correlational research in terms of explanatory research design was used to find out the correlation among variables and explain and interpret the results. the procedure would be that, first; the researcher identified the language learning strategies by using questionnaire. second, by using reading test, the students’ reading comprehension achievement were obtained. the third, the researcher found if there was the correlation between variables through spss based on the results of the questionnaire and students’ reading test. the next step, the contribution of language learning strategies to the reading comprehension achievement was analyzed. last, explanation and interpretation of the results were discussed. the research design was as follows: where: x : language learning strategies y : students’ reading comprehension achievement. subject of the study the population of this study was the eleventh grade students of sma n 5 palembang. the population of this study consisted of 254 students from nine classes. to get the sample, convenience sampling technique was used. according to fraenkel, et. al (2012, p. 99), convenience sampling is a group of individuals who there are some predictors that influence reading achievement. snow, burns, and griffins (1998) mention there are four aspects that influence it, they are (1) intellectual and sensory capacities, (2) positive expectations about and experiences with literacy from an early age, (3) support for reading-related activities and attitudes so that he or she is prepared to benefit from early literacy experiences and subsequent formal instruction in school, and (4) instructional environments conducive to in this study, a correlational research in terms of explanatory research design was used to find out the correlation among variables and explain and interpret the results. the procedure would be that, first; the researcher identified the language strategies by using questionnaire. second, by using reading test, the students’ reading comprehension achievement were obtained. the third, the researcher found if there was the correlation between variables through spss based on the results of the nnaire and students’ reading test. the next step, the contribution of language learning strategies to the reading comprehension achievement was analyzed. last, explanation and interpretation of the results were discussed. the research design was x : language learning strategies y : students’ reading comprehension achievement. the population of this study was the eleventh grade students of sma n 5 palembang. the population of this study consisted of 254 students from nine classes. to get the sample, convenience sampling technique was used. according to , p. 99), convenience sampling is a group of individuals who y x that influence reading achievement. snow, burns, and griffins (1998) mention there are four aspects that influence it, they are (1) intellectual and sensory capacities, (2) positive expectations about and experiences related activities and attitudes so that he or she is prepared to benefit from early literacy experiences and subsequent formal instruction in school, and (4) instructional environments conducive to in this study, a correlational research in terms of explanatory research design was used to find out the correlation among variables and explain and interpret the results. the procedure would be that, first; the researcher identified the language strategies by using questionnaire. second, by using reading test, the students’ reading comprehension achievement were obtained. the third, the researcher found if there was the correlation between variables through spss based on the results of the nnaire and students’ reading test. the next step, the contribution of language learning strategies to the reading comprehension achievement was analyzed. last, explanation and interpretation of the results were discussed. the research design was the population of this study was the eleventh grade students of sma n 5 palembang. the population of this study consisted of 254 students from nine classes. to get the sample, convenience sampling technique was used. according to , p. 99), convenience sampling is a group of individuals who (conveniently) are available for study. the researcher used convenience sampling because these classes were recommended by the english teacher of the eleventh grade students of sma n 5 palembang. mia 4 and xi mia 5) with the total number of 91 students. finding and discussion test validity in conducting this study, the researcher used four kinds of validity. those are: construct validity according to fraenkel, et. al. (2012, p.148), construct validity refers to the nature of the psychological construct or characteristic being measured by the instrument. after constructing the instruments related to some aspects measured, then it was consulted to achieve some experts judgement from at least three validators. the validators were amalia hasanah, as the first validator, the second validator was eka sartika, m.pd., and the third validator was winny agustia r, m.pd to evaluate whether the components of the applied in research activities. in this part, the construct validity of the research instruments involved two types. they were questions for reading test and questionnaire. validity of each question item to know whether it is valid or not, the score of significance (r compared with the score of “r considered valid if “rthis case, the researcher tried mia 1 of sma n 5 palembang. there were 60 questions. the correct answers were labeled 1.6 point, and the incorrect answers were labeled 0. then, the analysis of validity test was done by using spss 20 program. (conveniently) are available for study. the researcher used convenience sampling because these classes were recommended by the english teacher of the eleventh grade students of sma n 5 palembang. the teacher provided three classes (xi mia 3, xi mia 4 and xi mia 5) with the total number of 91 students. in conducting this study, the researcher used four kinds of validity. those are: to fraenkel, et. al. (2012, p.148), construct validity refers to the nature of the psychological construct or characteristic being measured by the instrument. after constructing the instruments related to some aspects measured, then it was ieve some experts judgement from at least three validators. the validators were amalia hasanah, as the first validator, the second validator was eka sartika, m.pd., and the third validator was winny agustia r, m.pd to evaluate whether the components of the instruments were valid or not to be applied in research activities. in this part, the construct validity of the research instruments involved two types. they were questions for reading test and validity of each question item r it is valid or not, the score of significance (r-output) should be compared with the score of “r-table” product moment. a question item is output” is higher than “r-table” (basrowi, 2007, p. 24). in this case, the researcher tried out the research instruments to 34 students of xi mia 1 of sma n 5 palembang. there were 60 questions. the correct answers were labeled 1.6 point, and the incorrect answers were labeled 0. then, the analysis of validity test was done by using pearson correlation coefficient 125 (conveniently) are available for study. the researcher used convenience sampling because these classes were recommended by the english teacher of the eleventh grade the teacher provided three classes (xi mia 3, xi in conducting this study, the researcher used four kinds of validity. those are: to fraenkel, et. al. (2012, p.148), construct validity refers to the nature of the psychological construct or characteristic being measured by the instrument. after constructing the instruments related to some aspects measured, then it was ieve some experts judgement from at least three validators. the validators were amalia hasanah, as the first validator, the second validator was eka sartika, m.pd., and the third validator was winny agustia r, m.pd to instruments were valid or not to be applied in research activities. in this part, the construct validity of the research instruments involved two types. they were questions for reading test and output) should be table” product moment. a question item is table” (basrowi, 2007, p. 24). in out the research instruments to 34 students of xi mia 1 of sma n 5 palembang. there were 60 questions. the correct answers were labeled 1.6 point, and the incorrect answers were labeled 0. then, the lation coefficient in 126 the result of significant score of pearson correlation was compared with r (0.339). it means that the item is valid. from there were 42 questions considered valid. content validity fraenkel, et. al. (2012, p. 148) state that content validity refers to the content and format of the instrument. a content validity is very important since it is an accurate measure of what it is supposed to measure. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the test specification table includes: objective of the test, test material, indicator, number of items, total, type of the test, answer key. validity of questionnaire the response option is assigned values of 5 points to each response indicating always or almost always true of me, a value of 4 points for usually true of me, a value of 3 points for somewhat true of me, a value of 2 for us and the last value of 1 for never or almost never true of me. those are for favorable statements. after distributing the questionnaire to the students to estimate the validity of the instrument, each question item on respondents’ answ from the questionnaire was analyzed by using correlation coefficient correlation was compared with r from pearson correlation test reliability to know the reliability of the test, used to find out the internal consistency reliability of the questionnaire, and test by applying split half technique the result of significant score of pearson correlation was compared with r (0.339). it means that the item is valid. from pearson correlation there were 42 questions considered valid. fraenkel, et. al. (2012, p. 148) state that content validity refers to the content and format of the instrument. a content validity is very important since it is an accurate measure of what it is supposed to measure. in order to judge whether or has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the test specification table includes: objective of the test, test material, indicator, number of items, total, type of the validity of questionnaire the response option is assigned values of 5 points to each response indicating always or almost always true of me, a value of 4 points for usually true of me, a value of 3 points for somewhat true of me, a value of 2 for usually not true of me, and the last value of 1 for never or almost never true of me. those are for favorable statements. after distributing the questionnaire to the students to estimate the validity of the instrument, each question item on respondents’ answ from the questionnaire was analyzed by using pearson product moment correlation coefficient in spss 20. the result of significant score of pearson correlation was compared with r table (0.339), it means that the item was valid. pearson correlation formula, all items of questionnaire were valid. to know the reliability of the test, cronbach alpha technique in spss 20 was to find out the internal consistency reliability of the questionnaire, and technique. the result of significant score of pearson correlation was compared with r table pearson correlation formula, fraenkel, et. al. (2012, p. 148) state that content validity refers to the content and format of the instrument. a content validity is very important since it is an accurate measure of what it is supposed to measure. in order to judge whether or has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the test specification table includes: objective of the test, test material, indicator, number of items, total, type of the the response option is assigned values of 5 points to each response indicating always or almost always true of me, a value of 4 points for usually true of me, a ually not true of me, and the last value of 1 for never or almost never true of me. those are for favorable statements. after distributing the questionnaire to the students to estimate the validity of the instrument, each question item on respondents’ answer pearson product moment the result of significant score of pearson (0.339), it means that the item was valid. , all items of questionnaire were valid. technique in spss 20 was to find out the internal consistency reliability of the questionnaire, and reading the scores of reliability are obtained from tryout analysis which was done once using the instruments test. the school where the tryout was conducted was the same school where the research study was conducted. it was sma n 5 palembang friday, 29th of january 2016 at 08.15 was used to obtain the scores of tryout analysis. the p-output was higher than 0.70. having measured the reliability test by using that the p-output of guman split stated that the reliability of reading test items was reliable since the p higher than r-table (0.70) with sample (n) 34 students was found that p-output of cronbach’s alpha was 0.917. fraenkel and wallen (2012, p. 163) state that the score is considered reliable if the score of significance is at least or preferably higher than 0.70. since the score higher than 0.70. so, it can be assumed that the questionnaire and reading test were considered reliable for this study. normality test the data can be classfied into normal when the p level (basrowi, 2007, p. 85). smirnov test was used. it was found that the p reading comprehension achievement score was 0.223. from the result of the p it can be stated that the achievement were normal. linearity test the statistics was found that the (f) 0.937 was lower than f and the significance level was (sig.) 0.591. the distribution showed that the the scores of reliability are obtained from tryout analysis which was done once using the instruments test. the school where the tryout was conducted was the same school where the research study was conducted. it was sma n 5 palembang friday, 29th of january 2016 at 08.15 – 09.45 a.m. therefore, split-half test method was used to obtain the scores of tryout analysis. the test indicated reliable whenever output was higher than 0.70. having measured the reliability test by using split half method, it was found output of guman split-half coefficient is 0.778 from the score. it can be stated that the reliability of reading test items was reliable since the ptable (0.70) with sample (n) 34 students. while for the questionnaire, it output of cronbach’s alpha was 0.917. fraenkel and wallen (2012, p. 163) state that the score is considered reliable if the score of significance is at least or preferably higher than 0.70. since the score higher than 0.70. so, it can be assumed that the questionnaire and reading test were considered reliable for this study. the data can be classfied into normal when the p-output is higher than 0.05 85). in analyzing the normality test, 1-sample kolmogorov it was found that the p-output from sill questionnaire score was 0.868, and reading comprehension achievement score was 0.223. from the result of the p it can be stated that the sill questionnaire score and reading comprehension the statistics was found that the (f) 0.937 was lower than f-table (f=1.57), and the significance level was (sig.) 0.591. the distribution showed that the 127 the scores of reliability are obtained from tryout analysis which was done once using the instruments test. the school where the tryout was conducted was the same school where the research study was conducted. it was sma n 5 palembang on half test method the test indicated reliable whenever method, it was found half coefficient is 0.778 from the score. it can be -output was . while for the questionnaire, it fraenkel and wallen (2012, p. 163) state that the score is considered reliable if the score of significance is at least or preferably higher than 0.70. since the score was higher than 0.70. so, it can be assumed that the questionnaire and reading test were output is higher than 0.05 sample kolmogorovoutput from sill questionnaire score was 0.868, and reading comprehension achievement score was 0.223. from the result of the p-output, sill questionnaire score and reading comprehension table (f=1.57), and the significance level was (sig.) 0.591. the distribution showed that the 128 significance level was higher than 0.05. it means that the variables were linear. the linearity found whenever the p than f-table. from the result of the significance level, it can be assumed that the data from sill questionnaire and reading comprehension achievement were linear. result of correlation between students’ lls and reading comprehension achievement the correlation coefficient is found whenever the p as suggested by pallant (2005, p. 127). based on the statistical analysis, it was found that the correlation coefficient of lls and reading comprehension achievement was (r) 0.447.it indicates that there was fair correlation between the variables. it was also found that there was significant correlation between students’ lls and reading comprehension achievement at sig. 0.000. since the p this indicates that the first hypothesis is accepted. categorically, memory, cognitive, compensation, affective and have very weak correlations to the reading comprehension achievement since the correlation coefficients (memory: 0.302, cognitive: 0.333, compensation: 0.289, affective: 0.302, social: 0.283) are between 0.00 correlations since the correlation coefficient (metacognitive: 0.433) is between 0.41 0.64 (johnson and christenson, 2012, p. 340). therefore, the significant correlations happen between all the language learning strategies aspects and reading comprehension achievement. result of language learning strategies’ contribution to the reading comprehension achievement the regression in this study was intended to support the correlation between two variables. the r-square was 0. 200. this meant that langu strategies contribute 20.0% to the students’ reading comprehension achievement. cance level was higher than 0.05. it means that the variables were linear. the linearity found whenever the p-output was higher than 0.05, and f-value was lower table. from the result of the significance level, it can be assumed that the data ill questionnaire and reading comprehension achievement were linear. correlation between students’ lls and reading comprehension the correlation coefficient is found whenever the p-output is lower than 0.05 (2005, p. 127). based on the statistical analysis, it was found that the correlation coefficient of lls and reading comprehension achievement was (r) 0.447.it indicates that there was fair correlation between the variables. it was also significant correlation between students’ lls and reading comprehension achievement at sig. 0.000. since the p-output was lower than 0.05. this indicates that the first hypothesis is accepted. categorically, memory, cognitive, compensation, affective and social strategy have very weak correlations to the reading comprehension achievement since the correlation coefficients (memory: 0.302, cognitive: 0.333, compensation: 0.289, affective: 0.302, social: 0.283) are between 0.00 – 0.34. while metacognitive has correlations since the correlation coefficient (metacognitive: 0.433) is between 0.41 0.64 (johnson and christenson, 2012, p. 340). therefore, the significant correlations happen between all the language learning strategies aspects and reading rehension achievement. result of language learning strategies’ contribution to the reading comprehension achievement the regression in this study was intended to support the correlation between square was 0. 200. this meant that language learning strategies contribute 20.0% to the students’ reading comprehension achievement. cance level was higher than 0.05. it means that the variables were linear. the value was lower table. from the result of the significance level, it can be assumed that the data ill questionnaire and reading comprehension achievement were linear. correlation between students’ lls and reading comprehension output is lower than 0.05 (2005, p. 127). based on the statistical analysis, it was found that the correlation coefficient of lls and reading comprehension achievement was (r) 0.447.it indicates that there was fair correlation between the variables. it was also significant correlation between students’ lls and reading output was lower than 0.05. social strategy have very weak correlations to the reading comprehension achievement since the correlation coefficients (memory: 0.302, cognitive: 0.333, compensation: 0.289, 0.34. while metacognitive has fair correlations since the correlation coefficient (metacognitive: 0.433) is between 0.41 – 0.64 (johnson and christenson, 2012, p. 340). therefore, the significant correlations happen between all the language learning strategies aspects and reading result of language learning strategies’ contribution to the reading the regression in this study was intended to support the correlation between age learning strategies contribute 20.0% to the students’ reading comprehension achievement. in order to see how much influence each of the independent variables or combinations of independent variables to reading comprehension achievement, stepwise multiple regression analysis was applied. it shows that not all independent variables items contribute to reading comprehension achievement. only metacognitive strategy which contributes significantly to reading comprehension achievement. it contributes 18.8% to conclusion based on the descriptions and discussions in the previous chapter, some conclusions are drawn. first, there is a significant correlation between language learning strategies and reading achievement. categori of language learning strategies, memory, cognitive, compensation, affective and social were very weak. while metacognitive has fair correlation coefficient. but, there is significant correlation betw achievement. second, there is evidence that language learning strategies influence toward reading comprehension achievement. categorically, metacognitive contributes the most. third, the most language learning students of sma n 5 palembang is metacognitive, followed by social, cognitive, compensation, affective, and memory. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik indonesia: pt. rineka cipta. basrowi & soeyono. (2007). jenggala pustaka utama. in order to see how much influence each of the independent variables or combinations of independent variables to reading comprehension achievement, le regression analysis was applied. it shows that not all independent variables items contribute to reading comprehension achievement. only metacognitive strategy which contributes significantly to reading comprehension achievement. it contributes 18.8% to reading comprehension achievement. based on the descriptions and discussions in the previous chapter, some first, there is a significant correlation between language learning strategies and reading achievement. categorically, the correlation coefficients from the six aspects of language learning strategies, memory, cognitive, compensation, affective and social were very weak. while metacognitive has fair correlation coefficient. but, there is significant correlation between all lls’ aspects and reading comprehension second, there is evidence that language learning strategies influence toward reading comprehension achievement. categorically, metacognitive contributes the third, the most language learning strategies used by the eleventh grade students of sma n 5 palembang is metacognitive, followed by social, cognitive, compensation, affective, and memory. references prosedur penelitian suatu pendekatan praktik pt. rineka cipta. basrowi & soeyono. (2007). metode analisis data social. kediri, indonesia: gv. jenggala pustaka utama. 129 in order to see how much influence each of the independent variables or combinations of independent variables to reading comprehension achievement, le regression analysis was applied. it shows that not all independent variables items contribute to reading comprehension achievement. only metacognitive strategy which contributes significantly to reading comprehension reading comprehension achievement. based on the descriptions and discussions in the previous chapter, some first, there is a significant correlation between language learning strategies and cally, the correlation coefficients from the six aspects of language learning strategies, memory, cognitive, compensation, affective and social were very weak. while metacognitive has fair correlation coefficient. but, there is een all lls’ aspects and reading comprehension second, there is evidence that language learning strategies influence toward reading comprehension achievement. categorically, metacognitive contributes the strategies used by the eleventh grade students of sma n 5 palembang is metacognitive, followed by social, cognitive, prosedur penelitian suatu pendekatan praktik. jakarta, . kediri, indonesia: gv. 130 brown, h. d. (2000). principles of language learning and teaching ny: addison wesley longman, inc. brown, h. d. (2007). principles of language learning and teaching plains, ny: pearson education, inc. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1 chang, c. (2011). language learning strategy profile of university foreign language majors in taiwan. 201-215. collins, d., & collins, a. effective teachers of reading educational library. fraenkel, j. r., & wallen, n. e. (2011). education (7th ed.). boston, ma: mcgraw fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). research in education ghelani, k., sidhu, r., jain, u., & tannock, r. (2004). reading comprehension and reading related abilities in adolencents with reading disabilities and attention deficit/hyperactivity disorder. johnson, b., & christensen, l. (2012). qualitative, and mixed approaches publications, inc. juwita, a. (2009). english jakarta, indonesia: generasi cerdas. karlina, m. (2014). the relationships among learning styles, language learning strategies and reading achievements of the eleventh grade students of sma n 5 palembang (unpublished undergraduate thesis). faculty of teacher training and education, sriwijaya university, palembang. kistono, c., tupan, a., purnama., & kastaredja, s. (2007). competence. jakarta, indonesia mcnamara, d. s. (2009). the importance of teaching reading strategies. on language and literacy oecd. (2012). what 15 year olds know and what they can do with what they know. pisa 2012 in focus http://www.oecd.org/pisa/keyfindings/pisa oxford, r. l. (1989). strategy inventory for language learning (sill). retrieved from http://richardpetty.fies.wordpress.com/2010/03/sill oxford, r. l. (1990). language learning strategies: what every teacher should know boston, ma: heinle & heinle publishers. principles of language learning and teaching. white plains, ny: addison wesley longman, inc. principles of language learning and teaching (5th ed.). white plains, ny: pearson education, inc. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1(1), 14-26. 1). language learning strategy profile of university foreign language majors in taiwan. electronic journal of foreign language teaching collins, d., & collins, a. (2002). advancing reading achievement: becoming effective teachers of reading through collective study. greensboro, nc: educational library. fraenkel, j. r., & wallen, n. e. (2011). how to design and evaluate research in (7th ed.). boston, ma: mcgraw-hill. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw-hill. ghelani, k., sidhu, r., jain, u., & tannock, r. (2004). reading comprehension and reading related abilities in adolencents with reading disabilities and attention it/hyperactivity disorder. dyslexia, 364-368, doi:10.1002/dys.285. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.). thousand oaks, ca: sage english express: the complete solution to get better of english jakarta, indonesia: generasi cerdas. the relationships among learning styles, language learning strategies and reading achievements of the eleventh grade students of sma n (unpublished undergraduate thesis). faculty of teacher training and education, sriwijaya university, palembang. kistono, c., tupan, a., purnama., & kastaredja, s. (2007). the bridge english . jakarta, indonesia: yudhistira mcnamara, d. s. (2009). the importance of teaching reading strategies. perspectives on language and literacy, 35(2), 34-38. oecd. (2012). what 15 year olds know and what they can do with what they know. pisa 2012 in focus. retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf oxford, r. l. (1989). strategy inventory for language learning (sill). retrieved from http://richardpetty.fies.wordpress.com/2010/03/sill-english.pdf language learning strategies: what every teacher should know boston, ma: heinle & heinle publishers. . white plains, (5th ed.). white chamot, a. u. (2004). issues in language learning strategy research and teaching. 1). language learning strategy profile of university foreign language electronic journal of foreign language teaching, 8(2), advancing reading achievement: becoming greensboro, nc: how to design and evaluate research in how to design and evaluate ghelani, k., sidhu, r., jain, u., & tannock, r. (2004). reading comprehension and reading related abilities in adolencents with reading disabilities and attention 368, doi:10.1002/dys.285. educational research: quantitative, thousand oaks, ca: sage express: the complete solution to get better of english. the relationships among learning styles, language learning strategies and reading achievements of the eleventh grade students of sma n (unpublished undergraduate thesis). faculty of teacher the bridge english perspectives oecd. (2012). what 15 year olds know and what they can do with what they know. . retrieved from overview.pdf oxford, r. l. (1989). strategy inventory for language learning (sill). retrieved from language learning strategies: what every teacher should know. http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf http://richardpetty.fies.wordpress.com/2010/03/sill-english.pdf oxford, r. l. (2003). langu retrieved from hyxy.nankai.edu.cn/learning%20strategies%20 by%20 oxford.pdf pallant, j. (2005). spss survival manual: a step by step guide to data analysis using spss for windows peregoy, s. f., & boyle, o. f. (2008). ed.). boston, ma: pearson. phakiti. (2003). a closer look at the relationship of cognitive and metacognitive strategy use to efl reading ac testing, 20(1) 26-56. doi: 10.1191/0265532203lt243oa. richards, r. g. (2008). memory strategies for students: exclusive to ld online. retrieved from http://www.idonline.org/article/5736. shi, c. (2011). a study of the r strategies. higher education studies, 1 snow, c. e., burns, m. s., & griffins, p. (1998). young children. washington, dc: national acad wooley, g. (2011). reading comprehension: assisting children with learning difficulties. berlin, germany: springer. oxford, r. l. (2003). language learning styles and strategies: an overview. gala. retrieved from hyxy.nankai.edu.cn/learning%20strategies%20 by%20 spss survival manual: a step by step guide to data analysis using spss for windows (2nd ed.). maidenhead, berkshire: open university press. peregoy, s. f., & boyle, o. f. (2008). reading, writing, and learning in esl ed.). boston, ma: pearson. phakiti. (2003). a closer look at the relationship of cognitive and metacognitive strategy use to efl reading achievement test performance. language 56. doi: 10.1191/0265532203lt243oa. richards, r. g. (2008). memory strategies for students: exclusive to ld online. retrieved from http://www.idonline.org/article/5736. shi, c. (2011). a study of the relationship between cognitive styles and learning higher education studies, 1(1), 20-26. doi:10.5539/hes.v1n1p20. snow, c. e., burns, m. s., & griffins, p. (1998). preventing reading difficulties in . washington, dc: national academy press. reading comprehension: assisting children with learning . berlin, germany: springer. 131 age learning styles and strategies: an overview. gala. retrieved from hyxy.nankai.edu.cn/learning%20strategies%20 by%20 spss survival manual: a step by step guide to data analysis using berkshire: open university press. reading, writing, and learning in esl (5th phakiti. (2003). a closer look at the relationship of cognitive and metacognitive . language richards, r. g. (2008). memory strategies for students: exclusive to ld online. elationship between cognitive styles and learning 26. doi:10.5539/hes.v1n1p20. preventing reading difficulties in reading comprehension: assisting children with learning 69 the use of task-based learning to develop english speaking ability of fifth year students of min 1 teladan palembang tia pramaditha uin raden fatah palembang abstract: the main problem of this thesis was to find out whether or not there is any significant difference on students’ scores who were taught using tbl method at the fifth grade students of min 1 teladan palembang. the population of this study consisted of 120 fifth grade students of min 1 teladan palembang in academic year 2012/2013. the samples were taken by using convenience sampling method consisting of 40 students from fifth grade students at min 1 teladan palembang in the academic year of 2012/2013. a descriptive method was used in this study. the data were obtained by means of oral test only. the result of the test was analyzed by using quantitative research. based on the results of the data analysis, there were two findings, namely (1) there was no a negative progress from the students’ result of pretest and posttest in experimental group. (2) the students speaking score in experimental group were lower than students’ speaking score in control group. the writer also found most of the control group’s students got better than the experimental group’s students in speaking ability. this means that the teaching english by using task-based learning method in teaching speaking to fifth grade students of min 1 teladan palembang is not effective on their speaking ability. in conclusion, there was no a significant difference between students ability of students who were taught by using task-based learning method and those who are not. finally, it is expected that the teachers of english use various teaching method in order to develop students’ speaking ability. keyword: speaking ability, task-based learning method, introduction in indonesia, english is taught to the students as a subject from the elementary school to university. it is one of the foreign languages for indonesian students that must be achieved. in indonesia english is taught at smp (junior high school), smu (senior high school), in university, many courses and it has also been taught at sd (elementary school). english is the first foreign language taught to the students of elementary school. teaching english to the children, in this case is elementary school student, should be different from adult. according to harmer (2001:38) in firmansyah (2010:1), young learners especially those up to the ages of nine to ten learn differently from older learners, adolescents, and adults. they easily get bored, losing interest after ten minutes or so. speaking is one of important language skills that the students should have. speaking is the ability of speech to utter words or articulate sounds with ordinary voice to express thought, opinion, ideas, or feeling orally (hornby, 1989:827). it is important to learn speaking because speaking is a primary mode of communication and a person who has the ability to speak well would be able to communicate effectively with others. 70 in indonesia, students still often get difficulties in speaking english. for example, the students can’t find appropriate words in english to express their feelings and ideas, they can’t pronounce the words correctly and they do not know what to talk. there are some reasons why the students have such difficulties: (1) they are lacking of vocabulary, (2) they are lacking of english grammar, (3) speaking is interesting enough for the students to learn because of the ways the teacher teaches the students (firmansyah, 2010:1). task-based learning provides many advantages in teaching english as a foreign language (tefl) because it offers language experience in the classroom. task based learning focuses on learners using language naturally in pairs or group work, allowing them to share ideas (nunan, 2004:22). it encourages them to be actively involved in the learning process. willis (1998:31) writes that the task-based learning framework, combined with tasks and texts, provides learners rich exposure to language plus opportunities to use it themselves. throughout the task cycle, emphasis is on learners’ understanding and expressing meaning to complete tasks. all this explanations make the writer eager to do a research on the implementation of task based learning in teaching english speaking ability to the fifth grade students of min 1 palembang. the reason why the writer chooses the students of min 1 palembang as the subject of her research because based on the data from the interview with a teacher of english in min 1 teladan palembang in 20 september 2012, the writer found that the 45% of students of min 1 teladan can’t find the appropriate words in english to express their feelings and ideas, they can’t pronounce the words correctly. concenpt of speaking speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (brown, 1994:12). its form and meaning are dependent on the context in which occurs, including the participants themselves, their collective experiences, the physical environment, and the purpose for speaking. it is often spontaneous, open-ended, and involving however, speech is not always unpredictable. in addition, byrne in (1976:6) states that speaking is oral communication as two ways process between speaker and learner and involves that productive skills and receptive skill of understanding. it can be inferred that in order to be able to speak, one should master the productive skills. for example how to make listener understand what she delivers in communication. meanwhile mastering the receptive skills means that someone has ability to listen such as how to catch and understand what she listen, how to understand and differentiate the sounds into word 71 meaning. in short, to achieve the goal they should have all aspects of the language, such as : pronunciation, grammar and intonation. weigle as cited in mckay (2006 : 178) said that the features of language use in each activity depend on the purpose, the audience, the norms and expectations of the context. when people speak, they are doing so in cultural context, they are speaking to another person or persons (perhaps friends, a teacher bor a tester) who bring with them a relative degree of status and power and they are doing so in order to meet the purpose required of the interaction, which may be a conversation, or a task that needs completing (mckay, 2006 : 179). spoken english is context bound, the interlocutors sharing the immediate context within which the dialogue takes place; hence much information is implicit and assumed (mccharthy, 1998:42). in contrast, written english is context free and in such information in written texts must be made explicit via longer and more complex sentences. spoken english contains simpler utterances with more context related featured because the omitted information is easily retrieved from the immediate environment – an advantage not readily available to written texts which are removed from their context spatially, and/or temporally (ur, 1998:27). task-based learning has gone through numerous modifications in recent years and has been recommended as a way forward in communicative language teaching. brown (2007:242) defines tasks are a subset of all the technique and activities that one might design for the classroom, and themselves might involve several techniques. a task is an activity which requires learners to use language with emphasis on meaning, to attain an objective (shekan in brown 2007:242). it is better understood in shekan in brown (2007:242) a task is an activity in which meaning in primary, there is a problem to solve and relationship to real-world activities, with an objective that can be assessed in terms of an outcome. according to willis (2003:23), tasks are activities in which the target language is used by the learner for a communicative purpose to achieve an outcome. willis also gives a definition of task as a goal-oriented activity in which learners use language to achieve a real outcome. in other words, learners use whatever target language resources they have in order to solve a problem, make a list, do a puzzle, play a game, or share and compare experiences. nunan (2004:4) uses the word ‘task’ instead of ‘activity.’ he defines a communicative task as a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. the task should also provide a sense of completeness, able to stand alone as a communicative act in its own right. 72 ellis (2003:81) defines “tasks” as whole-class activity with the teacher and involved the learners in completing a task of the same kind as and with similar content to the main task. in contrast, exercises are activities that are primarily focused on form. task the end product to a planned process; a completed piece of work. while these definitions may vary, they all emphasize the fact that a task is an activity that requires language learners to use language through a communicative purpose to achieve an outcome where meaning is the major focus rather than form. ellis (2013 : 98) believes that task based activities underline one of the major goals of taskbased teaching is to provide learners with an opportunity to participate fully by playing an initiating as well as a responding role in classroom discourse. a key element of being ‘active’ is negotiating meaning when communicative problems arise.. learners employ these strategies when they do not comprehend the target language or when they are required to use language beyond their competence. with experience and language skill, they are able to select and use language naturally. research design in doing this study, the writer used the quasi-experimental design. the writer chose the matching-only pretest-posttest control group design. quasi-experimental design is an experimental design that does not meet all requirements necessary for controlling influences extraneous variables. researchers who employ these designs rely instead on other techniques to control (or at least reduce) threats to internal validity (wallen, 2008:275). the design of matching-only pretest-posttest control group design, is as follow: treatment group o1 m x1 o2 control group o2 m x2 o4 where: x1 : treatment for the experimental group which refers to the use of task based learning x2 : treatment for the control group which isn’t taught by using task-based learning o1 : pretest of control group o2 : posttest of control group o : pretest of experimental group o4 : posttest of experimental group 73 m : matched the subject of pretest population and sample the population of this study is all of the fifth grade students of min 1 teladan palembang consist of 3 classes with the total number of students 120 student class v.a, v.b, v.c and v.d. in this study, the writer used convenience sampling. frankel and wallen (1991: 137) stated that a convenience sampling is a group of individuals who (conveniently) are available for study. the two classes was selected were v.b that consist of 40 students and v.c that consist of 40, the total students were 80 students and then the writer gave the pretest to 80 students to know which students who have matched scores. from the analysis of students score in pretest, the writer found 30 students were matched and then the writer divided them into two groups experimental group that consist of 30 students and control group that consist of 30 students. the writer did the experiment by applying tbl method to the sample, the fifth grade students of min 1 teladan palembang, in the academic year 2012-2013. validity test dealing with the validity of the test material in this study, the writer used one of the types of validity test, content validity. content validity is an attempt to determine how individual will function in a set of actual situation (fraenkel and wallen, 1990:141). the test was given to experimental and the control group was relevant to the curriculum and syllabus of min 1 teladan palembang. they are seven topics in the curriculum that were valid. they are expression of asking and giving agreement, expression of asking for habitual activity, expression of asking an opinion (feel and look), expression of asking and giving direction. expression of plan camping (verb on learning future tense), expression of plan party (verb on learning future tense), expression of telling personality character. reliability test to measure a reliability of speaking test and to avoid the bias test, writer used inter rater reliability. inter rater reliability is essentially a variation of the equivalent from type of reliability in that the scores are usually produced by two raters, the scores are lined up in columns, and a correlation coefficient is calculated between them. the writer asks the two english teachers from the school to be raters in giving score to the students’ speaking test. brown (1996) says, “interrater reliability in that the scores are usually produced by two raters, the scores are lined up in 74 columns, and a correlation coefficient is calculated between them. the students’ final score is the combination or average of the ratings, the reliability depends on the raters. rank-order correlation ( r ) formula is used in measuring the reliability of data (hatch and lazaratr). according to frankel and wallen (1991:99), for the purposes, a rule thumb is that reliability should be at least 0,70 and preferably higher. table 7 shows the result of reliability test to 28 of fifth grade students of mi negeri 2 palembang. the result of the reliability was 0.95, from the result of the data, it shows that the score was higher than 0.70. it means that the assessment result was reliable normality test after the data obtain was measured to the 30 students of each group to the control and experimental group. it was found that the normality score in control group and experimental group was 0.876. from the result of the output, it can be stated that the students’ pretest in control and experimental group was normal. since it was higher than mean significance different at 0.05. after the data obtain was measured to the 30 students of each group to the control and experimental group. it was found that the normality score in control group was 0.500 and the normality score in experimental group was 0.310. from the result of the output, it can be stated that the students’ pretest in control and experimental. homogeneity test after the data obtain was measured to the 30 students pretest of each group to the control and experimental group. it was found that the significant score was 1.000. from the result of the output, it can be stated that the students’ pretest in control and experimental group was homogeny since it was higher than mean significance different at 0.05. after the data obtain was measured to the 30 students posttest of each group to the control and experimental group. it was found that the significant score was 0.847. from the result of the output, it can be stated that the students’ pretest in control and experimental group was homogeny since it was higher than mean significance different at 0.05. hypothesis testesting in hypothesis testing, measuring significant difference on students’ speaking ability score taught using tbl method at min 1 teladan palembang by using “paired-sample t-test”, it was found the p-output 0.1. it means that there is no significant means difference on students’ speaking 75 ability from pretest to posttest scores in experimental group since the p-output is higher than mean significant difference at 0.05 levels. then, the null hypothesis (ho) is accepted, and the alternative hypothesis (ha) is rejected. conclusion task-based learning can’t develop students’ english speaking skills at elementary students of min 1 teladan palembang because they don’t have sufficient prior knowledge to do the tasks and they can’t apply more varied experiences when sharing opinions. however, teachers should recognize the learners’ fundamental knowledge before designing tasks which are suitable for the learners’ proficiency level. there are some reasons why tbl method can’t be used as a method in teaching english at elementary school students based on the writer’s experiences in class while teaching english. the students make some noisy in the class while the others was discussing the task, they shouted or yelled when they were doing a task or when they gave support to their friends who were doing certain tasks. in addition, the involvement of physical activities caused the students not to sit still in their seat, it makes the difficulty in sharing idea and makes a bad atmosphere and the condition of teaching in class. in finishing the task is not right done, all the answers are not well discussed. some students spoke english only when the teacher was nearby, reverting to their native language when unsupervised. many members said that they would like to speak in english but they were less selfconfident and embarrassed to speak with their friends. the learners were not familiar with task-based learning so at the first period, learners were concerned and worried whether task-based learning prepared them well to take the final exam. the time given for the experiment was only two months, this is important because the longer research was done may yield different findings. finally tbl method should better applied in study the development of english speaking ability by using task-based learning at higher level such as undergraduate level because they are more likely to have sufficient prior knowledge to do the more difficult tasks. in addition, in undergraduate courses, they can apply more varied experiences when sharing opinions. references brown, h. douglas 1994. principles of language learning teaching. englewood cliffs, nj: prentice hall, inc. brown, h. douglas 2007. principles of language learning and teaching. usa: pearson longman. 76 byrne, donn. 1976. teaching oral language. singapore: longman. dian, f dwi. 2010. the application of communicative language teaching method in teaching the speaking skill to the eleventh grade students of sma n 13 palembang. ellis, r. (2003). task-based language learning and teaching. oxford: oxford university press. frankel, wallen. 2008. how to design and evaluate research in education. mcgraw-hill hornby, a.s.1989.the oxfords advance learner’s dictionary of current english. oxford, ny : oxford university press. mckay, penny. (2006). assessing young language learners. cambridge university pers. nunan, d. (2004). task-based teaching. cambridge: cambridge university press. oxford: oxford university press. willis, j. (2003). a framework for task-based learning. longman: de henseler books. 1 teaching narrative reading text by using 3h (here, hidden, in my head) strategy to the tenth grade students of senior high school of arinda palembang resti riyani uin raden fatah palembang e-mail: resti.riyani.25@gmail.com abstract: in this study, the writer was interested to use 3h (here, hidden, in my head) strategy in teaching reading specifically in teaching narrative reading text. the objective of this study was to find out whether or not there is significant different in students’ reading achievement between those who are taught by using 3h (here, hidden, in my head) strategy and gtm (grammar translation method) to the tenth grade students of senior high school of arinda palembang in the academic year of 2014/2015. the population of the study were 97 students from 3 classes. the sample of the study was taken from convenience sampling. the writer selected x.1 as the control group and x.2 as the experimental group. it consisted of 62 students, 30 students for control group and 32 students for experimental group. in this study, the writer used quasi-experimental design. the instrument used in collecting the data was written test, and interview. the test was administered twice, as the pretest and posttest for both control and experimental group. the result of the test were analyzed by using spss 16. the result showed that the p-output was 0.009 and the t-value was 2.736. since the p-output was lower than 0.05 and the t-value was higher than t-value 2.000. it means that, the null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. it can be stated that there was a significant difference in students’ reading achievement taught by using 3h (here, hidden, in my head) strategy and gtm (grammar translation method) to the tenth grade students of senior high school of arinda palembang in the academic year of 2014/2015. key words: 3h (here, hidden, in my head) strategy, teaching reading. introduction language is fundamentally an instrument of communication (clark et al, 1977, p. 7). people use language to communicate with others. but basicly language not only as instrument of communication but also to share ideas, thought, opinions, and feeling. language also is used in daily activities, without language people will be hard to have an effective communication and misunderstanding will be happening in this world. there are many languages in the world. some are used as international language, one of them is english. as an international language, english is used by millions people all over the mailto:resti.riyani.25@gmail.com 2 world. that's why, english education has previously taught in elementary school. beside that english is also used for many activities such as for politic, social, economy, business, and etc. in indonesia, english has been compulsory subject which is learned from junior high school to university level (national education departement no. 22, 2006, p. 10). english has been compulsory subject because most of scientific book written in english and a lot of electronic appliances such as computer, note book, printer and etc use english as a direction. in addition students must be able use english to operate it, beside that in order to get good job indonesian government apply english as a requirement and decide english has to teach since students still are in elementary level. peregoy et. al (2008, p. 117) states that english has four skills which is not separated and isolated from one another. they are listening, speaking, reading, and writing. listening is the ability to identify and understand what others are saying. by listening the speaker hopes listener can understand what the speakers are conveying. speaking is the way in which people express or exchange thoughts and feelings using language. reading is the process of decoding and understanding of a writing system into the spoken words they represent and at the same time analyze or the messages of the text by paying attention to the intonation, stressing and pronunciation and the last is writing. writing is a form of communication to deliver thought or to express feeling through written form. one of the four skills of english is reading. according to hughes (2007, p. 1) reading is a complex interaction between the text, the reader and the purpose for reading, which are shaped by the reader’s prior knowledge and experiences. reading skill should be mastered by students because by reading, students will get any kind of information needed in order to help them acquire knowledge. the reason why the writer chose reading because the writer wants to try to solve the problems in senior high school of arinda in reading skill especially, based on the writer’s interview to the students of senior high school arinda palembang, the students said that they got difficulties in identifying information of the text and they are not able to understand what they have read. while, according to schoenbach (2012, p.19), reading is not just a basic skill, reading also as a complex process. when the students were reading complex text about complex 3 ideas or an unfamiliar type of text it means students were working to understand it, so by reading the students can understand the content of the passage. based on the syllabus of ktsp in junior and senior high school, narrative text is always learned by the students in junior and senior high school, beside that narrative text also entertains and instructs the readers (priyana, et. al, 2008, p. 82). narrative text entertains because it deals with the unusual and unexpected development of events. it instructs because it teaches readers that problems should be confronted, and attempts made to resolve them. based on the writer’s interview to the students about the teacher’s strategy the students said that the teacher only uses one strategy when attempted to explain reading materials namely, conventional strategy. in conventional strategy, the teacher only presents a subject in the text book and asks students to read silently and then students have to answer the questions. consequently, the reading lesson becomes monotonous and boring, students lack motivation to read, even if they read, they show negative attitudes. as a result, the students are not able to get good scores in their reading achievement. because of the reason above, the writer is interested in doing the research by using 3h strategy. 3h (here, hidden, in my head) strategy is a strategy that is developed by graham and wong (1993). this strategy is one of some strategy in education. in this strategy students must be able to answer and develop answers from explicit text, implicit text, and implicit script by using their own knowledge. beside that, based on the thesis that was written by angraini (2014) with the title “teaching reading comprehension by using 3h strategy (here, hidden, in my head) to the eighth grade students of smp negeri 2 pontianak in academic year 2013/2014. angraini stated that 3h strategy gave strong effect and also 3h strategy can improve students skill in reading. from the reasons above, the writer is interested in doing a research entitled “teaching narrative reading text by using 3h (here, hidden, in my head) strategy to the tenth grade students of senior high school of arinda palembang” therefore, this study attempts to improve students’ achievement in reading narrative text through 3h (here, hidden, in my head) strategy. 4 concept of teaching teaching means showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (brown, 2007, p. 8). it means that teaching is a way to make other people understand. sequire (2012, p. 3) states that teaching is a set of events, outside the learners which are designed to support internal process of learning. according to moore (2005, p. 4) states that teaching is the actions of someone who is trying to assist others to reach their fullest potential in all aspect of development. from the explanation above the writer can make conclusion that teaching is an activity give knowledge from someone to the learner as a process of learning. concept of reading according to peregoy (2008, p. 117), reading is one of four language skills that students have to learn, because by reading the reader can get new information, ideas and inspirations which can enrich the reader’s knowledge. in islam, reading is also one of key word to seek the knowledge. as allah stated in verse alalaq: 1-5. it means that, reading is one activity which is very much suggested by islam, so that its followers can seek the knowledge wherever and whenever possible. moreover, department of school education (1997, p. 6) states reading is the process of constructing meaning from written text. in the process of reading, the reader interacts dynamically with the text. the reader makes meaning through the combination of prior knowledge and previous experience, information available in text and immediate, remembered or anticipated social interaction and communication. it can be assumed that reading is a process of interaction between the reader and the text, which includes constant process reacting to a written text in order to get information from written text. from the explanations above, the writer concluded that teaching reading is the process of transfer the knowledge, guide, combines the knowledge of education, and structured classroom situations by the teacher to the students to help the students comprehend the writer’s message and constructing meaning from written text, especially help the students use their ability in reading. 5 concept of 3h (here, hidden, in my head) strategy 3h (here, hidden, in my head) strategy is a strategy that is developed by graham and wong (1993). this strategy is one of some reading strategies and also one of some strategies in education. graham and wong cited in westwood (2001, p. 61), state that this strategy can improve reading comprehension and increase children’s meta cognitive functioning related to the comprehension task. in this strategy teacher teaches how to answer the questions which is the answer is explicit and implicit in the passage. in this strategy students have to active and have able to answer and develop answers from explicit text, implicit text, and implicit script by using their own knowledge. research and design in this study, the writer used quasi-experimental design. quasi-experimental design is an experimental design that does not include the use of random in selecting sample of the research (fraenkel etc, 2012, p. 275). in this design, the writer uses non-random sampling method to select the sample of the study.in this research, the writer chose pretest-posttest nonequivalentgroup design. the formula of non equivalent pretest-posttest control group design according to cohen, et. al (2007, p. 283) is as follows : where: = dashed line indicates non-random assignment to comparison groups o1 = pretest for the experimental group o2 = posttest for the experimental group o3 = pretest for the control group o4 = posttest for the control group x = treatment to experimental group by using 3h (here, hidden in my head) strategy o1 x o2 _ _ _ _ _ _ _ _ _ _ _ _ o3 o4 6 population and sample the writer took two classes of the tenth grade students of senior high school of arinda palembang which are conveniently and available to study that at the tenth grade students of senior high school of arinda to became sample. the two classes were x.1 and x.2. the number of students at x.1 were 30 students and x.2 were 32 students. so, the total number of the sample were 62 students. then, the samples were divided into two groups. they were, x.1 as control group and x.2 as experimental group. techniques for collecting the data in collecting the data, test was given twice, pretest and posttest. pretest was given before doing the treatment and posttest was given after doing the treatment in the experimental and control group to find out the students ability after the treatment was given. findings and discussion validity test validity test is applied to know whether the instruments which is going to be used for pre-test and post-test are valid or not (holandyah, 2013, p. 35). there are three kinds of validity test, they are as follows. a. construct validity construct validity refers to the nature of the psychological construct or characteristic being measured by the instrument (fraenkel, et. al, 2012, p. 148). in this research, there are three validators to validate this research instrument. the three validators were hj. renny kurnia sari, m.pd as the first validator, hj. lenny marzulina, m.pd as the second validator, and amalia hasanah, m.pd as the third validator. from the three validators, the instrument and lesson plan were appropriate to apply to the research. b. validity test of each question item validity test of each question item is used to indicate whether the test item of the instruments in each question is valid or not (holandyah, 2013, p. 35). in this research, the writer had already tried out her research instrument to 30 students of tenth grade of ma. al-fatah palembang. there were 60 questions that given to the students. the result 7 of the test was analyzed using cronbach’s alfa formula in spss 16 software. it is found that there were 16 questions considered invalid and 44 questions considered valid. c. content validity a content validity is very important since it is accurate measure of what it is supposed to measure. to know whether or not a test has content validity, a specification of the skills should be made based on the curriculum and syllabus. then, the result analysis in constructing the content validity is presented in the test of specification table including: objective of the test, text’s title, test indicators, number of the test items, type of the test, total of the questions, and answer keys. reliability test according to fraenkel et. al, (2012, p. 154), reliability is a test to measure the consistency of scores or answers obtained for each individual from one administration of an instrument to another and from one set of items to another. to find out the reliability of the test the writer do tried out the instrument using “test retest”. test-retest method executed at the same school, class, instrument, and students, but it is do at different time for a week. in this research, the writer did the reliability test to the students at sma kartini palembang. after that, scores of the students in test 1 and test 2 were analyzed using pearson correlation coefficient in spss program. normality test normality test is used to measure whether the data which is used for the research have the normal distribution or not. according to basrowi (2007, p. 85), states that the data could be classified into normal when the out-put is higher than mean significant difference at 0.025. the result of the research shows that the scores of pretest and posttest in control group were 0.091 and 0.175. while, the scores of pretest and posttest in experimental group were 0.102 and 0.265. it can be concluded that the data were considered normal since the scores were higher than 0.025. 8 homogeneity test homogeneity test is used to measure the scores obtained whether it is homogeny or not. basrowi (2007, p. 106) states that the score was categorized homogeneous when the p-output was higher than mean significant difference at 0.05. the result of the research shows that pretest score in control and experimental group was 0.586. while, the scores of posttest in control and experimental group was 0.058. it can be concluded that the data was homogeneous since the scores were higher than 0.05. hypothesis testing in this study, independent sample t-test was conducted to find out whether or not there was a significant difference in students’ reading achievement between those who are taught by using 3h (here, hidden, in my head) strategy and gtm (grammar translation method) to the tenth grade students of senior high school of arinda palembang. conclusion based on the findings and interpretation in the previous chapter, it can be concluded that ho (the null hypothesis) was rejected and ha (the alternative hypothesis) was accepted. from the statements it can be concluded that teaching narrative reading text by using 3h (here, hidden, in my head) is more effective than grammar translation method, or in other way, it can be stated that there was a significant difference in students’ reading achievement taught by using 3h strategy and grammar translation method to the tenth grade students of arinda palembang. references angreni, nina. (2014). teaching reading comprehension by using 3h (here, hidden, and in my head) strategy. unpublished thesis, english language education study program of fkip untan (universitas tanjung pura), pontianak. basrowi and soenyono. (2007). metode analisis data sosial. kediri: cv. jenggala pustaka utama. brown, h. douglas. (2007). principles of language learning and teaching. u.s.a: pearson education, inc. clark, herbert h. and clark eve v. (1977). psychology and language. new york, u.s.a: harcourt brace jovanovich, inc. cohen, louis et al. (2007). research methods in education 6th ed. new york, u.s.a: routledge. 9 department of school education. (1997). teaching reading ak-6 framework. ryde nsw: curriculum directorate. departemen pendidikan nasional. (2006). peraturan menteri pendidikan nasional republik indonesia tentang standar isi untuk satuan pendidikan dasar dan menengah. jakarta: depdiknas. fraenkel, jack r. et al. (2012). how to design and evaluate research in education. new york, u.s.a: mcgraw-hill, inc. holandyah, muhamad. (2013). how to design and evaluate a quantitative research for students of english education study program. palembang: noer fikri offset. hughes, janette. (2007). teaching language and literacy k-6. reading process. retrieved july 20th, 2014. from http://faculty.uoit.ca/hughes/reading/readingprocess.html moore, kenneth d. (2005). effective instructional strategies : from theory to practice. u.s.a: sage publications, inc. peregoy, suzanne f. and owen f. boyle. (2008). reading, writing, and learning in esl. boston, u.s.a: pearson education. priyana, joko et al. (2008). interlanguage: english for senior high school students x. jakarta: pusat perbukuan departemen pendidikan nasional. schoenbach, ruth et al. (2012). reading for understanding : how reading apprenticeship improves disciplinary learning in secondary and college classrooms, 2nd edition. retrieved july 20, 2014. from http://www.wested.org/online_pubs/read-12-01-sample2.pdf sequeira, a. h. (2012). introduction to concepts of teaching and learning. unpublished thesis, national institute of technology karnataka, surathkal, india. westwood, peter. (2001). reading and learning difficulties. great britain: david fulton. >><< http://faculty.uoit.ca/hughes/reading/readingprocess.html http://www.wested.org/online_pubs/read-12-01-sample2.pdf teaching reading hortatory exposition text by using give one, get one strategy students of sman 7 palembang the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of sman 7 palembang by using giv and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of sman 7 palembang between the students who are taught by using give one, get one strategy and those who study, the researcher used quasi experimental design using pretest nonequivalent groups design. there were 80 students taken as sample. each class consisted of 40 students from class xi ipa 1 as experimental group and class xi ipa 2 as control group. in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t paired sample t-test in spss program. the findings showed that the p paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t 11.955 was higher than tindependent sample t-test was 0.002 which was lower that 0.05 and the t was higher than t-table with df=78 (1.9908). it means that teching reading hortatory exposition text by using give one, get one strategy had significant effect on the students’ reading comprehension scores. keywords: give one, get one strategy, teaching text introduction people use language for communication. they can communicate easily through language they use. according to algeo (2010, p. 2), a l conventional vocal signs by means of which human beings communicate. he also adds that language is also defined as communication which always happens in social teaching reading hortatory exposition text by using give one, get one strategy to the eleventh grade students of sman 7 palembang zuria kausari uin raden fatah palembang zuriakausari44@gmail.com abstract the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of sman 7 palembang by using give one, get one strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of sman 7 palembang between the students who are taught by using give one, get one strategy and those who are not. in this study, the researcher used quasi experimental design using pretest nonequivalent groups design. there were 80 students taken as sample. each class consisted of 40 students from class xi ipa 1 as experimental group and class xi ipa 2 as control group. in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t test in spss program. the findings showed that the p-output from tailed) was 0.000 which was lower than 0.05 and t -table with df=39 (2.0227). the result of p-output from test was 0.002 which was lower that 0.05 and the t-value 3.250 table with df=78 (1.9908). it means that teching reading hortatory exposition text by using give one, get one strategy had significant effect on the ading comprehension scores. give one, get one strategy, teaching reading hortatory exposition people use language for communication. they can communicate easily through language they use. according to algeo (2010, p. 2), a language is a system of conventional vocal signs by means of which human beings communicate. he also adds that language is also defined as communication which always happens in social 87 teaching reading hortatory exposition text by using to the eleventh grade the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading e one, get one strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of sman 7 palembang between the students are not. in this study, the researcher used quasi experimental design using pretest-posttest nonequivalent groups design. there were 80 students taken as sample. each class consisted of 40 students from class xi ipa 1 as experimental group and class xi ipa 2 as control group. in collecting the data, test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and output from tailed) was 0.000 which was lower than 0.05 and t-value output from value 3.250 table with df=78 (1.9908). it means that teching reading hortatory exposition text by using give one, get one strategy had significant effect on the reading hortatory exposition people use language for communication. they can communicate easily anguage is a system of conventional vocal signs by means of which human beings communicate. he also adds that language is also defined as communication which always happens in social 88 context. each country has different languages respectively. according to (2003, p. 1), english is the global language. as global language, english is taught in every country all over the world, including indonesia. it is taught in schools, from junior high school to senior high school. matarrima and hamdan (2011, p. 101) state that become increasingly important as a first foreign language in indonesia after conducting a small test to the eleventh grade students of sman 7 palembang, the researcher found that comprehension in hortatory exposition text was lower than narrative and spoof text. because of that, the researcher focus based on an informal interview to the teacher of e were some problems of students in learning reading comprehension. those problems include (1) the students were lack of vocabulary, it made the students had difficulty in finding the main idea in each paragraph of the text and the students had identifying the detail information of the text, especially hortatory text, and (2) the students were not able to convey their ideas of the text. sejnost and thiese (2009, p. 74) state that the give one, get one strategy can be incorporated into all content disciplines and used with various text genres. it shows that the give one, get one strategy can be used to teach reading hortatory exposition text. according to achugar and cecilia (2008, p. 145), hortatory exposition text aims to persuade characteristics of oral language. achugar and cecilia also mention that this text also persuades the audience of their point of view or position in the argument. nash (2010, p. 89) states that the advantage of teaching reading is the students will be able to comprehend the text not only by reading the text but also by sharing their ideas from other students. the students can get many different ideas from the same text being discuss each country has different languages respectively. according to (2003, p. 1), english is the global language. as global language, english is taught in every country all over the world, including indonesia. it is taught in schools, from junior high school to senior high matarrima and hamdan (2011, p. 101) state that the teaching of english has become increasingly important as a first foreign language in indonesia. after conducting a small test to the eleventh grade students of sman 7 palembang, the researcher found that the avarages score of students reading comprehension in hortatory exposition text was lower than narrative and spoof text. because of that, the researcher focuses on hortatory exposition text. furthermore, based on an informal interview to the teacher of english on january 6 th were some problems of students in learning reading comprehension. those problems include (1) the students were lack of vocabulary, it made the students had difficulty in finding the main idea in each paragraph of the text and the students had difficulty in identifying the detail information of the text, especially hortatory text, and (2) the students were not able to convey their ideas of the text. sejnost and thiese (2009, p. 74) state that the give one, get one strategy can nto all content disciplines and used with various text genres. it shows that the give one, get one strategy can be used to teach reading hortatory exposition text. according to achugar and cecilia (2008, p. 145), hortatory exposition text aims to persuade someone to do something and it possesses some characteristics of oral language. achugar and cecilia also mention that this text also persuades the audience of their point of view or position in the argument. nash (2010, p. 89) states that the advantage of give one, get one strategy in teaching reading is the students will be able to comprehend the text not only by reading the text but also by sharing their ideas from other students. the students can get many different ideas from the same text being discussed. preszler, (2005, p. 22) each country has different languages respectively. according to crystal as global language, english is taught in every country all over the world, including indonesia. it is taught in schools, from junior high school to senior high the teaching of english has after conducting a small test to the eleventh grade students of sman 7 the avarages score of students reading comprehension in hortatory exposition text was lower than narrative and spoof text. on hortatory exposition text. furthermore, 2016, there were some problems of students in learning reading comprehension. those problems include (1) the students were lack of vocabulary, it made the students had difficulty in difficulty in identifying the detail information of the text, especially hortatory text, and (2) the sejnost and thiese (2009, p. 74) state that the give one, get one strategy can nto all content disciplines and used with various text genres. it shows that the give one, get one strategy can be used to teach reading hortatory exposition text. according to achugar and cecilia (2008, p. 145), hortatory someone to do something and it possesses some characteristics of oral language. achugar and cecilia also mention that this text also give one, get one strategy in teaching reading is the students will be able to comprehend the text not only by reading the text but also by sharing their ideas from other students. the students can ed. preszler, (2005, p. 22) mentions that the design of give one, get one strategy is also appropriate for 4 grades. it means that this strategy is appropriate for the eleventh grade students. from this background, it is interesting to conduct a resear “teaching reading hortatory exposition text by using give one, get one strategy to the eleventh grade students of sman 7 palembang”. concept of teaching teaching is the process in transferring knowledge and giving good model from the teacher to the students. showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. according to brow learning. teaching is how the teacher give someone knowledge or to train someone to instruct, teaching also giving some information of a subject matter to the students in the classroom. according to co teaching is defined as that which leads to improved student progress. as giving instruction, knowledge skill, etc to somebody or make somebody understand or be able to do something, while t transferring the language and skill to the students in the classroom. concept of reading alyousef (2005, p. 144) states that reading can be seen as an “interactive” process between a reader and a text which leads to reading is an important skill in english. according to abdullah, sabapathy, theethappan and hassan (2012, p. 233), reading is the most integral part in language learning. it enables students of a higher learning to open t mentions that the design of give one, get one strategy is also appropriate for 4 grades. it means that this strategy is appropriate for the eleventh grade students. from this background, it is interesting to conduct a research with the title “teaching reading hortatory exposition text by using give one, get one strategy to the eleventh grade students of sman 7 palembang”. teaching is the process in transferring knowledge and giving good model eacher to the students. according to brown (2000, p. 7), teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. according to brown (2000, p. 8), teaching cannot be defined apart from teaching is how the teacher give someone knowledge or to train someone to instruct, teaching also giving some information of a subject matter to the students in according to coe, aloisi, higgins and major (2014, p. 2), great teaching is defined as that which leads to improved student progress. it can be defined as giving instruction, knowledge skill, etc to somebody or make somebody understand or be able to do something, while teaching english is how the teacher is transferring the language and skill to the students in the classroom. alyousef (2005, p. 144) states that reading can be seen as an “interactive” process between a reader and a text which leads to automaticity or (reading fluency). reading is an important skill in english. according to abdullah, sabapathy, theethappan and hassan (2012, p. 233), reading is the most integral part in language learning. it enables students of a higher learning to open the window to the outside 89 mentions that the design of give one, get one strategy is also appropriate for 4-12 grades. it means that this strategy is appropriate for the eleventh grade students. ch with the title “teaching reading hortatory exposition text by using give one, get one strategy teaching is the process in transferring knowledge and giving good model according to brown (2000, p. 7), teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or n (2000, p. 8), teaching cannot be defined apart from teaching is how the teacher give someone knowledge or to train someone to instruct, teaching also giving some information of a subject matter to the students in e, aloisi, higgins and major (2014, p. 2), great can be defined as giving instruction, knowledge skill, etc to somebody or make somebody eaching english is how the teacher is alyousef (2005, p. 144) states that reading can be seen as an “interactive” automaticity or (reading fluency). reading is an important skill in english. according to abdullah, sabapathy, theethappan and hassan (2012, p. 233), reading is the most integral part in language he window to the outside 90 world as readers with strengthened reading skills will be able to progress and attain greater development in all academic areas. hollingsworth, sherman and zaugra (2007, p. 17) state that 70% of student thought reading is importan many foreign language students often have reading as one of their most important goals. in addition, anderson (2003, p. 2) states that reading is an essential skill for learners of english. for most of order to ensure success in learning. with strengthened reading skills, learners of english tend to make greater progress in other areas of language learning. reading involves recognizing and comprehendi patterns (cohen, manion & morrison, 2007, p. 161). wooley (2011, p. 15) adds reading comprehension is process of making meaning from text. is to gain an overall understanding of what is described in the text rathe obtain meaning from isolated words or sentences. carver and pantoja (2015, p. 118) mention adjust the prediction they made prior to reading, or they can generate additional questions about the topic. an effective students add to information that was brainstormed prior to reading. in addition, reflecting in writing about what they have read is a strategy that will support comprehension and provide a window into students’ underst in addition, urquhart and frazee (2012, p. 29) allow students to share their previous reading experience with one another in small groups and in whole settings. reading is defined as reacting to a written text as a piece of similarly, alderson (2000, p. 13) states that reading involves perceiving the written form of language. it can be concluded that in teaching reading, there are many things that must be considered in comprehending reading texts. world as readers with strengthened reading skills will be able to progress and attain greater development in all academic areas. hollingsworth, sherman and zaugra (2007, p. 17) state that 70% of student thought reading is important. according to richards and renandya (2002, p. 273), many foreign language students often have reading as one of their most important goals. in addition, anderson (2003, p. 2) states that reading is an essential skill for learners of english. for most of learners it is the most important skill to master in order to ensure success in learning. with strengthened reading skills, learners of english tend to make greater progress in other areas of language learning. reading involves recognizing and comprehending words and sentence patterns (cohen, manion & morrison, 2007, p. 161). wooley (2011, p. 15) adds reading comprehension is process of making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rathe obtain meaning from isolated words or sentences. carver and pantoja (2015, p. 118) mention that after reading, students can adjust the prediction they made prior to reading, or they can generate additional questions about the topic. an effective way to summarize might be to have the students add to information that was brainstormed prior to reading. in addition, reflecting in writing about what they have read is a strategy that will support comprehension and provide a window into students’ understanding of a passage. in addition, urquhart and frazee (2012, p. 29) allow students to share their previous reading experience with one another in small groups and in whole settings. reading is defined as reacting to a written text as a piece of communication. similarly, alderson (2000, p. 13) states that reading involves perceiving the written form of language. it can be concluded that in teaching reading, there are many things that must be considered in comprehending reading texts. world as readers with strengthened reading skills will be able to progress and attain hollingsworth, sherman and zaugra (2007, p. 17) state that 70% of student t. according to richards and renandya (2002, p. 273), many foreign language students often have reading as one of their most important goals. in addition, anderson (2003, p. 2) states that reading is an essential skill for learners it is the most important skill to master in order to ensure success in learning. with strengthened reading skills, learners of ng words and sentence patterns (cohen, manion & morrison, 2007, p. 161). wooley (2011, p. 15) adds the goal, therefore, is to gain an overall understanding of what is described in the text rather than to fter reading, students can adjust the prediction they made prior to reading, or they can generate additional way to summarize might be to have the students add to information that was brainstormed prior to reading. in addition, reflecting in writing about what they have read is a strategy that will support anding of a passage. in addition, urquhart and frazee (2012, p. 29) allow students to share their previous reading experience with one another in small groups and in whole-group communication. similarly, alderson (2000, p. 13) states that reading involves perceiving the written form of language. it can be concluded that in teaching reading, there are many things concept of hortatory exposition text hortatory exposition is designed to persuade people to do something (zhang, 2006, p. 297). priyana, riandi, and mumpuni (2008, p. 132) state that the hortatory exposition texts is text to argue a case for or against a particular p view and it proposes a suggestion at the end of the argumentation. miki (2011, p. 3) states that in hortatory expositions, human subjects are highly visible, together with verbs of perception, feeling, thinking and saying in the active kodrat and gusrayani (2007, p. 2), the purpose of hortatory exposition is to persuade reader or listener towards something that should be agreed or disagreed. according to priyana, et. al. (2008, p. 132), the elements of hortatory exposition texts are: 1. the general statement of topic discussed. 2. arguments which are arranged according to the writer’s choice. usually it is based on the criteria of weak and strong arguments. 3. suggestion which contains what should or should not happen. sudarwati and grace (2006, p. 204) mention that the language features of hortatory exposition are: 1. the use of emotive words (e.g.: 2. the use of words that qualify statements (e.g.: 3. the use of words that link arguments (e.g.: therefore) 4. the use of present tense 5. the use of compound and complex sentences 6. the use of modal and adverbs (e.g. : 7. the use of subjective opinions using pronouns hortatory exposition text hortatory exposition is designed to persuade people to do something (zhang, 2006, p. 297). priyana, riandi, and mumpuni (2008, p. 132) state that the hortatory exposition texts is text to argue a case for or against a particular position or point of view and it proposes a suggestion at the end of the argumentation. miki (2011, p. 3) states that in hortatory expositions, human subjects are highly visible, together with verbs of perception, feeling, thinking and saying in the active voice. according to kodrat and gusrayani (2007, p. 2), the purpose of hortatory exposition is to persuade reader or listener towards something that should be agreed or disagreed. according to priyana, et. al. (2008, p. 132), the elements of hortatory the general statement of topic discussed. arguments which are arranged according to the writer’s choice. usually it is based on the criteria of weak and strong arguments. suggestion which contains what should or should not happen. i and grace (2006, p. 204) mention that the language features of the use of emotive words (e.g.: alarmed, worried) the use of words that qualify statements (e.g.: usual, probably) the use of words that link arguments (e.g.: firstly, however, on the other hand, the use of present tense the use of compound and complex sentences the use of modal and adverbs (e.g. : can, may, certainly, get, stop) the use of subjective opinions using pronouns i and we 91 hortatory exposition is designed to persuade people to do something (zhang, 2006, p. 297). priyana, riandi, and mumpuni (2008, p. 132) state that the hortatory osition or point of view and it proposes a suggestion at the end of the argumentation. miki (2011, p. 3) states that in hortatory expositions, human subjects are highly visible, together with voice. according to kodrat and gusrayani (2007, p. 2), the purpose of hortatory exposition is to persuade according to priyana, et. al. (2008, p. 132), the elements of hortatory arguments which are arranged according to the writer’s choice. usually it is based i and grace (2006, p. 204) mention that the language features of firstly, however, on the other hand, 92 concept of give one, get one strategy several theories about give one, get one strategy have been stated by a number of experts. sejnost and thiese (2009, p. 21) define that give one, get one is a strategy that helps develop or activate students’ schema for a given t stimulating their background knowledge through social interaction among their community of learners. this strategy can be incorporated into all content disciplines and used with various text genres. carver and pantoja (2015, p. 120) states that ora retelling can be used with both narrative and expository text. they are one of the most effective ways to determine if the students understand the passage. an oral retelling can be used with a text that has been read orally or silently. preszler (2005, students to gather new knowledge and information about a content topic. since students share information and question each other, all students in the classroom regardless of ability levelscan be used during the study of a lesson to reinforce key concepts or as a review after completing a unit of study. furthermore, marzano and heflebower (2011, p. 11) state tasks are designed that used movement as a tool to deepen students’ understanding of content. often, these activities involve gathering or organizing information about a topic. in such situation, students must leave their seats to perform an activity that is necessary to further understand the content. one strategy to this end is give one, get one. give one, get one is a process in which pairs of students compare their understanding of specific information. teachers can also incorporate physical movement to help students underst perspective. after the class has read the text, the teacher poses a question or states a topic related to the reading. students have an opportunity to correct any of their original give one, get one strategy several theories about give one, get one strategy have been stated by a number of experts. sejnost and thiese (2009, p. 21) define that give one, get one is a strategy that helps develop or activate students’ schema for a given t stimulating their background knowledge through social interaction among their community of learners. this strategy can be incorporated into all content disciplines and used with various text genres. carver and pantoja (2015, p. 120) states that ora retelling can be used with both narrative and expository text. they are one of the most effective ways to determine if the students understand the passage. an oral retelling can be used with a text that has been read orally or silently. preszler (2005, p. 22) states that give one,get one allows students to gather new knowledge and information about a content topic. since students share information and question each other, all students in the classroom -can reap positive rewards from this strategy. the strategy can be used during the study of a lesson to reinforce key concepts or as a review after furthermore, marzano and heflebower (2011, p. 11) state that s t used movement as a tool to deepen students’ understanding of content. often, these activities involve gathering or organizing information about a topic. in such situation, students must leave their seats to perform an activity that is r understand the content. one strategy to this end is give one, get one. give one, get one is a process in which pairs of students compare their understanding of specific information. teachers can also incorporate physical movement to help students understand content in a different way or from a different after the class has read the text, the teacher poses a question or states a topic related to the reading. students have an opportunity to correct any of their original several theories about give one, get one strategy have been stated by a number of experts. sejnost and thiese (2009, p. 21) define that give one, get one is a strategy that helps develop or activate students’ schema for a given topic by stimulating their background knowledge through social interaction among their community of learners. this strategy can be incorporated into all content disciplines and used with various text genres. carver and pantoja (2015, p. 120) states that oral retelling can be used with both narrative and expository text. they are one of the most effective ways to determine if the students understand the passage. an oral give one,get one allows struggling students to gather new knowledge and information about a content topic. since students share information and question each other, all students in the classroomtive rewards from this strategy. the strategy can be used during the study of a lesson to reinforce key concepts or as a review after that sometimes t used movement as a tool to deepen students’ understanding of content. often, these activities involve gathering or organizing information about a topic. in such situation, students must leave their seats to perform an activity that is r understand the content. one strategy to this end is give one, get one. give one, get one is a process in which pairs of students compare their understanding of specific information. teachers can also incorporate physical and content in a different way or from a different after the class has read the text, the teacher poses a question or states a topic related to the reading. students have an opportunity to correct any of their original responses if they have discovered an error in their thinking. (carver & pantoja 2015, p. 122) research design in this study, the researcher used the pre design. this design is often used as quasi experimental groups in educational research (cohen, manion and morrison 2007, p. 283). equivalent is as follows: o1 = pretest for experimental group x = treatments (give one o2 = posttest for experimental group o3 = pretest for control group o4 = postest for control group --= dashed line (non random) population and sample fraenkel, wallen, and hyun (2012, p. 91) state that a popula which the result of the study are intended to apply. the population of this research is the eleventh grade students in sman 7 palembang. the total of population is 237 students in six classes for the eleventh grade. there are 3 classes o and 3 classes of social science. according to fraenkel, et. al. (2012, p. 91), sample is a group of subjects on which information is obtained. in this study, the researcher took two classes as a sample to collect the data. in this study o1 x ---------------------o3 discovered an error in their thinking. (carver & pantoja 2015, in this study, the researcher used the pre-test post test non equivalent groups design. this design is often used as quasi experimental groups in educational research cohen, manion and morrison 2007, p. 283). the design of the pre-test post = pretest for experimental group = treatments (give one get one strategy) for experimental group = posttest for experimental group = pretest for control group = postest for control group = dashed line (non random) , wallen, and hyun (2012, p. 91) state that a population is a group to which the result of the study are intended to apply. the population of this research is the eleventh grade students in sman 7 palembang. the total of population is 237 students in six classes for the eleventh grade. there are 3 classes of natural science and 3 classes of social science. according to fraenkel, et. al. (2012, p. 91), sample is a group of subjects on which information is obtained. in this study, the researcher took two classes as a sample to collect the data. in this study the researcher used non random sampling type x o2 experimental group --------------------- o4 control group 93 discovered an error in their thinking. (carver & pantoja 2015, test post test non equivalent groups design. this design is often used as quasi experimental groups in educational research test post-test non tion is a group to which the result of the study are intended to apply. the population of this research is the eleventh grade students in sman 7 palembang. the total of population is 237 f natural science according to fraenkel, et. al. (2012, p. 91), sample is a group of subjects on which information is obtained. in this study, the researcher took two classes as a the researcher used non random sampling type 94 of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently) are available for study. in addition, cohen, et.al (2007, p. 113) state th sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained or those who happen to be available and accessible at the time. then, the researcher determined the class of sample by using teacher recommendation. the teacher recommended to take xi ipa 1 class and xi ipa 2 class as sample. the number of students of xi ipa 1 class was 40 students and xi ipa 2 class was 40 students. s the sample was divided into two groups, xi ipa 1 class as the experimental group and xi ipa 2 class as the control group. data collection the researcher used reading comprehension test in the form of to collect the data. the test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. pretest was given befo treatment. the purpose of giving pretest to the students was to know the students english reading comprehension scores before implementing give one, get one strategy. posttest was given after the treatment. the posttest was administered to know the students english reading comprehension scores after implementing give one, get one strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using give one, get one strategy. data analysis test validity of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently) are available for study. in addition, cohen, et.al (2007, p. 113) state that convenience sampling is opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained or those who happen to be available and accessible at the time. then, the researcher determined the class of sample by using teacher recommendation. the teacher recommended to take xi ipa 1 class and xi ipa 2 class as sample. the number of students of xi ipa 1 class was 40 students and xi ipa 2 class was 40 students. so, the total number of sample was 80 students. then, the sample was divided into two groups, xi ipa 1 class as the experimental group and xi ipa 2 class as the control group. the researcher used reading comprehension test in the form of multiple choice to collect the data. the test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. pretest was given befo treatment. the purpose of giving pretest to the students was to know the students english reading comprehension scores before implementing give one, get one strategy. posttest was given after the treatment. the posttest was administered to students english reading comprehension scores after implementing give one, get one strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using give one, get one strategy. of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently) are available for study. in at convenience sampling is opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required sample size has been obtained or those who then, the researcher determined the class of sample by using teacher recommendation. the teacher recommended to take xi ipa 1 class and xi ipa 2 class as sample. the number of students of xi ipa 1 class was 40 students and xi o, the total number of sample was 80 students. then, the sample was divided into two groups, xi ipa 1 class as the experimental group multiple choice to collect the data. the test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. pretest was given before the treatment. the purpose of giving pretest to the students was to know the students english reading comprehension scores before implementing give one, get one strategy. posttest was given after the treatment. the posttest was administered to students english reading comprehension scores after implementing give one, get one strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using give one, get one strategy. the analysis is done to the instrument of the research before used in pretest and posttest activity are as follows construct validity in doing this measurement, the researcher asked three lecturers as validators to validate whether the instruments are valid or not. the validators checked all instruments of this research whether this instrument is connected to this study or not. the “someone” of course, should be an individual who knows enough about what is to be measured the format of th wijaya, m.pd, eka sar lecturers of uin raden fatah palembang. they measured including such things as the clarity of printing, size of type, adequacy of work space (if needed) appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, the three validators accepted it to c students. validity of each question item in this study, validity of each question item was identified by number and the correct option indicated. the group of the students taking the te tryout to the basis of students’ score on the test. the researcher did tryout to find validity of question items. the tryout of the test was held on on tuesday, 22 february 2016 at 10.05. students (xi ipa 4) to the eleventh grade students of sman 5 palembang. if the result of the test shows that r item is valid. it was found that there were 42 test items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher that 0,344. the result indicated that 18 items were invalid and 42 items were valid. the analysis is done to the instrument of the research before used in pretest are as follows. in doing this measurement, the researcher asked three lecturers as validators to instruments are valid or not. the validators checked all instruments of this research whether this instrument is connected to this study or the “someone” of course, should be an individual who knows enough about what is to be measured the format of the instrument test. they were beny d, eka sartika, m.pd, and winny risnanda, m.pd who are the lecturers of uin raden fatah palembang. they measured including such things as the clarity of printing, size of type, adequacy of work space (if needed) appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, validators accepted it to continue doing tryout to the eleven validity of each question item in this study, validity of each question item was identified by number and the correct option indicated. the group of the students taking the test was divided in tryout to the basis of students’ score on the test. the researcher did tryout to find validity of question items. the tryout of the test was held on on tuesday, 22 february 2016 at 10.05.-11.35 a.m.the instruments of the test were te students (xi ipa 4) to the eleventh grade students of sman 5 palembang. if the result of the test shows that rcount is higher than rtabel (0,344), it means that the item is valid. it was found that there were 42 test items from 60 test items vided by the researcher which could be used as the instrument since the scores of significance were higher that 0,344. the result indicated that 18 items were invalid and 42 items were valid. 95 the analysis is done to the instrument of the research before used in pretest in doing this measurement, the researcher asked three lecturers as validators to instruments are valid or not. the validators checked all instruments of this research whether this instrument is connected to this study or the “someone” of course, should be an individual who knows enough about st. they were beny , m.pd who are the lecturers of uin raden fatah palembang. they measured including such things as the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, ontinue doing tryout to the eleventh grade in this study, validity of each question item was identified by number and the st was divided in tryout to the basis of students’ score on the test. the researcher did tryout to find validity of question items. the tryout of the test was held on on tuesday, 22 nd of 11.35 a.m.the instruments of the test were tested to 33 students (xi ipa 4) to the eleventh grade students of sman 5 palembang. if the (0,344), it means that the item is valid. it was found that there were 42 test items from 60 test items vided by the researcher which could be used as the instrument since the scores of significance were higher that 0,344. the result indicated that 18 items were 96 content validity according to sugiyono (2012, p. 353), t done by comparing the contents of the instrument with the subject matter that has been taught. a content validity is very important, since it is an accurate measure of what it is supposed to measure. has content validity, the researcher checked the syllabus from school and then match them into test specification. test reliability to know the reliability of the test used in this study, the researcher calculated the students’score by using spearman brown formula prophecy formula found in spss 20 program. the scores of reliability were obtained from tryout analysis which is done once using the instruments test. the school where the tryout anaysis is different from the school where the research study is used to obtain the scores of tryout analysis. to measure the reliability test using sp output of gutman split half coefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. normality test normality test was from normally distributed population or not. the data were obtained from students’ pretest and posttest in experimental and control group. moreover, flynn also states that a value less than 0.05 indicate that the data are non however, the data can be catagorized normal when the p in measuring normality test, one sample kolmogorov software application. the result showed that the pretest in control and experimental according to sugiyono (2012, p. 353), testing the validity of the content can be done by comparing the contents of the instrument with the subject matter that has been taught. a content validity is very important, since it is an accurate measure of what it is supposed to measure. in order to judge the test whether or not a test has content validity, the researcher checked the syllabus from school and then match them into test specification. to know the reliability of the test used in this study, the researcher calculated the students’score by using spearman brown formula prophecy formula found in spss 20 program. the scores of reliability were obtained from tryout analysis which is using the instruments test. the school where the tryout anaysis is different from the school where the research study was done. in this part, split half test method is used to obtain the scores of tryout analysis. to measure the reliability test using split half method, the result shows that p output of gutman split half coefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. was used to determine whether the sample data has been drawn from normally distributed population or not. the data were obtained from students’ pretest and posttest in experimental and control group. moreover, flynn also states a value less than 0.05 indicate that the data are non-normal. (flynn, 2003, p.17). however, the data can be catagorized normal when the p-ouput was higher than 0.05. in measuring normality test, one sample kolmogorov-smirno was used in spss 20 the result showed that the pretest in control and experimental he validity of the content can be done by comparing the contents of the instrument with the subject matter that has been taught. a content validity is very important, since it is an accurate measure test whether or not a test has content validity, the researcher checked the syllabus from school and then to know the reliability of the test used in this study, the researcher calculated the students’score by using spearman brown formula prophecy formula found in spss 20 program. the scores of reliability were obtained from tryout analysis which is using the instruments test. the school where the tryout anaysis is different done. in this part, split half test method lit half method, the result shows that p output of gutman split half coefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading used to determine whether the sample data has been drawn from normally distributed population or not. the data were obtained from students’ pretest and posttest in experimental and control group. moreover, flynn also states (flynn, 2003, p.17). ouput was higher than 0.05. smirno was used in spss 20 the result showed that the pretest in control and experimental groups were 0.809 and 0.572. then, groups were 0.583 and 0.707. normal since they are higher than 0.05. homogeneity test homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn (2003, p. 18), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogen researcher used levene statistics in spss 20 software application. that the pretest scores was 0.273 and posttest scores 0.274 it can be conluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group using r linear. it was found that the p 11.955, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using give one, get one stra since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the p output was 0.002 and the t level and the t-value (3.250) was higher than critical value of t be stated that there is a significant different from students’ posttest to posttest scores in control and experimental group since p that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. it can be stated that there was a significant difference on students’ reading groups were 0.809 and 0.572. then, the scores in posttest in control and experimental 0.707. it can be concluded that the data were considered e they are higher than 0.05. homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn (2003, p. 18), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the researcher used levene statistics in spss 20 software application. the result showed that the pretest scores was 0.273 and posttest scores 0.274 it can be conluded that the data was homogeneous since the score was higher than 0.05. a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group using r it was found that the p-output is 0.000 with df=39 (2.0227), and t 11.955, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using give one, get one stra output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the p output was 0.002 and the t-value was 3.250. since the p-output was lower than 0 value (3.250) was higher than critical value of t-table (1.9908). it can be stated that there is a significant different from students’ posttest to posttest scores in control and experimental group since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. it can be stated that there was a significant difference on students’ reading 97 in posttest in control and experimental t can be concluded that the data were considered homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn (2003, p. 18), the data can be categorized eity test, the the result showed that the pretest scores was 0.273 and posttest scores 0.274 it can be conluded that the a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group using regression output is 0.000 with df=39 (2.0227), and t-value= 11.955, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using give one, get one strategy output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and it was found that the poutput was lower than 0.05 table (1.9908). it can be stated that there is a significant different from students’ posttest to posttest scores can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. it can be stated that there was a significant difference on students’ reading 98 comprehension score taught by using give one, get one strategy and thos not at sman 7 palembang. conclusion based on the findings and interpretation, it can be drawn some conclusion. first, based on the result of pretest to posttest, give one, get one strategy significantly improves students’ reading comprehension grade students at sman 7 palembang. second, there was a significant difference on students’ reading comprehension score who were taught by using give one, get one strategy and those who were taught by using the strategy that is teacher of english at sman 7 palembang. therefore, it can be inferred that teaching reading comprehension through give one, get one strategy can be considered as one of the alternative strategy to be used in teaching english, especiall students. abdullah, s., sabapathy, e., theethappan, r., & hasan, n. s. i. (2012). reading for pleasure as a means of improving reading comprehension skills. science, 8(13), 233 al/index.php/ass/.../1413 achugar, m. and cecilia, c. (2008). longitudinal study of spanish heritage learners. alderson, j. c. (2000). assessing reading. press. algeo, j. (2010). the origin and development of the english language boston, ma: cengage learning. alyousef, h. s. (2005). teaching reading comprehension to esl/efl learners. reading matrix, 5 http://www.readingmatrix.com/articles/alyousef/article.pdf anderson, j. n. (2003). scrolling, clicking, and reading english: online reading strategies in a second/foreign language. retrieved from: article.pdf. comprehension score taught by using give one, get one strategy and thos not at sman 7 palembang. based on the findings and interpretation, it can be drawn some conclusion. first, based on the result of pretest to posttest, give one, get one strategy significantly improves students’ reading comprehension achievement of the eleventh grade students at sman 7 palembang. second, there was a significant difference on students’ reading comprehension score who were taught by using give one, get one strategy and those who were taught by using the strategy that is usually used by the teacher of english at sman 7 palembang. therefore, it can be inferred that teaching reading comprehension through give one, get one strategy can be considered as one of the alternative strategy to be used in teaching english, especially to the efl references abdullah, s., sabapathy, e., theethappan, r., & hasan, n. s. i. (2012). reading for pleasure as a means of improving reading comprehension skills. asian social (13), 233-238. retrieved from: www. ccsenet .org/ journ al/index.php/ass/.../1413 achugar, m. and cecilia, c. (2008). systematic functional linguistic approaches to longitudinal study of spanish heritage learners. new york, ny: routledge assessing reading. cambridge, uk: cambridge university the origin and development of the english language boston, ma: cengage learning. teaching reading comprehension to esl/efl learners. reading matrix, 5(2),143-154. retrieved from http://www.readingmatrix.com/articles/alyousef/article.pdf . scrolling, clicking, and reading english: online reading strategies in a second/foreign language. the reading matrix, 3 retrieved from: http: //www. readingmatrix.com/articles/ anderson/ comprehension score taught by using give one, get one strategy and those who are based on the findings and interpretation, it can be drawn some conclusion. first, based on the result of pretest to posttest, give one, get one strategy achievement of the eleventh grade students at sman 7 palembang. second, there was a significant difference on students’ reading comprehension score who were taught by using give one, get one usually used by the teacher of english at sman 7 palembang. therefore, it can be inferred that teaching reading comprehension through give one, get one strategy can be considered as one y to the efl abdullah, s., sabapathy, e., theethappan, r., & hasan, n. s. i. (2012). reading for asian social www. ccsenet .org/ journ systematic functional linguistic approaches to new york, ny: routledge. cambridge, uk: cambridge university the origin and development of the english language (6 th ed.). teaching reading comprehension to esl/efl learners. the retrieved from . scrolling, clicking, and reading english: online reading the reading matrix, 3(3), 1-33 les/ anderson/ http://www.ccsenet.org/journal/index.php/ass/.../1413 http://www.ccsenet.org/journal/index.php/ass/.../1413 http://www.readingmatrix.com/articles/alyousef/article.pdf http://www.readingmatrix.com/articles/anderson/article.pdf http://www.readingmatrix.com/articles/anderson/article.pdf brown, h. d. (2000). teaching by principles pedagogy (2 nd ed.). new york, ny: longman. carver, l & pantoja, l. (2015). common core. boulevard, sd: rowman & littlefield publishing group, inc. coe, r., aloisi, c., higgins, s., & major, l. e. (2014). review of underpinning research. monitoring, durham university, the su cohen, l., manion, l., & morrison, k. (2007). ed.). newyork, ny: routledge. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research education, inc. cristal, d. (2003). english is a global language cambridge university press. flynn, d. (2003). students guide to spss. university retrived from : iles/inline/student_user_guide_for_spss.pdf fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). research in education hollingsworth, a., sherman, j., & zaugra, c. (2007). comprehension in first and second graders through cooperative learning. saint xavier university & pearson achievement solutions, inc. field master’s program chicago kodrat, d & gusrayani, d. (2007). grafindo media pratama. marzano, r. j. & heflebower, t. (2011). bloomington, in: marzano research laboratory. mattarima, k.,&hamdan, a. r. (2011). in english foreign language (efl) in indonesian context. 1, (1), 100-108. miki, n. (2011). key colligation analysis: discovering stylistic differences in significant lexicoyamadaoka, osaka, japan. nash, ron. (2010). the active workshop: practical strategies for facilitating professional learning. preszler, j. (2005). on target: strategies to help struggling reader bhssc. priyana, j., riandi, & mumpuni, a. p. (2008). school students xi science and social study programme: sma/ma kelas xi ipa/ips. jakarta, indonesia: pusat perbukuan, departemen pendidikan nasional. teaching by principles: an interactive approach to language ed.). new york, ny: longman. carver, l & pantoja, l. (2015). reading basic for all teachers: supporting the boulevard, sd: rowman & littlefield publishing group, inc. coe, r., aloisi, c., higgins, s., & major, l. e. (2014). what makes great teaching: review of underpinning research. washington, us: centre for evaluating and monitoring, durham university, the sutton trust. cohen, l., manion, l., & morrison, k. (2007). research method in education ed.). newyork, ny: routledge. educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson english is a global language (2nd ed.). cambridge, uk: cambridge university press. students guide to spss. retrieved from barnard college university retrived from :https: //barnard.edu /sites/ default/f iles/inline/student_user_guide_for_spss.pdf fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). newyork, ny: mcgraw hill companies ,inc. hollingsworth, a., sherman, j., & zaugra, c. (2007). increasing reading comprehension in first and second graders through cooperative learning. saint xavier university & pearson achievement solutions, inc. field master’s program chicago, illinois. kodrat, d & gusrayani, d. (2007). think smart bahasa inggris. bandung, indonesia: grafindo media pratama. marzano, r. j. & heflebower, t. (2011). the highly engaged classroom. bloomington, in: marzano research laboratory. , a. r. (2011). learners’ motivation and learning strategies in english foreign language (efl) in indonesian context. journal of edupres, key colligation analysis: discovering stylistic differences in -grammatical units. (desertation). osaka university, yamadaoka, osaka, japan. the active workshop: practical strategies for facilitating professional learning. ca: corwin. on target: strategies to help struggling readers. boulevard, sd: priyana, j., riandi, & mumpuni, a. p. (2008). interlanguage: english for senior high school students xi science and social study programme: sma/ma kelas xi jakarta, indonesia: pusat perbukuan, departemen pendidikan 99 : an interactive approach to language reading basic for all teachers: supporting the boulevard, sd: rowman & littlefield publishing group, inc. what makes great teaching: washington, us: centre for evaluating and research method in education (6th educational research: planning, conducting, and evaluating boston, ma: pearson (2nd ed.). cambridge, uk: retrieved from barnard college-columbia / default/f how to design and evaluate panies ,inc. increasing reading comprehension in first and second graders through cooperative learning. saint xavier university & pearson achievement solutions, inc. field-based bandung, indonesia: the highly engaged classroom. learners’ motivation and learning strategies journal of edupres, key colligation analysis: discovering stylistic differences in (desertation). osaka university, the active workshop: practical strategies for facilitating . boulevard, sd: english for senior high school students xi science and social study programme: sma/ma kelas xi jakarta, indonesia: pusat perbukuan, departemen pendidikan https://barnard.edu/sites 100 richards, j.c., & renandya, w.a. (2002). ed.). cape, us: cambridge university press. schoenbach, r., greenleaf, c., & murphy, l. (2014). how reading apprenticeship improves collage classrooms. sejnost, r.l. & thiese, s.m. (2010). adolescent learner. sudarwati, m., & grace eudia. (2006). high school students year xi. urquhart, v., & frazee, d. teaching reading in the content areas: if not me, then who? (3 rd ed.). alexandria, va: ascd. woolley, g. (2011). reading comprehensio difficulties. new york, ny: zhang, y. (2006). the study of second language acquisition in the asian context. british, vi: asian efl journal press. richards, j.c., & renandya, w.a. (2002). methodology in language teaching ed.). cape, us: cambridge university press. schoenbach, r., greenleaf, c., & murphy, l. (2014). reading for understanding: how reading apprenticeship improves disciplinary learning in secondary and collage classrooms. san francisco, ca: wested. sejnost, r.l. & thiese, s.m. (2010). building content literacy: strategies for adolescent learner. thousand oaks, ca: corwin. sudarwati, m., & grace eudia. (2006). look ahead: an english course for senior high school students year xi. jakarta, indonesia: erlangga. d. teaching reading in the content areas: if not me, then ed.). alexandria, va: ascd. reading comprehension: assisting children with learning . new york, ny: springer science+business media b.v. the study of second language acquisition in the asian context. british, vi: asian efl journal press. methodology in language teaching (2th reading for understanding: disciplinary learning in secondary and building content literacy: strategies for head: an english course for senior d. teaching reading in the content areas: if not me, then n: assisting children with learning springer science+business media b.v. the study of second language acquisition in the asian context. normality test was used to determine whether the sample data has been drawn from normally distributed population or not. the data were obtained from students’ pretest and posttest in experimental and control group. moreover, flynn also states that a value less than 0.05 indicate that the data are non-normal. (flynn, 2003, p.17). however, the data can be catagorized normal when the p-ouput was higher than 0.05. in measuring normality test, one sample kolmogorov-smirno was used in spss 20 software application. the result showed that the pretest in control and experimental groups were 0.809 and 0.572. then, the scores in posttest in control and experimental groups were 0.583 and 0.707. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn (2003, p. 18), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the researcher used levene statistics in spss 20 software application. the result showed that the pretest scores was 0.273 and posttest scores 0.274 it can be conluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing teaching narrative reading by using interactive notation system for effective reading and thinking (insert) strategy to the eleventh grade students of sma the objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using insert strategy to eleventh grade students of sma n 2 prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using insert strategy and those who are not sma n 2 prabumulih. this study used quasi posttest design. the population of this study was the eleventh grades students of sma n 2 prabumulih, the sample of this study was class xi mia 3 and mia 4 with the total number of students between each class is 31 students. in collecting the data, the test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t and paired sample t-test in spss 16 program. the findings showed that the p from paired sample t-test (sig2 t-value (12.936) was higher than t independent sample t-test was 0.000 which was lower than 0.05 and the t (5.191) was higher than t-table with df=60 (2.000). it means that teaching narrative reading by using insert strategy had narrative reading score. keywords : insert strategy, teaching narrative reading. introduction language is identity of individual or group. according to crystal (2003, p. 22), language is a major means (some wo we belong, and of distinguishing one soc world we can see evidence of linguistic divergence rather than convergence. teaching narrative reading by using interactive notation system for effective reading and thinking (insert) strategy to the eleventh grade students of sma negeri 2 prabumulih ega vansela uin raden fatah palembang egavansela@ymail.com abstract the objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using insert strategy to eleventh grade students of sma n 2 prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using insert strategy and those who are not sma n 2 mulih. this study used quasi-experimental design using nonequivalent pretest posttest design. the population of this study was the eleventh grades students of sma n 2 prabumulih, the sample of this study was class xi mia 3 and mia 4 with f students between each class is 31 students. in collecting the data, the test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest of the and control groups were analyzed by using independent sample t test in spss 16 program. the findings showed that the p test (sig2-tailed)) was 0.000 which was lower than 0.05 and the s higher than t-table with df=30 (1.697). p-output from test was 0.000 which was lower than 0.05 and the t table with df=60 (2.000). it means that teaching narrative reading by using insert strategy had a significant improvement on the students’ insert strategy, teaching narrative reading. identity of individual or group. according to crystal (2003, p. 22), language is a major means (some would say the chief means) of showing where we belong, and of distinguishing one social group from another, and all world we can see evidence of linguistic divergence rather than convergence. 185 teaching narrative reading by using interactive notation system for effective reading and thinking (insert) strategy to the eleventh grade students of sma the objectives of the study are to find out whether or not there is significant improvement on students’ narrative reading score by using insert strategy to the eleventh grade students of sma n 2 prabumulih, and to find out whether or not there is a significant difference on the eleventh grade students’ narrative reading between those who are taught by using insert strategy and those who are not sma n 2 experimental design using nonequivalent pretestposttest design. the population of this study was the eleventh grades students of sma n 2 prabumulih, the sample of this study was class xi mia 3 and mia 4 with f students between each class is 31 students. in collecting the data, the test was used. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest of the and control groups were analyzed by using independent sample t-test test in spss 16 program. the findings showed that the p-output tailed)) was 0.000 which was lower than 0.05 and the output from test was 0.000 which was lower than 0.05 and the t-value table with df=60 (2.000). it means that teaching narrative a significant improvement on the students’ identity of individual or group. according to crystal (2003, p. uld say the chief means) of showing where ial group from another, and all over the world we can see evidence of linguistic divergence rather than convergence. then, mailto:egavansela@ymail.com 186 language is used for communication language, it is easy to communicate with others. there are many languages that people use in the world, such as arabic, french, mandarin and english. one of them, international language, at least at present becomes a good reason for people for at least knowing english nowadays. english as a compulsory subject is taught integrated senior high school. those are listening, speaking, reading, and writing. as one of the language skills, reading also plays an important role because reading has become a part of daily activities. based on the holy qur’an, surah al below: َخلََق اإلْنَساَن ِمْن َعلَقَ ◌ْ َعلََّم اإلْنَساَن َما لَْم یَْعلَم meaning: recite in the name of your lord who created, created man substance, recite, and your lord is the most generous, who taught by the pen, taught man that which he knew not (q.s al the first message that was informed to our pr command to read, because by reading, allah teaches knowledge that we do not know. by reading, human will improve insight about important knowledge that will be useful for their life later. it means, improve our knowledge. richards and renandya (2002, p. many second or foreign language teaching situations, reading receives a spec there are two reasons for this. first, many foreign language students often have reading as one of their most impo information and pleasure, for their career, and for the study purposes. in fact, in most english as foreign language (efl) situations, the ability to read in foreign language language is used for communication (brown, 2007, p. 17). by understanding a easy to communicate with others. there are many languages that people use in the world, such as arabic, french, mandarin and english. one of them, english, is undeniably the dominant international language, at least at present (sasaki, suzuki, & yoneda, 2006, p. 382) becomes a good reason for people for at least knowing english nowadays. english as a compulsory subject is taught integrated, within the four skills . those are listening, speaking, reading, and writing. as one of the language skills, reading also plays an important role because reading has become a part of daily activities. based on the holy qur’an, surah al-alaq verse َخلََق اإلْنَساَن ِمْن َعلَقَ , اْقَرْأ بِاْسِم َربَِّك الَِّذي َخلَق َعلََّم اإلْنَساَن َما لَْم یَْعلَم , الَِّذي َعلََّم بِاْلقَلَِم , اْقَرْأ َوَربَُّك األْكَرمُ , meaning: recite in the name of your lord who created, created man from a clinging substance, recite, and your lord is the most generous, who taught by the pen, taught man that which he knew not (q.s alalaq: 1-5). (al-hilalahi & khan) the first message that was informed to our prophet muhammad saw is the d, because by reading, allah teaches knowledge that we do not know. by reading, human will improve insight about important knowledge that will be for their life later. it means, reading activity is important thing richards and renandya (2002, p. 273) explained that many second or foreign language teaching situations, reading receives a spec reasons for this. first, many foreign language students often have heir most important goals. students want to be able to read information and pleasure, for their career, and for the study purposes. in fact, in most english as foreign language (efl) situations, the ability to read in foreign language by understanding a there are many languages that people use in the world, such as arabic, is undeniably the dominant 2006, p. 382). it our skills in . those are listening, speaking, reading, and writing. as one of the language skills, reading also plays an important role because reading has become a alaq verse 1-5, states , from a clinging substance, recite, and your lord is the most generous, who taught by the pen, hilalahi & khan) ophet muhammad saw is the d, because by reading, allah teaches knowledge that we do not know. by reading, human will improve insight about important knowledge that will be reading activity is important thing in order to explained that in many second or foreign language teaching situations, reading receives a special focus. reasons for this. first, many foreign language students often have want to be able to read information and pleasure, for their career, and for the study purposes. in fact, in most english as foreign language (efl) situations, the ability to read in foreign language is all that students ever want to a pedagogical purposes. based on the informal interview with at sma n 2 prabumulih on august 10 students’ reading comprehension score minimum passing grade for the eleventh grade was 75. information that many students had problems in comprehending the reading text, especially in narrative text such as (1) th get main idea or find some problems from the narrative text, and (3) the students could not relate the material based on those phenomena as previously me most students including sma n 2 prabumulih still have problem in reading, especially narrative reading. therefore, the writer considered that it wa and interesting strategy. one o effective reading and thinking (insert) strategy mather (2008, p. 112), insert was designed to help students monitor their thinking and learning while reading. prior knowledge, and insert one then, according to tankersley (2005, p. 134), in narrative texts, students can place the notes wherever they have an observatio own background. according to barnes (2013, p. 2), insert is a during strategy that helps readers consciously interact with the text to clarify their thinking. this strategy can be used for various ages a subject areas (forget, 2004, p. vii). it means that insert strategy is appropriate to narrative text. is all that students ever want to acquire. second, written text serves various based on the informal interview with two english teachers and seven students on august 10 th 2015, only fifty percent of the eleventh grade comprehension score could reach the passing grade, where the minimum passing grade for the eleventh grade was 75. the writer got some information that many students had problems in comprehending the reading text, especially in narrative text such as (1) they had lack of vocabulary, (2) they could not get main idea or find some problems from the narrative text, and (3) the students not relate the material (narrative text) into real context with their condition. mena as previously mentioned, the writer can conclude that most students including sma n 2 prabumulih still have problem in reading, especially narrative reading. therefore, the writer considered that it was necessary to find out the suitable and interesting strategy. one of the strategies is interactive notation system for effective reading and thinking (insert) strategy. according to wendling and mather (2008, p. 112), insert was designed to help students monitor their thinking and learning while reading. students are taught to reflect on their reading, connect to prior knowledge, and insert one of the symbols as students think about their reading. then, according to tankersley (2005, p. 134), in narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their according to barnes (2013, p. 2), insert is a during strategy that helps readers consciously interact with the text to clarify their thinking. this strategy can be used for various ages and the strategy can be used in various subject areas (forget, 2004, p. vii). it means that insert strategy is appropriate to 187 cquire. second, written text serves various seven students of the eleventh grade could reach the passing grade, where the the writer got some information that many students had problems in comprehending the reading text, ey had lack of vocabulary, (2) they could not get main idea or find some problems from the narrative text, and (3) the students al context with their condition. can conclude that most students including sma n 2 prabumulih still have problem in reading, out the suitable f the strategies is interactive notation system for wendling and mather (2008, p. 112), insert was designed to help students monitor their thinking ht to reflect on their reading, connect to f the symbols as students think about their reading. then, according to tankersley (2005, p. 134), in narrative texts, students can place n to make, find a link to something in their according to barnes (2013, p. 2), insert is a during-reading strategy that helps readers consciously interact with the text to clarify their thinking. nd the strategy can be used in various subject areas (forget, 2004, p. vii). it means that insert strategy is appropriate to 188 concept of teaching teaching is an activity to help, guide someone to get and develop skill, attitude and ideas. teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning can be said the noble thing because it is a process of transferring knowledge that can help people to know something new. it is stated in the holy qur’an surah an verse 125, states below: the meaning: invite to the way of your lord, allah with wisdom and good instruction, and argue with them in a way that is the best. indeed, your lord, allah is most knowing of who has strayed from his way, and he is most knowing of who is rightly guided. (q.s an-nahl: 125). (al relate to the verse above, as a teacher, we have to show the best attitude in transferring our knowledge. according to personality of the teacher is a crucial issue in the classroom. then, to teach by heart (yunsirno, 2010, p. 155) morgan and fleener (2008, p. 13), t being dependent on teachers to being make them autonomous learners. autonomous in thinking and teaching is an activity that is really noble in the life and as a good teacher have a good personality. teaching is an activity to help, guide someone to get and develop skill, eaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (brown, 2007, p. 8). moreover, teaching can be said the noble thing because it is a process of transferring knowledge that can o know something new. it is stated in the holy qur’an surah an the meaning: invite to the way of your lord, allah with wisdom and good instruction, and argue with them in a way that is the best. indeed, your lord, allah is most knowing of who has strayed from his way, and he is most knowing of who is nahl: 125). (al-hilalahi & khan) relate to the verse above, as a teacher, we have to show the best attitude in transferring our knowledge. according to harmer (1998, p. 2), the character and personality of the teacher is a crucial issue in the classroom. then, a good teacher ha (yunsirno, 2010, p. 155). moreover, according to richardson, morgan and fleener (2008, p. 13), the goal of teaching is to move students from being dependent on teachers to being independent in their learning habits make them autonomous learners. but it is not fair to expect that students can become autonomous in thinking and learning without the benefit of instruction teaching is an activity that is really noble in the life and as a good teacher teaching is an activity to help, guide someone to get and develop skill, eaching is guiding and facilitating learning, enabling the learner . moreover, teaching can be said the noble thing because it is a process of transferring knowledge that can o know something new. it is stated in the holy qur’an surah an-nahl, the meaning: invite to the way of your lord, allah with wisdom and good instruction, and argue with them in a way that is the best. indeed, your lord, allah is most knowing of who has strayed from his way, and he is most knowing of who is relate to the verse above, as a teacher, we have to show the best attitude in harmer (1998, p. 2), the character and a good teacher has . moreover, according to richardson, ching is to move students from endent in their learning habits that is, to but it is not fair to expect that students can become t of instruction. it means, we have to concept of reading reading is a very important component in english because it plays an important role in a human communication. the purpose of reading is to get the information from the text, and to learn information from the text. according to nunan (2004, p. 70), the purposes of reading should be the same in class as they are in real life: 1) to obtain a specific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate information in order to determ reading). according to mikulecky and jeffries (2004), skimming is a high reading that can save you time and help you get through lots of material quickly, and scanning is very high-speed read piece of information. then, according to sutarsyah (2014, p. 1), in order to understand what you are reading from an english text, you need to guess the meaning of unfamiliar words (words you do not know) f read faster and easier. moreover, according to grabe and stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, knowledge resources, and integration. that covers comprehension skills, strategies, and knowledge resources available to the reader. concept of reading comprehension reading comprehension aware of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. moreover, according to (2009, p. 14-15), reading comprehension depends on prior knowledge or knowledge about the world. without background knowledge reading is a very important component in english because it plays an human communication. the purpose of reading is to get the information from the text, and to learn information from the text. according to nunan the purposes of reading should be the same in class as they are in real ific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate information in order to determine where it fits into our own system of beliefs (critical according to mikulecky and jeffries (2004), skimming is a high reading that can save you time and help you get through lots of material quickly, and speed reading that you do when you are looking for specific then, according to sutarsyah (2014, p. 1), in order to understand what you are reading from an english text, you need to guess the meaning of unfamiliar words (words you do not know) from the context. this will help you moreover, according to grabe and stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, knowledge resources, and integration. the term abilities are used as a general term that covers comprehension skills, strategies, and knowledge resources available to the concept of reading comprehension reading comprehension is as a thought process through which readers become of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. moreover, according to 15), reading comprehension depends on prior knowledge or knowledge without background knowledge, that is, without the vocabulary 189 reading is a very important component in english because it plays an human communication. the purpose of reading is to get the information from the text, and to learn information from the text. according to nunan the purposes of reading should be the same in class as they are in real ific fact or piece of information (scanning), 2) to obtain the general idea of the author (skimming), 3) to obtain a comprehensive understanding of reading, as in reading a textbook (thorough comprehension), or 4) to evaluate ine where it fits into our own system of beliefs (critical according to mikulecky and jeffries (2004), skimming is a high-speed reading that can save you time and help you get through lots of material quickly, and ing that you do when you are looking for specific then, according to sutarsyah (2014, p. 1), in order to understand what you are reading from an english text, you need to guess the meaning rom the context. this will help you moreover, according to grabe and stoller (2002, p. 9), reading processes refers to cognitive activity involving skills, strategies, attentional resources, the term abilities are used as a general term that covers comprehension skills, strategies, and knowledge resources available to the as a thought process through which readers become of an idea, understand it in terms of their experimental background and interpret it in relation to their own needs and purpose. moreover, according to duffy 15), reading comprehension depends on prior knowledge or knowledge vocabulary that 190 comes with various experiences content of the texts but how the texts are constructed through their respective element. besides, according students’ interest in the text and engage the prior knowledge of the students by using anticipation guides. it means text that will be given by c comprehension means a knowledge that sometimes depend on prior knowledge of the people. the people not only focus on understand the content of the text but also comprehend the text. concept narrative text in senior high school there are five of texts, descriptive recount text, report text, an students in the first semester shows that reading narrative is one of reading material that has to be mastered by students. 80), a syllabus is a document which says what will (or at least what should) be learnt in this case, the writer is focusing on narrative text. appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for national examination. however, many students still have difficulty in comprehending narrative text. moreover, according to sejnost and thiese (2010, p. 9), n includes any type of writing that relates a series of events and includes (novels, short stories, poems) and nonfiction (memoirs, biographies, moreover, according to kistono et narrative text are: 1. orientation: sets the scene, introduces the participants story. us experiences, there is no comprehension. they do not learn the content of the texts but how the texts are constructed through their respective element. besides, according to zwiers (2010, p. 179), that before reading, build students’ interest in the text and engage the prior knowledge of the students by using pation guides. it means the teacher should motivate students to interest with the text that will be given by connecting their prior knowledge. therefore, reading comprehension means a knowledge that sometimes depend on prior knowledge of the people. the people not only focus on understand the content of the text but also school there are five of texts, descriptive text, procedure text, recount text, report text, and narrative text. from the syllabus of eleventh grade students in the first semester shows that reading narrative is one of reading material that has to be mastered by students. according to hutchinson and waters (1987, p. 80), a syllabus is a document which says what will (or at least what should) be learnt in this case, the writer is focusing on narrative text. narrative text itself freque appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for national however, many students still have difficulty in comprehending moreover, according to sejnost and thiese (2010, p. 9), narrative text includes any type of writing that relates a series of events and includes both fiction (novels, short stories, poems) and nonfiction (memoirs, biographies, news stories) ccording to kistono et al., (2007, p. 33), the generic structures of orientation: sets the scene, introduces the participants (characters) of the they do not learn the content of the texts but how the texts are constructed through their respective 179), that before reading, build students’ interest in the text and engage the prior knowledge of the students by using teacher should motivate students to interest with the therefore, reading comprehension means a knowledge that sometimes depend on prior knowledge of the people. the people not only focus on understand the content of the text but also text, procedure text, . from the syllabus of eleventh grade students in the first semester shows that reading narrative is one of reading materials according to hutchinson and waters (1987, p. 80), a syllabus is a document which says what will (or at least what should) be learnt. narrative text itself frequently appears in all semesters of all grades for senior high school and viewed important for students because it is one type that always appears as material for national however, many students still have difficulty in comprehending arrative text both fiction news stories). 33), the generic structures of (characters) of the 2. complication: tells the beginning of the problem which leads to the crisis (climax) of the main participants. 3. resolution: the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. 4. re-orientation: closure of the story. therefore, narrative text is a story with complication or problematic events, and it tries to find the resolution to solve problem. concept of insert strategy insert was originally creat taught to reflect on their reading, connect prior knowledge, and insert one of symbol as they think about their reading. then, insert gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (barnes, 2013, p. 2). moreover, according to department of educational s strategy for a variety of materials. furthermore, according to rozmiarek (2006, p. 49), insert strategy is flexible and may be simplified when necessary. insert serves as a formal method of assisting readers to interact with the text in a meaningful, produc (chapel, thomas, & smith, 1996, p. 404). besides, according to gillis and dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy help students interact with text and holder their thinking. then, according to tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a question about what they are wherever they have an observation to make, find a link to something in their own background. this strategy can be used for various ages and the strategy can be used complication: tells the beginning of the problem which leads to the crisis max) of the main participants. resolution: the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. orientation: closure of the story. therefore, narrative text is a story with complication or problematic events, it tries to find the resolution to solve problem. concept of insert strategy insert was originally created by vaughn and estes in 1986. students are taught to reflect on their reading, connect prior knowledge, and insert one of symbol ut their reading. then, insert gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (barnes, 2013, p. 2). moreover, according to department of educational services, all students can understand and apply this strategy for a variety of materials. furthermore, according to rozmiarek (2006, p. 49), insert strategy is flexible and may be simplified when necessary. insert serves as a formal method eaders to interact with the text in a meaningful, productive manner smith, 1996, p. 404). besides, according to gillis and dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy eract with text and holder their thinking. then, according to tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a question about what they are reading. in narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their own background. this strategy can be used for various ages and the strategy can be used 191 complication: tells the beginning of the problem which leads to the crisis resolution: the problem (the crisis) is resolved, either in a happy ending or in therefore, narrative text is a story with complication or problematic events, students are taught to reflect on their reading, connect prior knowledge, and insert one of symbol ut their reading. then, insert gets readers interacting with the text by inserting their thoughts into the ideas proposed by the text to monitor their comprehension and make decisions (barnes, 2013, p. 2). moreover, according to ervices, all students can understand and apply this furthermore, according to rozmiarek (2006, p. 49), insert strategy is flexible and may be simplified when necessary. insert serves as a formal method tive manner smith, 1996, p. 404). besides, according to gillis and dougall (2007, p. 49), this strategy works best when students use sticky notes and this strategy eract with text and holder their thinking. then, according to tankersley (2005, p. 134), while students read silently, provide them with sticky notes to insert into the text whenever they find a confusing point or want to ask a reading. in narrative texts, students can place the notes wherever they have an observation to make, find a link to something in their own background. this strategy can be used for various ages and the strategy can be used 192 in various subject areas (forget appropriate to narrative text. research design the method that w experimental research, which comes ou thought by many to be the only type causal relationship (lodico, spaulding conducted by using quasigroup design. creswell (2012, p. 309) states, “the quasi assignment, but not random assignment of participants to groups. cohen, manion, and morrison (2007, p. 283), educational research can be repres experimental group control group where: -----: the dashed line separating the parallel rows in equivalent control group have not been equated by randomization 01 : the pretest of the experimental group 02 : the post test of the experimental group 03 : the pretest of the control group 04 : the post test of the control group x : the treatment of the expe in various subject areas (forget, 2004, p. vii). it means that insert strategy is appropriate to narrative text. that was used to conduct this study was experimental method. research, which comes out of the framework of scientific realism, thought by many to be the only type of research that results in findings that (lodico, spaulding & voegtle, 2010, p. 228). this study -experimental design, pre-test and post-test nonequivalent esign. creswell (2012, p. 309) states, “the quasi-experiments include random assignment of participants to groups. according to cohen, manion, and morrison (2007, p. 283), quasi experimental be represented as: group 01 x 02 ---------------------- 03 04 the dashed line separating the parallel rows in the diagram of the non equivalent control group indicates that the experimental and control groups ot been equated by randomization : the pretest of the experimental group : the post test of the experimental group : the pretest of the control group : the post test of the control group : the treatment of the experimental group (using insert strategy) , 2004, p. vii). it means that insert strategy is imental method. c realism, is ndings that suggest is study was test nonequivalent experiments include according to designs in the diagram of the nonindicates that the experimental and control groups population and sample creswell (2012, p. 1 have the same characterist students in sma n 2 prabumulih in the academic year 2015/2016. the sample of this study consist students of sma n 2 prabumulih. sample in the study. according to fraenkel, wallen, & purposive sampling consist of individ or are deemed representative on the basis of prior evidence. interview with the english teacher, the writer purposive sampling was used competence, especially in reading skill, however, the writer determine experimental group, after those classes were given the pretest. the result in pretest between xi.mia.3 and xi.mia.4 showed that the students’ score in class xi. mia.3 was lower than class xi. mia.4. because xi.mia.3 got the lower score in pretest, the writer assumed that this class is better to get the treatment by using insert strategy. this class was as experimental group in this research. meanwhile, xi.mia.4 got the higher score in the pretest, so that why this class was as control group in this research. data collection according to arikunto (2010, p. 193), test i used to find out the students’ skill, intelligence, attitude of an individual or group. the purpose of giving test is to know the situation, knowledge, ability and performance of the students. they were pre (2012, p. 142) states that population is a group of individuals who have the same characteristic. the population of this study was the eleventh grade students in sma n 2 prabumulih in the academic year 2015/2016. sample of this study consisted of two groups of the eleventh grade students of sma n 2 prabumulih. purposive sampling technique was used to get . according to fraenkel, wallen, & hyun (2012, p. 107), purposive sampling consist of individual who have special qualification of some sort or are deemed representative on the basis of prior evidence. based on informal interview with the english teacher, the writer took class xi.mia 3 and xi.mia 4. was used because these classes have the same poor english competence, especially in reading skill, and the total of students for each class. however, the writer determined the two classes which class became control and experimental group, after those classes were given the pretest. the result in pretest between xi.mia.3 and xi.mia.4 showed that the students’ score in class xi. mia.3 was lower than class xi. mia.4. because xi.mia.3 got the lower score in pretest, the writer assumed that this class is better to ng insert strategy. this class was as experimental group in this research. meanwhile, xi.mia.4 got the higher score in the pretest, so that why this class was as control group in this research. according to arikunto (2010, p. 193), test is a series of questions or exercises used to find out the students’ skill, intelligence, attitude of an individual or group. the purpose of giving test is to know the situation, knowledge, ability and performance of the students. they were pre-test and post-test. 193 42) states that population is a group of individuals who the population of this study was the eleventh grade of two groups of the eleventh grade purposive sampling technique was used to get (2012, p. 107), ual who have special qualification of some sort based on informal and xi.mia 4. s have the same poor english the total of students for each class. the two classes which class became control and the result in pretest between xi.mia.3 and xi.mia.4 showed that the students’ score in class xi. mia.3 was lower than class xi. mia.4. because xi.mia.3 got the lower score in pretest, the writer assumed that this class is better to ng insert strategy. this class was as experimental group in this research. meanwhile, xi.mia.4 got the higher score in the pretest, so that why s a series of questions or exercises used to find out the students’ skill, intelligence, attitude of an individual or group. the purpose of giving test is to know the situation, knowledge, ability and 194 according to neuman (2007, p. 205), t dependent variable prior to introduction of the administrated to know students’ english reading comprehension before treatment. according to neuman (2007, p. 205), dependent variable after the treatment has situation. the posttest wa comprehension scores after t findings and discussion test validity according to fraenkel et al., (2012, p. 147), v idea to consider when preparing or se the appropriateness, meaningfulness, cor researcher makes. 1. construct validity according to muijs (2004, p. 68), c complex issue relating to the internal measuring. after constructing the instruments related to some aspects measured it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research activities. there are some charateristics for expert judgements or validators, such as: (1) english educational background, (2) english lecturer, and (3) minimum score toefl 500. the validators are (1) amaliah hasanah, m.pd, (2) eka sartika, m.pd, and (3) benny wijaya, m.pd. based on the assessment carried out by validator i, ii, and iii, the instrument can be used with a few revision. it means that the research instrument can be applied in this research. according to neuman (2007, p. 205), the pretest is the measurement of the dependent variable prior to introduction of the treatment. the pretest administrated to know students’ english reading comprehension before treatment. according to neuman (2007, p. 205), posttest is the measurement of dependent variable after the treatment has been introduced into the experimental was administrated to know students’ english reading comprehension scores after treatment. fraenkel et al., (2012, p. 147), validity is the most important idea to consider when preparing or selecting an instrument for use, validity refers to appropriateness, meaningfulness, correctness, and usefulness of the inferences a according to muijs (2004, p. 68), construct validity is a slightly more complex issue relating to the internal structure of an instrument and the concept it is er constructing the instruments related to some aspects measured it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research me charateristics for expert judgements or validators, such as: background, (2) english lecturer, and (3) minimum score toefl 500. the validators are (1) amaliah hasanah, m.pd, (2) eka sartika, m.pd, and (3) benny wijaya, m.pd. they were the lectures of uin raden fatah palembang. based on the assessment carried out by validator i, ii, and iii, the instrument can be used with a few revision. it means that the research instrument can be applied in this he pretest is the measurement of the pretest was administrated to know students’ english reading comprehension before treatment. posttest is the measurement of the been introduced into the experimental s administrated to know students’ english reading alidity is the most important lecting an instrument for use, validity refers to ectness, and usefulness of the inferences a onstruct validity is a slightly more structure of an instrument and the concept it is er constructing the instruments related to some aspects measured, then it is consulted to achieve some expert judgements from at least three validators to evaluate whether the components of the instrument can be applied in research me charateristics for expert judgements or validators, such as: background, (2) english lecturer, and (3) minimum score toefl 500. the validators are (1) amaliah hasanah, m.pd, (2) eka sartika, m.pd, were the lectures of uin raden fatah palembang. based on the assessment carried out by validator i, ii, and iii, the instrument can be used with a few revision. it means that the research instrument can be applied in this 2. validity of each question item to find out the validity of the test question items, the writer analyzed the items of the tests by conducting the try question items. the instrument of the test was tested to 31 students (xi.mia.5) o eleventh grade students of sma n 2 prabumulih. the result of the test was analyzed by using correlation pearson product moment in spss (statistical package for social science) version 16. the writer did tryout to find validity of question items. the tryout of the test was held on monday, 25 analyzing the result of try out, the writer labeled the answer into two category. t correct answer was labeled 1 and the wrong answer was lab basrowi and soenyono (2007, p. higher than rtabel (0,355), it means that the item is valid. in this case, there were 60 multiple choice items that were given to the students. the result analysis of validity in each found that there were 18 questions considered invalid. 3. content validity according to fraenkel et al., (2012, p. 148), which states content validity refers to the content and format of the instrument. test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. the instruments of the test were taken from senior high school books. test reliability according to fraenkel et al., (2012, p. 154), r consistency of the scores obtained one administration of an instrument to another and from one set of items to another. then, according to nasution ( 2011, p. 77), a measurement tool is called reliable if the tool in measuring a tendency in different time properly show the same result. tion item to find out the validity of the test question items, the writer analyzed the items of the tests by conducting the try-out in order to find out the validity of each question items. the instrument of the test was tested to 31 students (xi.mia.5) o eleventh grade students of sma n 2 prabumulih. the result of the test was analyzed by using correlation pearson product moment in spss (statistical package for social the writer did tryout to find validity of question items. the tryout of the test was held on monday, 25 th january 2016 at 09.00 a.m analyzing the result of try out, the writer labeled the answer into two category. t correct answer was labeled 1 and the wrong answer was labeled 0. according to soenyono (2007, p. 24), if the result of the test shows that ), it means that the item is valid. in this case, there were 60 multiple choice items that were given to the students. the result analysis of validity in each question items in the table, questions considered invalid. according to fraenkel et al., (2012, p. 148), which states content validity and format of the instrument. in order to judge whether or not a test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. the instruments of the test were taken from senior high school books. g to fraenkel et al., (2012, p. 154), reliability refers to the consistency of the scores obtained—how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. tion ( 2011, p. 77), a measurement tool is called reliable if the tool in measuring a tendency in different time properly show the same result. 195 to find out the validity of the test question items, the writer analyzed the out in order to find out the validity of each question items. the instrument of the test was tested to 31 students (xi.mia.5) of the eleventh grade students of sma n 2 prabumulih. the result of the test was analyzed by using correlation pearson product moment in spss (statistical package for social the writer did tryout to find validity of question items. the january 2016 at 09.00 a.m-10.30. in analyzing the result of try out, the writer labeled the answer into two category. the eled 0. according to 24), if the result of the test shows that routput is in this case, there were 60 multiple choice items that were given to the question items in the table, it was according to fraenkel et al., (2012, p. 148), which states content validity in order to judge whether or not a test has content validity, a specification of the skills or structure should be made based on the curriculum and syllabus. the instruments of the test were taken from eliability refers to the individual from one administration of an instrument to another and from one set of items to another. tion ( 2011, p. 77), a measurement tool is called reliable if the tool in measuring a tendency in different time properly show the same result. 196 according to muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is usually considered to offer reasonable rel split half method is used to obtain the scores of tryout analysis and the result analysis are presented in a table score. based on the result guttman split guttman split-half coefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. normality test normality test was used to measure the obtained data whether it or not. the normality test wa experimental groups, and students’ posttest scores in groups. the function of normalit observed data fit a normal distribution. smirnov test to analyze the normality. sample was used one sample kolmog obtained from students’ pre post-test scores in experimental group. and experimental groups were 0.545 and 0.094 and experimental groups were 0.237 and 0.283. i considered normal since they are higher than 0.05. homogeneity test the function of homogeneity test is to determine the students’ scores a homogeneous or not. in this study to know the homo levene statistics by using spss 16. t pretest and posttest score in control and experimental grou according to muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is er reasonable reliability for research purposes. in this part, split half method is used to obtain the scores of tryout analysis and the result analysis are presented in a table score. based on the result guttman split-half coefficient above, the p oefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test s used to measure the obtained data whether it wa was used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. the function of normality test is for goodness-of-fit, testing to see if the observed data fit a normal distribution. the writer used one sample kolmogorov smirnov test to analyze the normality. in this study to know the normality of the mple was used one sample kolmogorov-smrinov in spss 16. the data are obtained from students’ pre-test and post-test scores in control group, pre scores in experimental group. the result showed that the pretest in control d experimental groups were 0.545 and 0.094. then, the result in posttest in control d experimental groups were 0.237 and 0.283. it can be concluded that the data were considered normal since they are higher than 0.05. the function of homogeneity test is to determine the students’ scores a homogeneous or not. in this study to know the homogeneity of the sample was used vene statistics by using spss 16. the homogeneity test is to measure students’ pretest and posttest score in control and experimental group. the result showed that according to muijs (2004, p. 75), which states, above 0.7 a correlation coefficient is in this part, split half method is used to obtain the scores of tryout analysis and the result analysis half coefficient above, the p-output of oefficient was 0, 755 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was normal pretest scores in control and control and experimental fit, testing to see if the olmogorovin this study to know the normality of the . the data are test scores in control group, pre-test and the result showed that the pretest in control in posttest in control t can be concluded that the data were the function of homogeneity test is to determine the students’ scores are geneity of the sample was used to measure students’ the result showed that the pretest scores was 0.089 and posttest scores 0.506. i data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental that the p-output is 0.000 with df=30 (2.042 that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using insert strategy since the p 0.05. it can be stated that the null hypothesis (ho hypothesis (ha) is accepted. and, it was found that the p the p-output was lower than 0.05 level and the t value of t-table (2.000). it can be stated that there was a significant difference on students’ reading comprehension score taught by using insert strategy and those who are not taught at sma negeri 2 prabumulih. hypothesis (ho) is rejected, and the al conclusion based on the findings and interpretations presented in the previous chapter the writer concluded that there is reading between those who are taught by usi group) and those who are not taught by using insert strategy (control group) sma n 2. moreover, from on students’ narrative reading who are taught by using inse therefore, it could be improve students’ reading comprehension, especially students’ narrative reading at etest scores was 0.089 and posttest scores 0.506. it can be concluded that the data was homogeneous since the score was higher than 0.05. improvement is found from testing students’ pretest group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group. it was found output is 0.000 with df=30 (2.042), and t-value= 12.936. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using insert strategy since the p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. and, it was found that the p-output was 0.000 and the value was 5.191. since output was lower than 0.05 level and the t-value (5.191) was higher than critical t can be stated that there was a significant difference on students’ reading comprehension score taught by using insert strategy and those who are not taught at sma negeri 2 prabumulih. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted based on the findings and interpretations presented in the previous chapter writer concluded that there is a significant difference on students’ narrative reading between those who are taught by using insert strategy (experimental group) and those who are not taught by using insert strategy (control group) sma n 2. moreover, from the result showed that there is a significant improvement on students’ narrative reading who are taught by using insert strategy. therefore, it could be assumed that insert strategy is an effective way to improve students’ reading comprehension, especially students’ narrative reading at 197 luded that the pretest to posttest group, and a significant different is found from testing it was found value= 12.936. it can be stated that there is a significant improvement from students’ pretest to posttest scores in output is lower than ) is rejected, and the alternative output was 0.000 and the value was 5.191. since value (5.191) was higher than critical t can be stated that there was a significant difference on students’ reading comprehension score taught by using insert strategy and those it can be stated that the null ternative hypothesis (ha) is accepted. based on the findings and interpretations presented in the previous chapters, a significant difference on students’ narrative rategy (experimental group) and those who are not taught by using insert strategy (control group) at a significant improvement s an effective way to improve students’ reading comprehension, especially students’ narrative reading at 198 the eleventh grade students of sma n 2 prabumulih. of the test, it implied that insert strategy could be used as an teaching reading. al-hilali, m. t., & khan, m. m. published by dar http://www.noblequr’an.com/translation/ arikunto, s. (2010). prosedur penelitian barnes, l. (2013). differentiated instruction in the cte classroom: using insert strategies to differentiate. retrieved from: 90 1.pdf. brown, h. d. (2007). principles of language learning and teaching york, ny: pearson longman. chapel, j., thomas, k., & smith, m. j. (1996). reading horizons. framework for teaching and learning with text in classrooms, 5(36), pp 368 cohen, l., manion, l., & morrison, k. (2007). ed.). new york, ny: routledge. creswell, j. w. (2012). educational research planning, conducting, and evaluating quantitative and qualitative research pearson education, inc. crystal, d. (2003). english as a global language cambridge university press. duffy, g., g. (2009). explaining reading: a resource for teaching and strategies (2nd ed.). new york, ny: the guilford press. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). research in education forget, m. a. (2004). max teaching w materials-reading writing.pdf forget, m. a. (2004). max teaching with reading and writing publishing. gillis, v. r., & dougall, g. m. retrieved from: reading_learn_science_active_process.pdf grabe, w., & stoller, f. l. (2013). new york, ny: routledge. harmer, j. (1998). how to teach english. students of sma n 2 prabumulih. it could be seen from the result the test, it implied that insert strategy could be used as an alternative strategy in references hilali, m. t., & khan, m. m. interpretation of the meanings of the noble qur’an published by dar-us-salam publications. retrieved http://www.noblequr’an.com/translation/ prosedur penelitian. jakarta. rineka cipta. barnes, l. (2013). differentiated instruction in the cte classroom: using insert strategies to differentiate. retrieved from: 90-diff instr in cte-lois barnes principles of language learning and teaching (5th ed.). york, ny: pearson longman. chapel, j., thomas, k., & smith, m. j. (1996). reading horizons. empower: a framework for teaching and learning with text in high school and college pp 368-441. cohen, l., manion, l., & morrison, k. (2007). research method in education new york, ny: routledge. educational research planning, conducting, and evaluating tive and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. english as a global language (2nd ed.). new york, ny: cambridge university press. explaining reading: a resource for teaching concepts, skills, (2nd ed.). new york, ny: the guilford press. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw-hill. max teaching with reading and writing. retrieved from: 2005 reading writing.pdf max teaching with reading and writing. victoria, bc: trafford gillis, v. r., & dougall, g. m. reading to learn science as an active process retrieved from: reading_learn_science_active_process.pdf grabe, w., & stoller, f. l. (2013). teaching and researching reading. new york, ny: routledge. how to teach english. malaysia: addison wesley longman. it could be seen from the result alternative strategy in interpretation of the meanings of the noble qur’an. salam publications. retrieved from: barnes, l. (2013). differentiated instruction in the cte classroom: using insert lois barnes(5th ed.). new empower: a high school and college research method in education (6th educational research planning, conducting, and evaluating upper saddle river, nj: new york, ny: concepts, skills, how to design and evaluate . retrieved from: 2005 . victoria, bc: trafford reading to learn science as an active process. (2007). teaching and researching reading. (2nd ed.). malaysia: addison wesley longman. hutchinson, t., & waters, a. (1987). english for specific purposes. australia: cambridge university press. kistono, cahyono, d. k., tupan, a., purnama., & kastaredja, s. (2007). english competence. lodico, m. g., & spaulding, d. t., & v research: from theory to practice. a wiley imprint. muijs, d. (2004). doing quantitative research in education with spss. sage publications. nasution. (2011). metode research. neuman, w. l. (2007). approaches. (2nd ed.). boston, ma: pearson education, inc. nunan, d. (2004). taskuniversity press. richards, c. j., & renandya, w. a. (2002). york, ny: cambridge university press. richardson, j. s., morgan, r. f., & fleener, c. e. (2009). conrtent areas (7th ed.). belmont, ca: rozmiarek, r. (2006). improving reading skills across the content areas. india: corwin press. sasaki, m., suzuki, t., & yoneda, m. (2006). in non-native settings in an era of glob 381-404. sejnost, r. l., & thiese, s. m. (2010). adolescent learner. sutaryah, c. (2014). understanding english texts. tankersley, k. (2005). literacy strategies for grades 4 reading. alexandria, va: association for supervision and curriculum development. wendling, b. j., & mather, n. (2008). hoboken, nj: john wiley & sons. yunsirno. (2010). keajaiban belajar. zwiers, j. (2004). building reading comprehension habits in grades 6 fransisco, ca: international reading association. t., & waters, a. (1987). english for specific purposes. australia: cambridge university press. kistono, cahyono, d. k., tupan, a., purnama., & kastaredja, s. (2007). english competence. jakarta: yudhistira. lodico, m. g., & spaulding, d. t., & voegtle, k. h. (2010). methods in educational research: from theory to practice. (2nd ed.). san francisco, ca: jossey doing quantitative research in education with spss. london, uk: metode research. jakarta: bumi aksara. neuman, w. l. (2007). basic of social research: qualitative and quantitative (2nd ed.). boston, ma: pearson education, inc. -based language teaching. new york, ny: cambridge richards, c. j., & renandya, w. a. (2002). methodology in language teaching. york, ny: cambridge university press. richardson, j. s., morgan, r. f., & fleener, c. e. (2009). reading to learn in the (7th ed.). belmont, ca: wadsworth cengage learning. improving reading skills across the content areas. new delhi, india: corwin press. sasaki, m., suzuki, t., & yoneda, m. (2006). english as an international language native settings in an era of globalization. comparative sociology, sejnost, r. l., & thiese, s. m. (2010). building content literacy strategies for adolescent learner. india, new delhi: corwin sage company. understanding english texts. jakarta: pt rajagrafindo persada. literacy strategies for grades 4-12 reinforcing the threads of alexandria, va: association for supervision and curriculum wendling, b. j., & mather, n. (2008). essentials of evidence-based int hoboken, nj: john wiley & sons. keajaiban belajar. pontianak: pustaka jenius publishing. building reading comprehension habits in grades 6 fransisco, ca: international reading association. 199 t., & waters, a. (1987). english for specific purposes. australia: kistono, cahyono, d. k., tupan, a., purnama., & kastaredja, s. (2007). the bridge methods in educational (2nd ed.). san francisco, ca: jossey-bass london, uk: basic of social research: qualitative and quantitative . new york, ny: cambridge methodology in language teaching. new reading to learn in the wadsworth cengage learning. new delhi, english as an international language comparative sociology, 5(4), building content literacy strategies for rafindo persada. 12 reinforcing the threads of alexandria, va: association for supervision and curriculum based interventions. pontianak: pustaka jenius publishing. building reading comprehension habits in grades 6-12. san 1. orientation: sets the scene, introduces the participants (characters) of the story. 2. complication: tells the beginning of the problem which leads to the crisis (climax) of the main participants. 3. resolution: the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending. 4. re-orientation: closure of the story. teaching narrative reading by using paired storytelling technique to the eighth grade students at smp adabiyah the objectives of the study were to find out whether or not there was a significant difference between the eighth grade students’ narrative reading achievement who were taught by using paired storytelling technique and those who were not and to find out whether or not there was a significant improvement on the eighth grade students’ narrative reading achievement taught by using paired storytelling technique at smp adabiyah palembang. the population of this study consisted of 163 students of smp adabiyah palembang in the academic year 2015/2016. there were 64 students taken as sample. each class consisted of 32 students from class viii 2 as control group and class viii 3 as experiment reading achievement was administered twice, as the pretest and posttest for both experimental and control group. the results of the test were analyzed by using independent sample t-test and paired s independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p lower than 0.05 and t-obtained (3.986) was higher t result of the paired sample t improvement on students’ narrative reading achievement who were taught by using paired storytelling technique, since the p obtained (26.351) was higher than (2.0395). keyword: narrative reading achievement, paired storytelling technique introduction english is a language that has been spread throughout the whole world. according to crystal (2003, p. 1), engl english is taught in every country all over the world, including indonesia. in schools, from junior high school to senior high school. teaching narrative reading by using paired storytelling technique to the eighth grade students at smp adabiyah palembang weni pratiwi uin raden fatah palembang wenipratiwi1991@gmail.com abstract the objectives of the study were to find out whether or not there was a significant difference between the eighth grade students’ narrative reading achievement who sing paired storytelling technique and those who were not and to find out whether or not there was a significant improvement on the eighth grade students’ narrative reading achievement taught by using paired storytelling technique at smp . the population of this study consisted of 163 students of smp adabiyah palembang in the academic year 2015/2016. there were 64 students taken as sample. each class consisted of 32 students from class viii 2 as control group and class viii 3 as experimental group. the instrument in measuring students’ narrative reading achievement was administered twice, as the pretest and posttest for both experimental and control group. the results of the test were analyzed by using test and paired sample t-test. from the result of the test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.000) was obtained (3.986) was higher than t-table (1.9989). from the result of the paired sample t-test, it was found that there was a significant improvement on students’ narrative reading achievement who were taught by using paired storytelling technique, since the p-output (0.000) was lower than 0.05 and t obtained (26.351) was higher than (2.0395). narrative reading achievement, paired storytelling technique english is a language that has been spread throughout the whole world. according to crystal (2003, p. 1), english is the global language. as global language, english is taught in every country all over the world, including indonesia. in schools, from junior high school to senior high school. matarrima and hamdan 147 teaching narrative reading by using paired storytelling technique to the eighth grade students at smp adabiyah the objectives of the study were to find out whether or not there was a significant difference between the eighth grade students’ narrative reading achievement who sing paired storytelling technique and those who were not and to find out whether or not there was a significant improvement on the eighth grade students’ narrative reading achievement taught by using paired storytelling technique at smp . the population of this study consisted of 163 students of smp adabiyah palembang in the academic year 2015/2016. there were 64 students taken as sample. each class consisted of 32 students from class viii 2 as control group and al group. the instrument in measuring students’ narrative reading achievement was administered twice, as the pretest and posttest for both experimental and control group. the results of the test were analyzed by using test. from the result of the test, it was found that there was a significant difference from output (0.000) was table (1.9989). from the test, it was found that there was a significant improvement on students’ narrative reading achievement who were taught by using than 0.05 and tnarrative reading achievement, paired storytelling technique english is a language that has been spread throughout the whole world. as global language, it is taught matarrima and hamdan mailto:egavansela@ymail.com 148 (2011, p. 101) state that the teaching a first foreign language in indonesia according to brown (2000, p. 232), english has four skills reading, listening, speaking, and writing. richard and renandya (2002, p. 273) explain that in many second or foreign language teaching situations, reading receives a special focus. first, many foreign language students often have reading as one of their most important goals. they want to be able to read for information and pleasure, for their career, and for study purposes. in fact, in most efl situations, the ability to read in a foreign language is all that students ever want to acquire. second, written texts serve various pedagogical purposes. murcia (2001, p. 188) states that reading requires the reader draws information from a text and combine it with information and expectations that the reader already has. the goal of reading is comprehension (nunan, 2003, p. 68). duffy (2009, p. 107) states that comprehension is an active cycle of mental activity. it starts when readers anticipate meaning by predicting ahead of time what they will find in a passage. based on the school based curriculum 2006, several text types are taught to the eighth grade students. they are descriptive text, recount text, and narrative text. according to gamble and yates (2002, p. 20), a narrative text relates a sequence of events. like reading other types of text, students find some difficulties on reading narrative text. leinhardt, beck, and stainton (2009, p. 70) state that students who have reading experience only with simple narrative structures, appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal chains. based on the information acquired by having conducted an informal interview with one of english teachers at smp adabiyah palembang, the teacher said that the students still faced some problems and difficulties in reading narrative text. the problems are: (1) the students have not known yet what the purpose of the narrative the teaching of english has become increasingly important as a first foreign language in indonesia. according to brown (2000, p. 232), english has four skills reading, listening, speaking, and writing. richard and renandya (2002, p. 273) explain that in many foreign language teaching situations, reading receives a special focus. first, many foreign language students often have reading as one of their most important goals. they want to be able to read for information and pleasure, for their career, and dy purposes. in fact, in most efl situations, the ability to read in a foreign language is all that students ever want to acquire. second, written texts serve various murcia (2001, p. 188) states that reading requires the reader draws information from a text and combine it with information and expectations that the reader already has. the goal of reading is comprehension (nunan, 2003, p. 68). duffy that comprehension is an active cycle of mental activity. it starts meaning by predicting ahead of time what they will find in a based on the school based curriculum 2006, several text types are taught to students. they are descriptive text, recount text, and narrative text. according to gamble and yates (2002, p. 20), a narrative text relates a sequence of events. like reading other types of text, students find some difficulties on reading leinhardt, beck, and stainton (2009, p. 70) state that students who have reading experience only with simple narrative structures, appear to have difficulty in identifying the main story of the text and are limited in their ability to ausal chains. based on the information acquired by having conducted an informal interview with one of english teachers at smp adabiyah palembang, the teacher said that the students still faced some problems and difficulties in reading narrative text. the problems are: (1) the students have not known yet what the purpose of the narrative of english has become increasingly important as according to brown (2000, p. 232), english has four skills reading, listening, speaking, and writing. richard and renandya (2002, p. 273) explain that in many foreign language teaching situations, reading receives a special focus. first, many foreign language students often have reading as one of their most important goals. they want to be able to read for information and pleasure, for their career, and dy purposes. in fact, in most efl situations, the ability to read in a foreign language is all that students ever want to acquire. second, written texts serve various murcia (2001, p. 188) states that reading requires the reader draws information from a text and combine it with information and expectations that the reader already has. the goal of reading is comprehension (nunan, 2003, p. 68). duffy that comprehension is an active cycle of mental activity. it starts meaning by predicting ahead of time what they will find in a based on the school based curriculum 2006, several text types are taught to students. they are descriptive text, recount text, and narrative text. according to gamble and yates (2002, p. 20), a narrative text relates a sequence of events. like reading other types of text, students find some difficulties on reading leinhardt, beck, and stainton (2009, p. 70) state that students who have reading experience only with simple narrative structures, appear to have difficulty in identifying the main story of the text and are limited in their ability to based on the information acquired by having conducted an informal interview with one of english teachers at smp adabiyah palembang, the teacher said that the students still faced some problems and difficulties in reading narrative text. the problems are: (1) the students have not known yet what the purpose of the narrative text is, because lack of prior knowledge, (2) the students are also difficult to find the main idea of the text, (3) and the students are unable to answer the questions rel to the narrative text because they find many unfamiliar vocabularies in the text, so that they are unable to search the information on the text. therefore, to solve those problems the teacher should be creative to find the best way how to improve and narrative text because teacher’s technique very influence the student’s achievement. according to snow (2002, p. 48), teacher quality is as one of the most critical variables in student’s achievement. s determine the best things for the students in order to they are challenged to learn especially in reading narrative text. one of the techniques that can be used by the teacher in teaching narrative text is paired storytelling technique. this technique is appropriate to be used in teaching reading because it requires the students to expand their understanding and to enhance their comprehension of the text. paired storytelling is one of the techniques of cooperative learning that provides opportunities one students to summarize and draw inferences. in conclusion, paired storytelling technique can be useful for the teacher in teaching reading skills and it helps the teacher in improving stude reading especially in reading narrative text. concept of teaching according to arends (2009, p. 4), teaching offers a bright and rewarding career for those who can meet the intellectual and social challenges of the job. teaching is also an art based on teacher’s experiences and the wisdom practice. it is aimed at helping beginning teachers master the knowledge base and the skills required of professionals whose job it is to help students learn. he also states that text is, because lack of prior knowledge, (2) the students are also difficult to find the main idea of the text, (3) and the students are unable to answer the questions rel to the narrative text because they find many unfamiliar vocabularies in the text, so that they are unable to search the information on the text. therefore, to solve those problems the teacher should be creative to find the best way how to improve and to establish the condition of the students in reading narrative text because teacher’s technique very influence the student’s achievement. according to snow (2002, p. 48), teacher quality is as one of the most critical variables in student’s achievement. so, teacher’s technique is very important to determine the best things for the students in order to they are challenged to learn especially in reading narrative text. one of the techniques that can be used by the teacher in teaching narrative storytelling technique. this technique is appropriate to be used in teaching reading because it requires the students to expand their understanding and to enhance their comprehension of the text. paired storytelling is one of the techniques learning that provides opportunities one-to-one interaction among students to summarize and draw inferences. in conclusion, paired storytelling technique can be useful for the teacher in teaching reading skills and it helps the teacher in improving student’s ability in reading especially in reading narrative text. according to arends (2009, p. 4), teaching offers a bright and rewarding career for those who can meet the intellectual and social challenges of the an art based on teacher’s experiences and the wisdom practice. it is aimed at helping beginning teachers master the knowledge base and the skills required of professionals whose job it is to help students learn. he also states that 149 text is, because lack of prior knowledge, (2) the students are also difficult to find the main idea of the text, (3) and the students are unable to answer the questions related to the narrative text because they find many unfamiliar vocabularies in the text, so therefore, to solve those problems the teacher should be creative to find the to establish the condition of the students in reading narrative text because teacher’s technique very influence the student’s achievement. according to snow (2002, p. 48), teacher quality is as one of the most critical o, teacher’s technique is very important to determine the best things for the students in order to they are challenged to learn one of the techniques that can be used by the teacher in teaching narrative storytelling technique. this technique is appropriate to be used in teaching reading because it requires the students to expand their understanding and to enhance their comprehension of the text. paired storytelling is one of the techniques one interaction among in conclusion, paired storytelling technique can be useful for the teacher in nt’s ability in according to arends (2009, p. 4), teaching offers a bright and rewarding career for those who can meet the intellectual and social challenges of the an art based on teacher’s experiences and the wisdom practice. it is aimed at helping beginning teachers master the knowledge base and the skills required of professionals whose job it is to help students learn. he also states that 150 teaching well is like creating music. it uses call comments on the expression of another. and, it invites improvisation. meanwhile, harmer (2007, p. 107), defines teaching is about transmission of knowledge from teacher to students, or about cr students learn for themselves. guidance and to help the learners improve their thinking in learning as defined by brown (2000, p. 7), states that teaching is guid the learner, setting the conditions for learner. concept of reading comprehension according to richards and renandya (2002, p. 277), reading comprehension is the primary purpose for reading (though this is sometim students are asked to read overly difficult texts); raising students awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. meanwhile, snow (2004, p. 16) defines reading comprehen the process of simultaneously extracting and constructing meaning through interaction and involvement with written language furthermore, klingner, vaughn, and boardman (2007, p. 8) define reading comprehension involves much more than readers’ respo comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in understanding of the text types). brassell and rasinski ( 2008, p. 18) state that comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in written text in ways that demonstrate understandin definitely the reading goal for every reader that can determine whether they get the points and understand what the author’s idea or not. it also requires readers to think creating music. it uses call-and-response, in which one person comments on the expression of another. and, it invites improvisation. meanwhile, harmer (2007, p. 107), defines teaching is about transmission of knowledge from teacher to students, or about creating conditions in which, somehow, students learn for themselves. teaching is important since its functions are to guidance and to help the learners improve their thinking in learning as defined by brown (2000, p. 7), states that teaching is guiding and facilitating learning, enabling the learner, setting the conditions for learner. concept of reading comprehension according to richards and renandya (2002, p. 277), reading comprehension is the primary purpose for reading (though this is sometimes overlooked when students are asked to read overly difficult texts); raising students awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. meanwhile, snow (2004, p. 16) defines reading comprehen the process of simultaneously extracting and constructing meaning through interaction and involvement with written language furthermore, klingner, vaughn, and boardman (2007, p. 8) define reading comprehension involves much more than readers’ responses to text. reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in understanding of the text types). brassell and rasinski ( 2008, p. 18) state that comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in written text in ways that demonstrate understanding. it seems that comprehension is definitely the reading goal for every reader that can determine whether they get the points and understand what the author’s idea or not. it also requires readers to think response, in which one person meanwhile, harmer (2007, p. 107), defines teaching is about transmission of eating conditions in which, somehow, teaching is important since its functions are to provide guidance and to help the learners improve their thinking in learning as defined by ing and facilitating learning, enabling according to richards and renandya (2002, p. 277), reading comprehension es overlooked when students are asked to read overly difficult texts); raising students awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. meanwhile, snow (2004, p. 16) defines reading comprehension as the process of simultaneously extracting and constructing meaning through furthermore, klingner, vaughn, and boardman (2007, p. 8) define reading nses to text. reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, brassell and rasinski ( 2008, p. 18) state that comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in g. it seems that comprehension is definitely the reading goal for every reader that can determine whether they get the points and understand what the author’s idea or not. it also requires readers to think about ideas and information so that they can get t comprehension. in addition, duffy (2009, p.169) states that good comprehension is not limited to determining an author’s message. comprehension also involves making judgments about the message. the reader evaluates what the author is westwood (2008, p. 31) explains that to comprehend, readers must use information they already possess to filter, interpret, organize and reflect upon the incoming information from the page. efficient interpretation of text involves a combination of word recognition skills, linking of new information to prior knowledge, and application of appropriate strategies such as locating the main idea, making connections, questioning, inferring and predicting. therefore, if the reader has a good quality to each of these factors, they can get the primary goal of reading comprehension. concept narrative text a narrative is a kind or type of text composed both in written and spoken forms, which describes a sequence of real or unreal events. narrative is one of the most common text types that students are expected to use early on in their school life. according to gibbon (2005, p. 2), narrative text is writing in which story is told; the details may be fictional or based on fact, and each event in the story leads to another tries to reach a goal or solve a problem. he also states that the primary purpose of narrative is to entertain. meanwhile, flippo (2014, p. 102) defines that narrative text usually includes most-type materials. narrative tells stories about characters, events, and actions. even though there are many kinds of narrative texts (fairy tales, myste etc.), most narratives include common structured and text features. in addition, dole, donaldson, and donaldson (2014, p. 24) state narrative represents the characters, a setting in which the story takes place, a problem that occurs, an that unfolds and leads to resolution to the problem at the end. about ideas and information so that they can get the purpose of reading comprehension. in addition, duffy (2009, p.169) states that good comprehension is not limited to determining an author’s message. comprehension also involves making judgments about the message. the reader evaluates what the author is saying. westwood (2008, p. 31) explains that to comprehend, readers must use information they already possess to filter, interpret, organize and reflect upon the incoming information from the page. efficient interpretation of text involves a word recognition skills, linking of new information to prior knowledge, and application of appropriate strategies such as locating the main idea, making connections, questioning, inferring and predicting. therefore, if the reader h of these factors, they can get the primary goal of reading a narrative is a kind or type of text composed both in written and spoken forms, which describes a sequence of real or unreal events. narrative is one of the most common text types that students are expected to use early on in their school life. to gibbon (2005, p. 2), narrative text is writing in which story is told; the details may be fictional or based on fact, and each event in the story leads to another tries to reach a goal or solve a problem. he also states that the primary purpose of meanwhile, flippo (2014, p. 102) defines that narrative text usually includes type materials. narrative tells stories about characters, events, and actions. even though there are many kinds of narrative texts (fairy tales, mystery stories, novels, etc.), most narratives include common structured and text features. in addition, dole, donaldson, and donaldson (2014, p. 24) state narrative represents the characters, a setting in which the story takes place, a problem that occurs, and a chain of events that unfolds and leads to resolution to the problem at the end. 151 he purpose of reading comprehension. in addition, duffy (2009, p.169) states that good comprehension is not limited to determining an author’s message. comprehension also involves making saying. westwood (2008, p. 31) explains that to comprehend, readers must use information they already possess to filter, interpret, organize and reflect upon the incoming information from the page. efficient interpretation of text involves a word recognition skills, linking of new information to prior knowledge, and application of appropriate strategies such as locating the main idea, making connections, questioning, inferring and predicting. therefore, if the reader h of these factors, they can get the primary goal of reading a narrative is a kind or type of text composed both in written and spoken forms, which describes a sequence of real or unreal events. narrative is one of the most common text types that students are expected to use early on in their school life. to gibbon (2005, p. 2), narrative text is writing in which story is told; the details may be fictional or based on fact, and each event in the story leads to another tries to reach a goal or solve a problem. he also states that the primary purpose of meanwhile, flippo (2014, p. 102) defines that narrative text usually includes type materials. narrative tells stories about characters, events, and actions. even ry stories, novels, etc.), most narratives include common structured and text features. in addition, dole, donaldson, and donaldson (2014, p. 24) state narrative represents the characters, a d a chain of events 152 gamble and yates (2002, p. 39 narrative text: 1. exposition: the scene is set and characters are introduced. 2. complication: the chara 3. climax: this is the point in the story where suspense is at its highest. 4. resolution: provides a solution for the complication concept of cooperative learning according to gupta and ahuja (2014, p. 37), coopera the means of active learning might serve as an appropriate and promising strategy helping to increase learning effectiveness and providing students with the skills of collaborating, cooperating, sharing and socializing. they also st learning may be defined as any classroom learning situation in which students of all levels of performance work together in structured groups toward a shared or common goal, competition with every other individual in the classroom, stu responsibility of creating a learning community where all students participate in significant and meaningful ways. cooperative learning requires that students work together to achieve goals which they could not achieve individually. furthermore, richards and renandya, (2002, p. 52 cooperative learning, students work together in groups whose usual size is two to four members. however, cooperative learning is more than just putting students in groups and giving them something to do. cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members. they also state that a good deal of research exists in other areas of education suggesting that cooperative learning is associated with benefits in such key areas as learning, self relations. in second and foreign language learning, theorists propose several advantages for cooperative l gamble and yates (2002, p. 39-40) state that there are four elements in exposition: the scene is set and characters are introduced. complication: the characters’ lives become complicated in some way. climax: this is the point in the story where suspense is at its highest. resolution: provides a solution for the complication concept of cooperative learning according to gupta and ahuja (2014, p. 37), cooperative learning as one of the means of active learning might serve as an appropriate and promising strategy helping to increase learning effectiveness and providing students with the skills of collaborating, cooperating, sharing and socializing. they also state that cooperative learning may be defined as any classroom learning situation in which students of all levels of performance work together in structured groups toward a shared or common goal, competition with every other individual in the classroom, students are given the responsibility of creating a learning community where all students participate in significant and meaningful ways. cooperative learning requires that students work together to achieve goals which they could not achieve individually. thermore, richards and renandya, (2002, p. 52-53) define that with cooperative learning, students work together in groups whose usual size is two to four members. however, cooperative learning is more than just putting students in groups mething to do. cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members. they also state that a good deal of research exists in ation suggesting that cooperative learning is associated with benefits in such key areas as learning, self-esteem, liking for school, and interethnic relations. in second and foreign language learning, theorists propose several advantages for cooperative learning: increased student talk, more varied talk, a more 40) state that there are four elements in cters’ lives become complicated in some way. climax: this is the point in the story where suspense is at its highest. tive learning as one of the means of active learning might serve as an appropriate and promising strategy helping to increase learning effectiveness and providing students with the skills of ate that cooperative learning may be defined as any classroom learning situation in which students of all levels of performance work together in structured groups toward a shared or common dents are given the responsibility of creating a learning community where all students participate in significant and meaningful ways. cooperative learning requires that students work 53) define that with cooperative learning, students work together in groups whose usual size is two to four members. however, cooperative learning is more than just putting students in groups mething to do. cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members. they also state that a good deal of research exists in ation suggesting that cooperative learning is associated with esteem, liking for school, and interethnic relations. in second and foreign language learning, theorists propose several earning: increased student talk, more varied talk, a more relaxed atmosphere, greater motivation, more negotiation of meaning, and increased amounts of comprehensible input. concept of paired storytelling technique paired storytelling is a cooperative ap knowledge to improve comprehension and draw inferences, while integrating reading and writing skills in a group activity (lie, 1994, p. 3). meanwhile, lie (2008, p. 71) as cited in asri (2015, p. 304) mentions that p cooperative and creative learning. it is called cooperative because the students are required to work together with others in getting and sharing information. it is called creative because in creative learning, students knowledge. so that, it can be stated that in this technique teacher pays attention to the schemata or background experience of the students and helps students to activate the schemata in order to make the learning more meani storytelling can be used for all level of students. renandya (2003, p. 102 second language readers can employ the same skills and strategies as good as the first language readers and should be engaged in non moreover, students should be given the opportunity to process information effectively and communicate in english. he also states that pair storytelling was developed to be used with narrative. paired storytelling gives the second language students the opportunity to converse in english in an informal setting on a one because it is a small group activity, it encourages group collaboration, improves motivation, and increase confidence while improving skills in reading and writing. finally, it provides practice with vocabulary in context since students use vocabulary in meaningful ways. relaxed atmosphere, greater motivation, more negotiation of meaning, and increased amounts of comprehensible input. oncept of paired storytelling technique paired storytelling is a cooperative approach that encourages the use of prior knowledge to improve comprehension and draw inferences, while integrating reading and writing skills in a group activity (lie, 1994, p. 3). meanwhile, lie (2008, p. 71) as cited in asri (2015, p. 304) mentions that paired storytelling is a technique of cooperative and creative learning. it is called cooperative because the students are required to work together with others in getting and sharing information. it is called creative because in creative learning, students must activate their background knowledge. so that, it can be stated that in this technique teacher pays attention to the schemata or background experience of the students and helps students to activate the schemata in order to make the learning more meaningful. he also suggests that paired storytelling can be used for all level of students. renandya (2003, p. 102-103) states that paired storytelling assumes that the second language readers can employ the same skills and strategies as good as the first guage readers and should be engaged in non-threatening cooperative interaction. moreover, students should be given the opportunity to process information effectively and communicate in english. he also states that pair storytelling was developed to be with narrative. paired storytelling gives the second language students the opportunity to converse in english in an informal setting on a one-to because it is a small group activity, it encourages group collaboration, improves ncrease confidence while improving skills in reading and writing. finally, it provides practice with vocabulary in context since students use vocabulary 153 relaxed atmosphere, greater motivation, more negotiation of meaning, and increased proach that encourages the use of prior knowledge to improve comprehension and draw inferences, while integrating reading and writing skills in a group activity (lie, 1994, p. 3). meanwhile, lie (2008, p. 71) aired storytelling is a technique of cooperative and creative learning. it is called cooperative because the students are required to work together with others in getting and sharing information. it is called must activate their background knowledge. so that, it can be stated that in this technique teacher pays attention to the schemata or background experience of the students and helps students to activate the ngful. he also suggests that paired 103) states that paired storytelling assumes that the second language readers can employ the same skills and strategies as good as the first threatening cooperative interaction. moreover, students should be given the opportunity to process information effectively and communicate in english. he also states that pair storytelling was developed to be with narrative. paired storytelling gives the second language students the to-one basis. because it is a small group activity, it encourages group collaboration, improves ncrease confidence while improving skills in reading and writing. finally, it provides practice with vocabulary in context since students use vocabulary 154 research design the method that was used to conduct this study was experimental according to fraenkel et al. (2012, p. 265), experimental research is the best way to establish cause and effect relationships among variables. in this research, quasi experimental design was used to collect, process, analyzes the data to get concl of the research. specifically, one of the quasi study was pretest and posttest non (2009, p. 310), the experimental and control groups are selected without random assignment, both groups take a pretest and posttest, only the experimental group receives the treatments. the design involves experimental and control groups which both were given a pre-test and a post (2006, p. 283), the design can be portrayed as follows: experimental group control group where: -----: the dashed line separating the parallel rows in the diagram of the non equivalent control group indicates that the exp have not been equated by randomization o1 : the pretest of the experimental group o2 : the post test of the experimental group o3 : the pretest of the control group o4 : the post test of the control group x : the treatment for the experimental group population and sample krysik and finn (2007. p. 108) state that population is the totality of people, events, organization units, and so on that the research problem is focused on. in this the method that was used to conduct this study was experimental according to fraenkel et al. (2012, p. 265), experimental research is the best way to establish cause and effect relationships among variables. in this research, quasi experimental design was used to collect, process, analyzes the data to get concl of the research. specifically, one of the quasi-experimental design was used in this study was pretest and posttest non-equivalent group design. according to creswell (2009, p. 310), the experimental and control groups are selected without random ignment, both groups take a pretest and posttest, only the experimental group receives the treatments. the design involves experimental and control groups which test and a post-test. according to cohen, manion, and morison 83), the design can be portrayed as follows: group o1 x o2 ---------------------- o3 o4 : the dashed line separating the parallel rows in the diagram of the non equivalent control group indicates that the experimental and control groups have not been equated by randomization : the pretest of the experimental group : the post test of the experimental group : the pretest of the control group : the post test of the control group the experimental group krysik and finn (2007. p. 108) state that population is the totality of people, events, organization units, and so on that the research problem is focused on. in this the method that was used to conduct this study was experimental method. according to fraenkel et al. (2012, p. 265), experimental research is the best way to establish cause and effect relationships among variables. in this research, quasiexperimental design was used to collect, process, analyzes the data to get conclusion experimental design was used in this equivalent group design. according to creswell (2009, p. 310), the experimental and control groups are selected without random ignment, both groups take a pretest and posttest, only the experimental group receives the treatments. the design involves experimental and control groups which test. according to cohen, manion, and morison : the dashed line separating the parallel rows in the diagram of the nonerimental and control groups krysik and finn (2007. p. 108) state that population is the totality of people, events, organization units, and so on that the research problem is focused on. in this study, the population was all of the eighth palembang in the academic year 2015/2016 that consist of five classes. the total number of population was 163 students. creswell (2012, p. 142) states that a sample is a sub collection of the target population that the resea population. in this study, two classes were needed as a sample to collect the data. the sample was taken by using non fraenkel, et al (2012, p. 99) state t have special qualification of some sort or are deemed representative on the basis of prior evidence. the sample was chosen by considering reading average score in each class by using the teacher’s data. clas of the study. after conducted the pretest, the scores of class viii 2 was higher than class viii 3. therefore, class viii 2 was selected as control group and class viii 3 as experimental group. the total samp populations. data collection according to brown (2004, p. 3), a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. the purpose of giving test is to know the situation, knowledge, ability and performance of the students. they were pre-test and post-test. creswell (2012, p. 297) states that a pretest provides a measurement on some attributes or characteristics that can be assessed from participants in an experiment before they receive a treatment. this test was also given to the both of sample, experimental group control groups. the purpose of giving pretest was to know the students’ narrative reading achievement before implementing paired storytelling technique. study, the population was all of the eighth grade students at smp adabiyah palembang in the academic year 2015/2016 that consist of five classes. the total number of population was 163 students. creswell (2012, p. 142) states that a sample is a sub collection of the target population that the researcher plans to study for generalizing about the target population. in this study, two classes were needed as a sample to collect the data. the sample was taken by using non-random sampling method in purposive sampling. fraenkel, et al (2012, p. 99) state that purposive sampling consist of individual who have special qualification of some sort or are deemed representative on the basis of prior evidence. the sample was chosen by considering reading average score in each class by using the teacher’s data. class viii 2 and viii 3 were selected as the sample of the study. after conducted the pretest, the scores of class viii 2 was higher than class viii 3. therefore, class viii 2 was selected as control group and class viii 3 as experimental group. the total sample of this study is 64 students out of 163 according to brown (2004, p. 3), a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. the purpose of giving test is to knowledge, ability and performance of the students. they were creswell (2012, p. 297) states that a pretest provides a measurement on some attributes or characteristics that can be assessed from participants in an experiment they receive a treatment. this test was also given to the both of sample, experimental group control groups. the purpose of giving pretest was to know the students’ narrative reading achievement before implementing paired storytelling 155 grade students at smp adabiyah palembang in the academic year 2015/2016 that consist of five classes. the total creswell (2012, p. 142) states that a sample is a sub collection of the target rcher plans to study for generalizing about the target population. in this study, two classes were needed as a sample to collect the data. the random sampling method in purposive sampling. hat purposive sampling consist of individual who have special qualification of some sort or are deemed representative on the basis of prior evidence. the sample was chosen by considering reading average score in each s viii 2 and viii 3 were selected as the sample of the study. after conducted the pretest, the scores of class viii 2 was higher than class viii 3. therefore, class viii 2 was selected as control group and class viii 3 as le of this study is 64 students out of 163 according to brown (2004, p. 3), a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. the purpose of giving test is to knowledge, ability and performance of the students. they were creswell (2012, p. 297) states that a pretest provides a measurement on some attributes or characteristics that can be assessed from participants in an experiment they receive a treatment. this test was also given to the both of sample, experimental group control groups. the purpose of giving pretest was to know the students’ narrative reading achievement before implementing paired storytelling 156 creswell (2012, p. 297) states that a posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment. this test was also given to the both of sample, experimental group and control group. the purpose of giving posttest to the students is to know the students’ narrative reading achievement after implementing paired storytelling technique. data analysis test validity in conducting this study, the researcher used three kinds of validity. those are: construct validity according to marczyk, et al. (2005, p. 67), of the causal relationship and is concerned with the congruence between the study’s results and the theoretical underpinnings guiding the research. in essence, construct validity asks the question of whether the theory supported by the findings provides the best available explanation of the results. the writer asked her lecturers manallulaili, m.pd as validator i, winny riznanda, m.pd as validator ii and eka sart the validators are the lectures of english at uin raden fatah palembang. in this part, the construct validity of the research instruments involves two types, such as the questions items for pretest an groups and lesson plans for experimental group. based on the assessment carried out by validator i, ii and iii, the instrument can be used without revision. it means that the research instrument can be applied in thi validity of each question item to find out the validity of the test question items, the writer analyzed the items of the test by conducting a try items. the instrument of the test was teste grade students at smp iba palembang. the result of the test was analyzed by 2012, p. 297) states that a posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment. this test was also given to the both of sample, experimental group and control group. the giving posttest to the students is to know the students’ narrative reading achievement after implementing paired storytelling technique. in conducting this study, the researcher used three kinds of validity. those are: marczyk, et al. (2005, p. 67), construct validity refers to the basis of the causal relationship and is concerned with the congruence between the study’s results and the theoretical underpinnings guiding the research. in essence, construct validity asks the question of whether the theory supported by the findings provides the best available explanation of the results. the writer asked her lecturers manallulaili, m.pd as validator i, winny riznanda, m.pd as validator ii and eka sartika, m.pd as validator iii to estimate her instruments. the validators are the lectures of english at uin raden fatah palembang. in this part, the construct validity of the research instruments involves two types, such as the questions items for pretest and posttest for experimental and control groups and lesson plans for experimental group. based on the assessment carried out by validator i, ii and iii, the instrument can be used without revision. it means that the research instrument can be applied in this research. validity of each question item to find out the validity of the test question items, the writer analyzed the items of the test by conducting a try-out in order to find out the validity of each question items. the instrument of the test was tested to 32 students (viii 2) of the eighth grade students at smp iba palembang. the result of the test was analyzed by 2012, p. 297) states that a posttest is a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment. this test was also given to the both of sample, experimental group and control group. the giving posttest to the students is to know the students’ narrative reading in conducting this study, the researcher used three kinds of validity. those are: refers to the basis of the causal relationship and is concerned with the congruence between the study’s results and the theoretical underpinnings guiding the research. in essence, construct validity asks the question of whether the theory supported by the findings provides the best available explanation of the results. the writer asked her lecturers manallulaili, m.pd as validator i, winny riznanda, m.pd as ika, m.pd as validator iii to estimate her instruments. the validators are the lectures of english at uin raden fatah palembang. in this part, the construct validity of the research instruments involves two types, such d posttest for experimental and control groups and lesson plans for experimental group. based on the assessment carried out by validator i, ii and iii, the instrument can be used without revision. it to find out the validity of the test question items, the writer analyzed the items of out in order to find out the validity of each question d to 32 students (viii 2) of the eighth grade students at smp iba palembang. the result of the test was analyzed by using pearson correlation coeffecient formula. pearson correlation was compared with r formula, it was also found that there were 44 questions were considered valid. content validity according to fraenkel, et al. (2012, p. 148), content validity refers to the content and format of the instrumental in order to judge validity, a specification of the skills or structures should be made based on the curriculum and syllabus. test reliability according to fraenkel et al. (2012, p. 154), reliability refers to the consistency of the scores obtained. to know the reliability of the test, internal consistency reliability in split half reliability coefficient with spearman freankel et al. (2012, p. 157) state that a useful rule of thumb is that reliability should be at least 0.70 and preferably higher. based on the result guttman split guttman split-half coefficient was 0.39 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded reliable for this study. normality test normality test was used to measure the obtained data whether it was normal or not. the normality test was used to measure students’ pretest scores in control and experimental groups, and stude groups. the function of normality test is for goodness observed data fit a normal distribution. the writer used one sample kolmogorov smirnov test to analyze the normality. in t sample was used one sample kolmogorov using pearson correlation coeffecient formula. the result of significant score of pearson correlation was compared with r table (0.349). . from pearson correlation , it was also found that there were 44 questions were considered valid. according to fraenkel, et al. (2012, p. 148), content validity refers to the content and format of the instrumental in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. according to fraenkel et al. (2012, p. 154), reliability refers to the consistency obtained. to know the reliability of the test, internal consistency reliability in split half reliability coefficient with spearman-brown formula was used. freankel et al. (2012, p. 157) state that a useful rule of thumb is that reliability should east 0.70 and preferably higher. based on the result guttman split-half coefficient above, the p half coefficient was 0.39 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was normality test was used to measure the obtained data whether it was normal or not. the normality test was used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. the function of normality test is for goodness-of-fit, testing to see if the observed data fit a normal distribution. the writer used one sample kolmogorov smirnov test to analyze the normality. in this study to know the normality of the sample was used one sample kolmogorov-smrinov in spss 20. the data are 157 the result of significant score of pearson correlation , it was also found that there were 44 questions were considered valid. according to fraenkel, et al. (2012, p. 148), content validity refers to the content whether or not a test has content validity, a specification of the skills or structures should be made based on the according to fraenkel et al. (2012, p. 154), reliability refers to the consistency obtained. to know the reliability of the test, internal consistency brown formula was used. freankel et al. (2012, p. 157) state that a useful rule of thumb is that reliability should half coefficient above, the p-output of half coefficient was 0.39 which was higher than 0.70. since the result that reading test was normality test was used to measure the obtained data whether it was normal or not. the normality test was used to measure students’ pretest scores in control and nts’ posttest scores in control and experimental fit, testing to see if the observed data fit a normal distribution. the writer used one sample kolmogorovhis study to know the normality of the smrinov in spss 20. the data are 158 obtained from students’ pre post-test scores in experimental group. the result showed tha and experimental groups were 0.479 and 0.164. then, the result in posttest in control and experimental groups were 0.172 and 0.462. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 20. the homogeneity test is to measure students’ pretest and posttest score in control and experimental group. the result showed that the pretest scores was 0.237 and posttest scores 0.809. it can be concluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest in control and experimental group. from the result of paired sample t-test, it was found that th 26.351. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using paired storytelling technique since the p-output is lower th (2.0395) . it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. from the result of independent sample t was 0.000 and the value was 3.986. since the p value (3.986) was higher than critical value of t there was a significant difference on students’ narrative reading achievement who are obtained from students’ pre-test and post-test scores in control group, pre test scores in experimental group. the result showed that the pretest in control and experimental groups were 0.479 and 0.164. then, the result in posttest in control and experimental groups were 0.172 and 0.462. it can be concluded that the data were considered normal since they are higher than 0.05. the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 20. the homogeneity test is to measure students’ d posttest score in control and experimental group. the result showed that the pretest scores was 0.237 and posttest scores 0.809. it can be concluded that the data was homogeneous since the score was higher than 0.05. rovement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest in control and experimental group. from the result of paired sample it was found that the p-output is 0.000 with df= 31 (2.0395) and t 26.351. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using paired storytelling technique output is lower than 0.05 and t-value (26.351) was higher than t (2.0395) . it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. from the result of independent sample t-test, it was found that the p 000 and the value was 3.986. since the p-output was lower than 0.05 and the t value (3.986) was higher than critical value of t-table (1.9989). it can be stated that there was a significant difference on students’ narrative reading achievement who are test scores in control group, pre-test and t the pretest in control and experimental groups were 0.479 and 0.164. then, the result in posttest in control and experimental groups were 0.172 and 0.462. it can be concluded that the data were the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 20. the homogeneity test is to measure students’ d posttest score in control and experimental group. the result showed that the pretest scores was 0.237 and posttest scores 0.809. it can be concluded that the rovement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest in control and experimental group. from the result of paired sample output is 0.000 with df= 31 (2.0395) and t-value= 26.351. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using paired storytelling technique value (26.351) was higher than t-table (2.0395) . it can be stated that the null hypothesis (ho) is rejected, and the alternative test, it was found that the p-output output was lower than 0.05 and the ttable (1.9989). it can be stated that there was a significant difference on students’ narrative reading achievement who are taught by using paired storytelling technique and those who are not at smp adabiyah palembang. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. conclusion based on the findings and interpretation, first, based on the result of pretest to posttest, paired storytelling technique significantly improves students’ narrative reading achievement of the eighth grade students at smp adabiyah palembang. second, there was a sig students’ narrative reading achievement who were taught by using paired storytelling technique and those who were not at smp adabiyah palembang. therefore, it can be inferred that teaching narrative reading through paired storytellin considered as one of the alternative strategy to be used in teaching english, especially to the efl students. asri, y. (2015). the impact of the application of paired storytelling technique and personality type on creative w research, 6 (2), 302 arends, richard i. (2009). brassell, d., & rasinski, t. (2008). beyond ordinary understandi ca: shell education. brown, h. d. (2000). principles of language learning and teaching york, ny: pearson longman. brown, h. d. (2004). language assessment: principles and classroom practices new york, ny: pearson longman. cohen, l., manion, l., & morrison, k. (2007). ed.). new york, ny: routledge. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative resea educational, inc. crystal, d. (2003). english as a global language cambridge university press. ht by using paired storytelling technique and those who are not at smp adabiyah palembang. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. based on the findings and interpretation, it can be drawn some conclusion. first, based on the result of pretest to posttest, paired storytelling technique significantly improves students’ narrative reading achievement of the eighth grade students at smp adabiyah palembang. second, there was a significant difference on students’ narrative reading achievement who were taught by using paired storytelling technique and those who were not at smp adabiyah palembang. therefore, it can be inferred that teaching narrative reading through paired storytelling technique can be considered as one of the alternative strategy to be used in teaching english, especially references asri, y. (2015). the impact of the application of paired storytelling technique and personality type on creative writing. journal of language teaching and (2), 302-307. arends, richard i. (2009). learning to teach (9 th ed.). new york, ny: mcgraw brassell, d., & rasinski, t. (2008). comprehension that works: taking students beyond ordinary understanding to deep comprehension. hungtington beach, ca: shell education. principles of language learning and teaching (4 th york, ny: pearson longman. language assessment: principles and classroom practices york, ny: pearson longman. cohen, l., manion, l., & morrison, k. (2007). research methods in education ed.). new york, ny: routledge. educational research: planning, conducting, and evaluating quantitative and qualitative research (4 th ed.). boston, ma: pearson english as a global language (2 nd ed.). new york, ny: cambridge university press. 159 ht by using paired storytelling technique and those who are not at smp adabiyah palembang. it can be stated that the null hypothesis (ho) is rejected, and the it can be drawn some conclusion. first, based on the result of pretest to posttest, paired storytelling technique significantly improves students’ narrative reading achievement of the eighth grade nificant difference on students’ narrative reading achievement who were taught by using paired storytelling technique and those who were not at smp adabiyah palembang. therefore, it can be g technique can be considered as one of the alternative strategy to be used in teaching english, especially asri, y. (2015). the impact of the application of paired storytelling technique and journal of language teaching and ed.). new york, ny: mcgraw-hill. comprehension that works: taking students . hungtington beach, th ed.). new language assessment: principles and classroom practices. research methods in education (6 th educational research: planning, conducting, and evaluating ed.). boston, ma: pearson ed.). new york, ny: 160 dole, j. a., donaldson, b. e., & donaldson, r. s. (2014). texts in tho common press. duffy, g. g. (2009). explaining reading a resource for teaching concepts, skills, and strategies (2 nd ed.). new york, ny: the guildford press. fielding, m. (2006). effective communication in organisati that communicate flippo, r. f. (2014). assessing readers qualitative diagnosis and instruction ed.). new york, ny: routledge. flynn, d. (2003). students guide to spss. university website: https://barnard.edu/sites fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). research in education gamble, n., & yates, s. (2002). sage publications inc. gibbon, e. (2005). retrieved from: www tc.pbs.org/teacherline/course/rdla340/docs/rdla340_session4. gupta, m., & ahuja, j. (2014). cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh grades. international journal of research in humanities, arts and literature, 2 (5), 37 harmer, j. (2007). the practice of english language teaching ny: longman. klingner, j. k., vaughn, s., & boardman, a. (2007). comprehension to students with learning difficulties guilford press. kothari, c. r. (2004). research methodology: methods & techniques delhi, in: new age international (p) limited, publishers. krysik, j. l., & finn, j. (2007). york, ny: mcgraw hill, inc. leinhardt, g., beck, i. l., & stainton, c. (ed.). (1994). history. new york, ny: lawrence erlbaum associates, inc. lie, a. (1994). paired storytelling: an integrated approach for bilingual and english as a second language students. marczyk, g., dematteo, d., & festinger, d. (2005). and methodology. new york, ny: john wiley & sons, inc. mattarima, k., & hamdan, a. r. (2011). learners’ motivation and learning strategies in english foreign language (efi) in indonesia context. 1, 100-108. murcia, m. c. (2001). teaching english as a second or foreign langu london, uk: thomson learning. dole, j. a., donaldson, b. e., & donaldson, r. s. (2014). reading across multiple texts in tho common core classroom. new york, ny: teachers college explaining reading a resource for teaching concepts, skills, and ed.). new york, ny: the guildford press. effective communication in organisations: preparing messages (3 rd ed.). cape town, ma: juta academic. assessing readers qualitative diagnosis and instruction ed.). new york, ny: routledge. students guide to spss. retrieved from barnard college columbia university website: https://barnard.edu/sites/default/files/inline/student_user_guide_for_spss.pdf. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate education (8 th ed.). new york, ny: mcgraw hill, inc. gamble, n., & yates, s. (2002). exploring children’s literature. california, us: sage publications inc. gibbon, e. (2005). retrieved from: www tc.pbs.org/teacherline/course/rdla340/docs/rdla340_session4.pdf. gupta, m., & ahuja, j. (2014). cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh international journal of research in humanities, arts and (5), 37-46. the practice of english language teaching (4 th ed.). new york, klingner, j. k., vaughn, s., & boardman, a. (2007). teaching reading comprehension to students with learning difficulties. new york, ny: the research methodology: methods & techniques (2 nd delhi, in: new age international (p) limited, publishers. krysik, j. l., & finn, j. (2007). research for effective social work practice york, ny: mcgraw hill, inc. ck, i. l., & stainton, c. (ed.). (1994). teaching and learning in new york, ny: lawrence erlbaum associates, inc. lie, a. (1994). paired storytelling: an integrated approach for bilingual and english as a second language students. journal of texas reading report, 16( marczyk, g., dematteo, d., & festinger, d. (2005). essentials of research design . new york, ny: john wiley & sons, inc. mattarima, k., & hamdan, a. r. (2011). learners’ motivation and learning strategies ish foreign language (efi) in indonesia context. journal of edupres teaching english as a second or foreign language (3rd ed.). london, uk: thomson learning. reading across multiple new york, ny: teachers college explaining reading a resource for teaching concepts, skills, and preparing messages assessing readers qualitative diagnosis and instruction (2 nd rnard college columbia university website: /default/files/inline/student_user_guide_for_spss.pdf. how to design and evaluate . california, us: gibbon, e. (2005). retrieved from: www gupta, m., & ahuja, j. (2014). cooperative integrated reading composition (circ): impact on reading comprehension achievement in english among seventh international journal of research in humanities, arts and ed.). new york, teaching reading . new york, ny: the nd ed.). new research for effective social work practice. new teaching and learning in lie, a. (1994). paired storytelling: an integrated approach for bilingual and english 16(4), 4-5. essentials of research design mattarima, k., & hamdan, a. r. (2011). learners’ motivation and learning strategies journal of edupres, age (3rd ed.). https://barnard.edu/sites nunan, d. (2003). practical english language teaching hill companies, inc. renandya, w. a. (ed.). (2003). teaching: current perceptions and practices and their implications singapore, sg: seameo regional language centre. richards, j. c., & renandya, w. a. (2002). anthology of current practice richardson, c. j., morgan, r. f., fleener, c. e. (2009). content area (7 th ed.). new york, ny: wa snow, c. e. (2002). reading for understanding: toward a research and development program in reading comprehension thissen, d., & wainer, h. (ed.). (2001). erlbaum associates, publishers. westwood, p. (2008). what teachers need to know about reading and writing difficulties. victoria, au: acer press. practical english language teaching. new york, ny: mcgraw hill companies, inc. renandya, w. a. (ed.). (2003). methodology and materials design in language teaching: current perceptions and practices and their implications singapore, sg: seameo regional language centre. renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. new york, ny: cambridge university press. richardson, c. j., morgan, r. f., fleener, c. e. (2009). reading to learn in the ed.). new york, ny: wadsworth cengage learning. reading for understanding: toward a research and development program in reading comprehension. santa monica, ca: ran. thissen, d., & wainer, h. (ed.). (2001). test scoring. london, uk: lawrence es, publishers. what teachers need to know about reading and writing . victoria, au: acer press. 161 , ny: mcgrawmethodology and materials design in language teaching: current perceptions and practices and their implications. methodology in language teaching: an . new york, ny: cambridge university press. reading to learn in the dsworth cengage learning. reading for understanding: toward a research and development . london, uk: lawrence what teachers need to know about reading and writing 185 teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts al-furqon prabumulih hedyan putra lenny marzulina uin raden fatah palembang abstract: the aims of this study were to find out; (1) whether or not the implementation of content-based instruction (cbi) method significantly improves reading comprehension to the second years learners at mts. al-furqon prabumulih, (2) the students’ opinions are toward the implementation of content-based instruction (cbi) method in reading comprehension to the second years learners at mts. al-furqon prabumulih. therefore, the main purpose of this study was designed to improve students’ reading comprehension using content-based instruction (cbi) method. the investigation of population of this study was all the second years learners at mts. al-furqon prabumulih in the academic year 2013/2014, which consist of 63 students coming from two classes. the sample of this study were class ii pa consisting of 20 male students was treated as control group and class ii pi consisting of 20 female students was treated as experimental group, which selected using convenience sampling. in finding a significant improvement of students’ reading comprehension average score from pretest to posttest taught using contentbased instruction (cbi) method, the writer conducted ttest using paired sample t-test, it showed that the matched ttest calculation of specified α = 0.05 (95% level of significant) is 0.000 and degree of freedom (df) is 19, the t-value (tv) is 5.638 and the t-table (tt) is 1.729. it means that tv > tt (tvalue is higher than ttable). consequently there was a significant progress from the scores of pretest to posttest since the t-value of matched t-test calculation is higher than t0.05, 19 = 1.729 and the level of significance is lower than α = 0.05. meanwhile, in finding the students’ opinion toward the implementation of content-based instruction (cbi) method, percentage formula is used to analyze the respondents’ answer on questionnaire constructed by the researcher. from the result of questionnaire analysis of this study, it can be stated that most of the students agreed that content-based instruction (cbi) method improved their reading comprehension and it helped them to create interesting ways in learning english. key words: reading comprehension, content-based instruction (cbi) method. 186 introduction language plays important roles in daily life for human beings. dalilan (2010:1) said that in our daily communication with other people, we use a language. even, some people probably use more than one language in their communication. people use language as communication tool to share ideas, expressions, and information each other. by using language people can express their ideas and feelings, and share it with others orally or written communication which enables people all over the world to interact and connect with one to another. english is as a global language. there are two main ways to make english possible as a “global language”. firstly, english can be made the official language as “first language” or “second language” of a country, to be used as a medium of communication in such domains as government, the law courts, the media, and the educational system. secondly, english can be made a priority in a country’s foreignlanguage teaching. it becomes the language which children or adults are most likely to be taught in school (crystal, 2003:4-5). in addition, it is the main language of books, newspapers, airports and air-traffic control, international business and academic conferences, science, technology, medicine, diplomacy, sports, international competitions, pop music, and advertising. therefore, english has achieved both official status and education priority in many countries. in studying the four english language skills, reading is important skill to be learnt, it enables learners to comprehend all new information in english printed and written text. according to pang, et. al. (2003:6), learning to read is an important educational goal. for both children and adults, the ability to read opens up new worlds and opportunities. it enables us to gain new knowledge, enjoy literature, and do everyday things that are part and parcel of modern life, such as, reading the newspapers, job listings, instruction manuals, maps and so on. therefore, reading is one of the language skills that should be mastered when learning a language. 187 comprehending a reading text is not an easy activity. it is because “reading is a receptive language process. it is the process of recognition, interpretation, and perception of written or printed materials” (khand, 2004:43). it means it is about understanding written texts that refers to the process of perceiving how written symbols correspond to ones’ spoken language. readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. it is a complex activity that involves both perception and thought of making sense of words, sentences and connected text. it is not just transferring the printed symbols from page to brain but readers have to understand the content of what the readers read. hence, reading comprehension plays a great role in understanding a written statement accurately and efficiently. in this study, the researcher chose mts. al-furqon prabumulih as the investigation of this study. the reason for choosing mts. al-furqon prabumulih especially for the second years learners is because the writer had interviewed to the english teachers and the students at mts. al-furqon prabumulih, the researcher found out that the students and teachers of english at mts. al-furqon prabumulih faced difficulties in learning and teaching english reading comprehension. such as, (1) the learners had some difficulties to recognize and comprehend the words of english reading text, which is likely difficult to imagine what it might be like to read and not be able to understand it or say much about it afterward, and (2) the teachers had less experiences in teaching english reading strategy or technique or method, it is likely they do not provide descriptions of the knowledge base in each of the critical areas related to comprehension and also do not present specific strategies to implement with their students. in solving the problems faced by students to comprehend the content of the text, the writer proposed content-based instruction (cbi) method. tsai (2010:80) stated that content-based instruction (cbi) method is beneficial to develop students’ 188 reading comprehension. it is because by using content-based instruction (cbi) method students are exposed to different kind of strategies that involve them actively to comprehend the reading text. in addition, the content-based instruction (cbi) method could be a potential solution to answer the problems faced by students in comprehending the reading text. this teaching method could improve learning by increasing interaction among students, enhancing their motivation, and attitudes. therefore, the writer conducted a research study entitled “teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts. al-furqon prabumulih”. concept of teaching reading comprehension teaching is an activity to transfer the knowledge to the students. moreover, teaching is to explore the education. according to pica (1992:4) as cited in (saleh, 1997:19), “teaching is an interactive process between the teacher and students and among students themselves”. in addition, brown (2000:8) stated that “teaching is guiding and facilitating learning, enabling the students to learn, setting condition for learning”. arends (2009:16) said that the ultimate of teaching is assist students to become independent and self-regulated learners. in line with this, teaching has been recognized as a profession because it is an occupation that requires advanced education and special training. comprehending reading text is a process of constructing and extracting meaning. the rand reading study group (2002:11) defined reading comprehension as “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language”. by situating reading comprehension as a process of extracting and constructing meaning, that is the reader must make referential and logical inferences that are not explicitly made in the text. thus, a reader interacting with a text is making meaning from term or 189 concept that exists beyond the text is the extraction part of the process of constructing meaning. in english learning, one of course must learn the words as one aspect of reading parts. klingner, et. al. (2007:47) stated that “regardless of what you teach— math, science, history, biology, or government—one of your major responsibilities is to teach key vocabulary and concepts so that students can comprehend what they read and understand the academic language of the discipline”. it means that understanding words in all complexity of a text is an essential part of comprehending text. in addition, perhaps the most important outcome of improved vocabulary is improved comprehension. therefore, we can assume that vocabulary knowledge in all text is the essence of comprehension. learning to read english better is possible if the students really want to do it. it is essential that before learners begin to learn how to read, they gain as much facility as possible in the skill of speaking. they must also be given the opportunity to listen to the words of the language being spoken. in order to become a reader, the students must be aware of shapes, be able to recall stories and poems, and have a considerably wide vocabulary in english (horsburgh, 2009:7). moreover, the students must be sufficiently motivated and must want to read. forcing someone to read, especially when the student is not ready to read or finds the task difficult, may only put off the potential reader. horsburgh (2009:7) said that the skill of reading and an interest in reading can only be developed properly by allowing the reader to read and enjoy a number of reading texts. concept of content-based instruction (cbi) method content-based instruction (cbi) can be defined as a teaching method that emphasizes learning about something rather learning about language (davies, 2003:1), which focused on the topic or subject matter (peachy, 2003:1). nevertheless, 190 richards & rodgers (2001:204-205), mention the approach aims to develop the students’ language and academic skill. the skills are developed unconsciously through the content dealt with; content-based instruction allows for the complete integration of language skills. as you plan a lesson around a particular subtopic of your subject-matter area, your task becomes how best to present that topic or concept or principle. in such lessons it would be difficult not to involve at least three of the four skills as your students read, discuss, solve problems, analyze data, and write opinions and reports (brown, 2001:235). advantages of content-based instruction (cbi) method content-based instruction (cbi) is praised for many reasons. peachy (2003:12) proposes the advantages of content-based instruction (cbi) method; (1) it can make learning a language more interesting and motivating. students can use the language to fulfill a real purpose, which can make students both more independent and confident, (2) students can also develop a much wider knowledge of the world through cbi which can feed back into improving and supporting their general educational needs, (3) cbi is very popular among eap (english for academic purposes) teachers as it helps students to develop valuable study skills such as note taking, summarizing and extracting key information from texts, (4) taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects, and (5) the inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value. 191 implementation of content-based instruction (cbi) method in teaching reading comprehension in this study, content-based instruction (cbi) method is used for the teaching reading comprehension, it is important to make sure that content-based instruction (cbi) method is not ambiguous in teaching and learning reading comprehension, the teachers may make the approach to creating a cbi lesson. this is one possible way as following this teaching procedure steps (peachy, 2003:1); a. preparation 1) the teacher of english chooses a topic of interest to students. 2) the teacher of english find three or four suitable sources that deal with different aspects of the subject. these could be websites, reference books, audio or video of lectures or even real people. b. the lesson 1) the teacher asks to his/her students to form small groups. 2) the teacher assigns each group a small research task and a source of information in the target language to use to help them fulfill the task in english reading text. 3) then once the students have done their research, they form new groups with students that used other resources and share and compare their information. 4) finally, there should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind. research design in this study, a quasi-experimental design is applied in order to assess the influence the independent variable (content-based instruction (cbi) method) on the 192 dependent variable (teaching reading comprehension). the design is suggested by fraenkel, et. al. (2012:275) as follows; where: — = the straight line indicates that the two groups being compared are already formed—that is, the subjects are not randomly assigned to the two groups. m = the subjects in each group have been matched (on certain variables) but not randomly assigned to the groups. o = measurement of the dependent variable. x = treatment in experimental group with a new or non-traditional teaching strategy. c = treatment in control group with a traditional teaching strategy. validity test 1) construct validity according to hughes (1989:26), “a test, part of a test, or a testing technique is said to have construct validity if it can be demonstrated that it measures just the ability which it is supposed to measure”. in addition, mcmillan and schumacher (2010:265) stated that construct validity describes how well measured variables and interventions represent the theoritical constructs that have been hyphothesized (i.e., construct validity of the effects and causes respectively). treatment group : m o x o control group : m o c o 193 that is, how well is the theory supported by the particular measures and treatments. 2) each question item validity in this study, to know the validity of the test the writer did try out of 30 multiple choice questions to the students of mts paradigma palembang on tuesday, 16th of july 2013 at 08.00-09.30 a.m. the instruments of the test were tested to 30 students (viii a) of the eighth grade students at mts paradigma palembang. the result showed that only 26 questions were valid. then, the writer only took 25 questions that could be used as the instruments since the scores of significance were higher than r-table = 0.361. 4 questions were not valid since the scores of significance were lower than r-table = 0.361. 3) content validity in this study, the writer also used content validity to analyze the research instrument. according to hughes (1989:22),“a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc. which it is meant to be concerned”. a content validity is very important since it is an accurate measure of what it is supposed to measure. in this study, the writer took the instruments from 4 books of junior high school english books for eighth grade students written by mukarto, et. al. (2007), and wardiman, et. al. (2012), akhmadi, et. al. (2005), and rinawati and maulina (2008). 4) validity of questionnaire in this study, to know the validity of questionnaire the writer did try out of 10 questions of questionnaire to the students of mts paradigma palembang. the analysis result of each question item of questionnaire, it is found that there is 1 question item considered invalid. it is question item no1 since the scores of significance are lower than r-table = 0.361. then, 9 question items considered 194 valid. they are questions numbers; 2, 3, 4, 5, 6, 7, 8, 9, and 10 since the scores of significance are higher than 0.361. reliability test reliability in quantitative research is essentially a synonym for dependability, consistency and replicability over time, over instruments and over groups of respondents (cohen, et. al, 2007:146). in this study, the obtained scores of tryout analysis and the result analysis are presented using pearson correlation coefficient for test items of multiple choice and spearman-brown prophecy formula for test items of questionnaire in spss version 20. the analysis result of reliability test shows that the score of pearson correlation is 0.178. therefore, it can be stated that the test instrument is reliable since it is higher than 0.70. meanwhile, the result of measuring reliability of questionnaire using spilt-half method, it was found that the p-output of gutmann split-half coefficient is 0.580. therefore, it can be stated that reliability of questionnaire is reliable since the p-output is higher than r-table product moment (0.361) with n-sample is 30 students at confidence level 95% (α = .05). population and sample the investigation of population of this research was all the second years learners at mts. al-furqon prabumulih in the academic year 2013/2014. the total numbers of the students were 63 comprising 2 classes. there were 36 males in class ii pa and 27 females in the class ii pi. in this study, convenience sampling technique is used. the writer takes two classes of second years learners at mts. al-furqon prabumulih that has been chosen by teacher of english. before being taught reading comprehension using content-based instruction (cbi) method given treatments, the writer used matched participants design to get real sample, the writer would like to find some pairs that have the same scores from pretest. from the result of pretest scores of paired matching variables the writer got 20 pairs including 40 students from 195 63 samples who have the same scores between two groups. then the samples are divided into two groups ii pa as control group and ii pi as experimental group. normality test the writer used 1-sample kolmogorov-smirnov test to analyze the normality. the result showed that the pretest in control group and experimental group was 0.911. then, in posttest of control group was 0.425 and experimental group was 0.560. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test in analyzing the homogeneity, the writer used levene statistic. the result showed that the pretest score was 1.000 and posttest score was 0.154. it can be concluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing a. the progress analysis in this study, to measure the significant improvement from the pretest to the posttest of experimental group, the writer used the paired sample t-test. the estimation on statistic analysis showed that the matched ttest calculation of specified α = 0.05 (95% level of significant) is 0.000 and degree of freedom (df) is 19, the t-value (tv) is 5.638 and the t-table (tt) is 1.729. it means that tv > tt (tvalue is higher than ttable). consequently there was a significant progress from the scores of pretest to posttest since the t-value of matched t-test calculation is higher than t0.05, 19 = 1.729 and the level of significance is lower than α = 0.05. b. questionnaire analysis to find out students’ opinions toward the implementation of content-based instruction (cbi) method in teaching reading comprehension, the writer used 196 percentage formula to analyze the respondents’ answers on the questionnaire constructed by the researcher that was presented using closed-ended questions. then, from the result of the questionnaire, it can be inferred that the students gave the positive response toward the implementation of content-based instruction (cbi) method in reading comprehension. it seems that the students got the benefits from the implementation of content-based instruction (cbi) method at early stage of their middle—level education. conclusion based on the findings, it can be drawn some conclusion. first, based on the result of pretest to posttest, content-based instruction (cbi) method significantly improves students’ reading comprehension achievement average score of second years learners at mts. al-furqon prabumulih. second, students gave positive response toward the implementation of content-based instruction (cbi) method in reading comprehension. therefore, it can be inferred that teaching reading comprehension through content-based instruction (cbi) method can be considered as one alternative method to be used in teaching english reading comprehension, especially to the efl students. references arends, r. (2009). learning to teach. 7th ed. new york: cambridge university press i. brown, h. d. (2001). teaching by principles (an interactive approach to language pedagogy). 2nd ed. ny: longman. brown, h. d. (2000). principles of language learning and teaching. 4th ed. ny: longman. cohen, l. et. al. (2007). research methods in education. 6th ed. n. y, u. s. a. : routledge. criystal, d. (2003). english as a global language. 2nd ed. u. s. a. : cambridge university press. 197 dalilan. (2010). introduction to linguistics (course material). unpublished paper, muhammadiyah university, palembang. davies, s. (2003). “content-based instruction in efl contexts”, retrieved may, 24, 2013, from http://itsej.org/articles/davies-cbi.html. fraenkel, j. r. et. al. (2012). how to design and evaluate research in education. 8th ed. u. s. a: mcgraw-hill publishing company. horsburgh, n. (2009). teaching guide (new oxford modern english). u. k. : oxford university press. hughes, arthur. (1989). testing for language teachers. cambridge: cambridge university press. khand, z. (2004). “teaching reading skills: problems and suggestions”. language learning, vol. 3, p. 43-56. klingner, j. k. et. al. (2007). teaching reading comprehension to students with learning difficulties. new york: the guilford press. mcmillan, j. h., & schumacher, s. (2010). research in education (7th ed.). new york: pearson inc. pang, et. al. (2003). teaching reading. belgium, switzerland: the international academy of education (iae) & the international bureau of education (ibe). peachy, n. (2003). “content-based instruction (cbi)”. teaching english. retrieved may, 25, 2013, from http://www.teachingenglish.org.uk/articles/contentbased-instruction. rand reading study group. (2002). reading for understanding toward an r&d program in reading comprehension. 2002. u. s. : rand. richards, j. c., & rodgers, t. s. (2001). approach and method in language teaching. new york, ny: cambridge university press. saleh, y. (1997). methodology of tefl in indonesia context. palembang: faculty of teacher training and education sriwijaya university. tsai, y. (2010). “the impact of content-based language instruction on efl students’ reading performance”. applied english, vol. 6, p. 77-85. http://itsej.org/articles/davies-cbi.html. http://www.teachingenglish.org.uk/articles/content 23 teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang ariesca lenny marzulina uin raden fatah palembang e-mail: ariescaququ@yahoo.co.id abstract: the purpose of this study was to find out whether or not there is a significant difference on the eighth grade students’ reading comprehension who were taught by using window notes strategy and those who were not at smp muhammadiyah 4 palembang. the population of this study consisted of 140 eighth grade students of smp muhammadiyah 4 palembang in academic year of 2014/2015. there were fifty eight students taken as sample. each class consisted of twenty nine students from class viii a as experimental group and twenty nine students from class viii b as control group. the sample of this study was taken by using purposive sampling method. in this study, the researcher used pretest-posttest non-equivalent group design. the instrument used in collecting the data was reading comprehension test in the form of multiple choice. the test was administrated twice, as the pretest and posttest for both experimental and control group. the result of the test were analyzed by using ibm spss (statistical package for the social science) statistics 22. the result showed that “there was means significant difference from students’ posttest scores in experimental and control groups, it was found the p-output (sig.2-tailed) was lower than 0.05 level and t-value (4.324) is higher than t-table (1.673). so, the ho (the null hypothesis) was rejected and ha (the alternative hypothesis) was accepted. it means that there was significant difference on students’ reading comprehension achievement taught using window notes strategy than those who were not. keyword: reading comprehension achievement, window notes strategy introduction language is practically defined as a characteristic of the human being. it has an important role for human life because through language people can express their ideas, emotion and desires. as one of the international languages, english has been considered as the actual universal language without any doubts. according to crystal (2003, p. 1) english is as a global language, which is widely used in various countries and in various fields. it can be at least understood almost everywhere among scholars and educated people. as the matter of facts, in tefl, there are four language skills that should be mastered, listening, speaking, reading, and writing. one of the language skills, reading is an important skill mailto:ariescaququ@yahoo.co.id 24 that needs to be developed in learning and teaching activities because people get many knowledge and information by reading. medina (2012, p. 81) says that for academic purposes, reading is important because it is one of the most frequently used language skills in everyday life to get the information. reading also has important function for the students in education field. in relation to teaching reading comprehension, some genres of the texts are usually applied by the teachers, especially for the teachers of the eighth grade of smp in second semester and one of them is narrative text. according to wahidi (2009, p. 7), narrative is a text focusing specific participants. its social function is to tell stories or past events and entertain the readers. narrative deals with problematic the events which lead to a crisis or turning point of some kind, which in turn finds a resolution. many students have problems in comprehending the reading text, especially the narrative texts. based on preliminary study conducted on february 8th, 2015, it was found out that the eighth grade students of smp muhammadiyah 4 palembang had difficulties in learning the narrative text. through observation and interview, the researcher find out that the students cannot find the main idea, or get the information from the narrative texts, and as well as guess the meaning easily, because they don’t know a lot of vocabularies. that is why, it tends to make them confused to complete the narrative text reading exercises. moreover, they were not really enthusiastic in following the lesson given only some of them were active. besides that, they had poor vocabulary, that is why, they couldn’t understand the content of the text and find the information inside the text easily. these are the reasons why the eighth grade students’ reading comprehension score is quite low. to overcome these problems, it is suggested that a teacher has to use a good and interesting method in teaching learning process. one of the methods is window notes strategy. silver, strong, and perini (2007, p. 207) state that window notes strategy is the strategy in which students use a powerful note of framework that helps them deepen comprehension by thinking as they read and learn, and it is used to develop the capacity to reflect on and improve their performance. 25 concept of teaching in every school and educational institutions there will be a teaching and learning process which always happens as the initial part of the activity. teaching is considered the process of explaining and transforming material that is related to the topic while the process of teaching and learning take place. according to brown (2000. p.7), teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. brown (2007, p. 8) states that teaching is showing or helping somenone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge. it is supported by q.s. al-alaq verse: 4 means that god teaches human to read everything that can increase human’s science. in order they know about something that they never know before. from those definition above, it can be assumed that teaching is the process of transfer the knowledge, share the information, and guide the learner to do something between teacher and students, in order to help students understand and develop their ability in learning process. concept of reading reading is one of important skills in english which needs to understand the meaning that provided in text. according to wallace (1992, p. 5), reading is so much a part of daily life for those of us who live in literate communities that much of the time we hardly consider either the purposes or processes involved. like other experts, medina (2012, p. 81) states that reading is an interactive process in which the writer and the dialogue interact through a text. for academic purposes, reading is important because it is one of the most frequently used language skills in everyday life. in addition, pang, muaka, benhardt, and kamil (2003, p. 6) state that reading is about understanding written texts. it is a complex activity that involves both perception and thought. concept of reading comprehension according to klinger, vaughn, and boardman (2007, p. 8), reading comprehension is a multicomponent, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). 26 comprehension is the process of deriving meaning from connected text (pang et al., 2003, p. 4). they state that the reader actively engages with the text to construct the meaning. therefore, comprehension could not be separated from reading. on the other side, snow (2002, p. 11) states that, reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. we use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. in short, reading comprehension relates to the students’ understanding about the text given by the teachers that they read and they try to analyze the texts and the meanings inside. concept of narrative text according to wahidi (2009, p. 7), narrative is a text focusing specific participants. its social function is to tell stories or past events and entertain the readers. narrative deals with problematic of the events which leads to a crisis or turning point of some kind, which in turn finds a resolution. moreover, gamble and yates (2002, p. 20) state that narrative text relates a sequence of events. narrative is not an aesthetic invention but the basic way in which we make sense of our experiences. on the other side, zaida (2009, p. 82) explains that narrative consists of several parts: 1. orientation, this part introduce characters and sets the scene (when/where); 2. complication, in this part, the main character is faced to a problem; 3. resolution, this part tells how the problem is resolved, for better or worse. from the explanations above, it can be assumed that a narrative paragraph is a story that is created in a constructive format that describes a sequence of fictional or non-fictional events. narrative is a text which contains about story and its plot consists of climax of the story (complication) then followed by the resolution. concept of window notes strategy in teaching reading, there are many strategies that can be applied by the teachers. one of them is by using window notes strategy that can help the students with a powerful note making framework that helps them deepen comprehension by thinking as they read and learn. according 27 to silver, strong and perini (2007, p. 207) this strategy provides students with a powerful note making framework that helps them deepen comprehension by thinking as they read and learn, develop the capacity to reflect on and improve their performance as reader. this strategy can give easy way for students in understand text. silver, jackson and moirao (2011, p. 13) state that window notes is derived from task rotation in that it applies the power and benefits of thinking in all four styles to the note making process. meanwhile waterman (2010, p. 109) says that this strategy may motivate students to record information from a variety of learning styles. this strategy of note making asks students to focus on the facts and concepts embedded in the information (mastery), how they feel about that information (understand), what questions they have about it (interpersonal), and what ideas come to their minds that they might draw to remember the topic (self expressive). it means that this strategy not only about how the students understand and explain their opinion into four specific areas but also this strategy asks students to use their power of thinking to express their self so that the students can combine between the opinion and their learning style that rising big ideas. from the explanation the researcher can conclude that window notes strategy is strategy used by teacher to teaches in reading comprehension in order to the learners more active act, engagement of mind. this strategy asks students what they think and let them have their own opinion. the learner can organize the text based on their think into feels, facts, questions and ideas. teaching procedures using window notes strategy silver, et al., (2007, p. 211) states the using this strategy involves the following steps: a. introduce and model window notes by showing students how you collect facts, questions, ideas, and feelings related to a particular topic or text. b. the teacher asks students to divide a blank sheet of paper into a window-shaped organizer of four quadrants. c. the teacher introduces the text or topic to be learned. have students collect different kinds of notes and responses on their organizers as they read the text or learn about the topic. 28 d. invite the students to share their notes with the class, and conduct a discussion on what students have learned about the content and their personal preferences as note makers. e. the teacher assigns a task that requires students to use their notes. f. if the over time, teach the students how to use the strategy independently, as a way to help them break new learning up into meaningful sets of information and as a way to help them pay attention to the inner working of their own minds. research method in this study, quasi-experimental method was used. fraenkel, wallen and hyun (2012, p. 275) explain that quasi-experimental designs do not include the use of random assignment. in this study, one of the quasi experimental designs, the pretest-posttest nonequivalent groups design was used. cohen, lawrence and keith (2007, p. 283) formulate the design as follows : where: : dash line indicated that the experimental and control group have not been equated by randomization. o1 : pretest in experimental group o2 : posttest in experimental group x : treatment to experimental group o3 : pretest in control group o4 : posttest in control group this study included two groups mainly experimental group and control group. the experimental group was taught by using window notes strategy while the control group was not taught by using window notes strategy. population and sample the purposive sampling was used, class viii a and viii b were selected as the sample of the study. class viii a and viii b were chosen based on observation and interview to english treatment : o1 x o2 control : o3 o4 29 teacher, viii a and viii b have the same background knowledge and difficulties of reading ability. after the pretest, the result of class viii b was higher than class viii a. therefore, class b was selected as control group and class viii a as experimental group. the total sample of the this study is fifty-eight students out of 140 populations. findings and discussion validity test validity refers to the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher makes. fraenkel, et. al. (2012, p. 147) state that validity is the most important idea to consider when preparing or selecting an instrument for use. a. construct validity according to fraenkel, et. al (2012, p. 148), the construct validity refers to the nature of the psychological construct or characteristic being measured. the researcher asked her lecturers eka sartika, m.pd as validator i, beni wijaya, m.pd as validator ii and mgs. sulaiman, m.pd as validator iii to estimate her instruments. based on the assessment carried out by validator ii and iii, the instrument can be used without revision and based on validator i it can be used with a few revision. it means that the research instrument can be applied in this research. b. validity of each question item to find out the validity of the test question items, the researcher analyzed the items of the tests by conducting a try-out in order to find out the validity of each question items. the instruments of the test was tested to 31 students (viii 3) of eighth grade students of smp nurul iman palembang. the result of the test was analyzed by using pearson correlation coeffecient formula. the result of significant score of pearson correlation was compared with r table (0.355), it means that the item is valid. from pearson correlation formula, it was also found that there were only forty-one test items out of sixty were valid. pearson correlation in spss 22 showed that there were 19 questions were considered invalid since the score of significance are lower than 0.355. then, 41 questions item were considered 30 valid, since the score of significance are higher than 0.355. since there were 41 questions are considered valid, the writer just took 40 valid questions item. c. content validity content validity refers to the content and format of the instrumental (fraenkel, et. al, 2012, p. 148). in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the instrument of the test was taken from junior high school books. there were forty questions with narrative reading text used in this study. reliability test to know the reliability of the test used in this study, the researcher calculated the students’ score by using spearman-brown prophecy formula found in spss 22 (statistical package for the social science) program. the scores of reliability are obtained from tryout analysis which is done once using the instruments test. the school where the tryout conducted is different from the school where the research study were conducted. therefore, split-half test method is used to obtain the scores of tryout analysis. to measure the reliability test using split half method, it was found that the p-output of guttman split-half coefficient is 0.734 from the score it can be stated that the reliability of reading test items is reliable since the p-output is higher than 0.70 with sample (n) is 31 students. normality test normality test is used to measure whether the obtained data was normal or not. the data can be classfied into normal when the p-output is higher than 0.05 (basrowi, 2007, p. 85). in measuring normality test, one sample kolmogorov smirnov is used. the normality test is used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. 31 homogeneity test according to basrowi (2007, p. 106), homogeneity test is used to measure the scores obtained whether it is homogen or not. he stated that the score is categorized homogen when the p-output is higher than mean significant difference at 0.05 levels. in measuring homogeneity test, levene statistics in spss is used. the homogeneity test is used to measure students’ pretest and posttest scores in control and experimental groups. hypothesis testing in this study, in finding out a significant difference between student’s posttest scores in control and experimental groups, the researcher used independent sample t-test through spss version 22. a significant difference is found whenever p-output is lower than 0.05 and t-obtain is higher than t-table (1.673). conclusion based on the findings and interpretation in the previous chapter, the researcher assumed that there was a significant difference on the eighth students’ reading comprehension achievement who were taught by using window notes strategy and those who were not at smp muhammadiyah 4 palembang. this condition mean that teaching reading comprehension through window notes strategy could improve their knowledge about reading comprehension. references basrowi and soenyono. (2007). metode analysis data sosial. kediri, id: cv. jenggala pustaka utama. brown, d. h. (2000). principles of language learning and teaching (4th edition). new york. ny: pearson education. brown, d. h. (2007). principles of language learning and teaching. new york. ny: pearson education. cohen, l., lawrence, m.,& keit, m. (2007). research method in education. london: routledge. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). boston, ma: pearson education inc. crystal, d. (2003). english as a global language (2nd edition). new york, ny: cambridge university press. fraenkel, j. r., wallen, n. e., hyun, h. h. (2012). how to design and evaluate research in education (8th edition). new york, ny: mcgraw hill. 32 gamble, n & yates, s. (2002). exploring childrens’s liturature: teaching language and reading of fiction. new york, ny: sage publication inc. klinger, k. j, vaughn, s. & boardman, a. (2007). teaching reading comprehension to students with learning difficuties. new york, ny: the guilford press. medina, s. l. (2011). effect of strategy instruction in an efl reading comprehension course: a case study. profile journal vol. 14, no 1. p. 79-89. pang, e. s., muaka, a., bernbardt, e. b. & kamil, m. l. (2003). teaching reading: educational practices series. france: sadag, bellegarde. silver, h. f., richard, w. s., & perini, m. j. (2007).the strategic teacher. new york, ny: thoughtful education press. silver, f. h., jackson, w. strong & moirao, r. d. (2011). task rotation: strategies for differentiating activities and assessments by learnign style. new york, ny: corwin press. snow, c. (2002). reading for understanding: toward an r&d program in reading comprehension. santa monica, ca: rand. wahidi, r. (2009). genre of the text. retrieved 12 february 2015 from: http://racmatwahidi.wordpress.com. wallace, c. (1992). language teaching: a scheme for teacher education. new york, ny: oxford university press. waterman, s. s. (2010). assessing middle and high school social studies and english: differentiating formative assessment. new york, ny: routledge. zaida, nur. (2009). mandiri practice your english competence. jakarta, id: erlangga. >><< http://racmatwahidi.wordpress.com/ _goback 159 teaching reading comprehension by using 3-2-1 strategy to the tenth grade students of sma ethika palembang lili marlini uin raden fatah palembang abstract: the objective of the study is to find out the whether or not there is a significant difference on reading comprehension achievement who are taught by using 3-2-1 strategy than those who are taught by using teacher strategy to the tenth grade students of sma ethika palembang. the population of this study consisted 130 of tenth grade students of sma ethika palembang in academic 2013/2014. the sample selected using convenience sampling. there were two groups, the class x1 as the experimental group and x2 as the control groups, each of groups which consisted of 30 students. the data were collected by using multiple choice reading tests. the data obtained were analyzed by using the match t-test. the t-obtained was 8.3 at significance level of 0.05 in two-tailed testing and df 58, the critical value 2.045.since the value of t-obtained was higher than the t-table. so, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. in other words, the students in the experimental group got better scores than the students in control group. the result showed that 3-2-1 strategy gives a significant difference on students’ reading achievement at tenth grade students of sma ethika palembang. therefore, the writer recommended that 3-2-1 strategy to be used by the teachers of english at sma ethika palembang in teaching reading comprehension. keywords: reading, 3-2-1 strategy introduction english is the most widely used in the world, because english as an international language is used in written communication, for example as the medium of information on education, science, economy, law, technology, art, culture, international journal and other are written in english. english also used in spoken communication in most international events. as richards (2007: 2) stated that, english is the language of globalization, international communication, commerce and trade media and pop culture, different motivation for learning it come in to play language. so it is important for people to learn english, because english is used in every aspect of the society life. 160 in learning english there are four skills that must be mastered by the students they are listening, speaking, reading, and writing. siahaan (2008: 3) states that there are various skill in mastering of language: productive skill, speaking (it is the skill of speaker to communicate information to listener) and writing (it is skill of writer to communicate the information to reader or group of readers), a receptive skill, listening (it is the skill of listeners or group of istener interpret the information tranfered by speaker), and reading (it is the skill of reader or a group to interperet information transfered by a writer). productive skills means uderstand the spoken language while respective skill means understand the written language. in this reseach the writer focused on teaching reading. because, reading is the key of learning in all of aspect of life ; it provides access to get the information, knowledge, facilitates life-long learning, and open doors to opportunity (mcshane, 2005: 7). for instance, by having the reading ability, the students can increase their knowledge, improve their thingking do assignment, make notes, write letters, solve problems and many other things. reading is also important because, english is in the national examination, still focused on reading skills. according to depdiknas (2004:2), in reading skills, the students are required to understand the text or dialogue by determining the implicit information, overview and main idea and interpreting the meaning of words, phrases and sentences. it can be assumed that, the reading skill gets the most attention in english teaching in indonesia. although reading skill gets the most attention in english teaching in indonesia, reading english is still difficult for many people. as hamra and syatriana (2010: 34) state that as the most prioritized skill, many students in indonesia assume that reading skill is very difficult. the problem also occurs to the tenth grade students of sma ethika palembang when reading a text. many students are unable to get the meaning of the words, difficult to find explicit and implicit information in a text. most of students are not able to comprehend english text well, such as summrizing the important idea from the text, searching interesting or important of information, and 161 also the students were passive and not creative,(informal interview to the english teacher of sma ethika). dealing with the problems of the tenth grade students of sma ethika palembang, the teacher must select the appropriate technique or strategy to teach reading material. the writer tried to apply 3-2-1 strategy in teaching reading, the writer used the strategy to help the students found the important of ideas, searched interest or important of information and made students active in teaching learning process, especially to improving student’s reading comprehension achievement. according coe, at. al (2005: 383), 3-2-1 strategy is devided into three steps. first, the students found 3 things of discovered in text or the important ideas of the text independently. so, students are encouraged particular attention to what students read by identifying keys word of the text and sharing, the students understandings of the text by writing and explaining in students own words. next, students also write or identifying 2 interest important of information in the text, students can write every thing that students interest, in this step also give students opportunities to share what the students enjoy most about what students read. finally, students write 1 question about conceptual gaps, misunderstood events, or unclear explanations in text. this strategy can be used while reading a variety of texts to actively and meaningfully engage students with the text. based on what was discussed in the introduction, the problem identification can formulated in the following question: “is there a significant difference on students’ reading achievement who are taught by using 3-2-1 strategy than who are taught by using teacher’s strategy to the tenth grade students of sma ethika palembang?” concept of teaching teaching are all the activities of providing education to other, interaction between teacher and students, process give knowledge or skills to students, train 162 behavior. such as, teaching and learning process in the class. according to brown (2007: 8), teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand. moore (2005: 4) stated that teaching as actions of someone who is trying assist other to reach their fullest potential in all aspect of development. from those explanation, it can be concluded that teaching is an activity between teacher and students imparting knowledge, guided information how to do something to students, train students in learning process. concept of reading comprehension reading comprehension consist of two words, namely reading and comprehension. according to siahaan (2008: 2), reading is receptive written language skill that reading is the skill of a reader or a group of reader to interpret information transferred by a writer. julie and jensen (1980: 207) said that reading is complex process get information from the printed page, ability to pronounce and comprehend printed word, interpreting sign, letter or symbols by assgning meanings of them, last receiving ideas and impession from an author via the printed word. comprehension according to cooper (2000: 12), means a process by which the reader contruct or assign meaning by interacting with the text. harrington and koppenhaver (2010: 3) stated that comprehension is the ability to process the written of printed material from what has been read and to improve a construct if ideas in mind depend on the experience or prior knowledge of the reader and understand of the text idea. so, reading comprehension is a complex process, the reader constructs meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text (merisuo, 2006:1). reading comprehension refers to reading for meaning, understanding and entertaiment, (nunan, 2005:71). based explanation, it can be assumed that, reading comprehension 163 is the ability to process the written or printed material from what has been read to develop and construct the main idea on the experience or prior knowledge of the reader. the purpose to get information, entertaimen, improve general language skill, and develope knowledge for the reader. concept of 3-2-1 strategy coe, at. al (2005 : 381-382) stated that there are three vital components of the 3-2-1 strategy. first, students summarize 3 important points or the important ideas from text. next, the students share 2 insights about what aspects of passages are most interesting or intriguing. the students can use the 3-2-1 chart as a strategy while they read a textbook, a novel, an article, or other instructional text, or use it as a postreading activity. the teacher must first model the use of the strategy to students and discuss their thinking processes, the meanings they constructed, and the ways they benefited from the strategy to them. finally, students are given opportunities to ask questions about the text. table 1 shows a basic 3-2-1 strategy chart. table 1 student name : topic/book/text: 3 things you discovered 1 2 3 2 interesting things 1 2 question you still have 1 the detailed description of the 3-2-1 strategy, according to coe, at. al (2005: 381-382), are as follows: 164 “3” things you discovered. an effective way for teachers to combat passive participation from students is by asking them to summarize portions of what they have read. during the first step of the 3-2-1 strategy, students summarize and cite three different key details they identified while reading the passage. by focusing on three discoveries made during reading, students are encouraged to pay closer attention to the text by identifying key facts and sharing their understandings of the text by writing and explaining meaning in their own words. summarizing is beneficial to readers in several ways. “2” interesting things. acknowledged that giving students opportunities to share what they enjoy most about what they read is an important part of guiding students toward making reading a part of their everyday lives. students can share their own attitudes on texts, thus becoming more engaged in readings during the second portion of the 3-2-1 strategy. in this step, students list two things that stood out as being interesting to them. “1” question you still have. the final component of the 3-2-1 strategy is for students to write a question that they still have about the text. beck and noted that learning facts that are embedded in written pieces does not equal understanding, but active questioning engages readers while serving to build knowledge of texts. in this final step of the 3-2-1 strategy students can ask questions about conceptual gaps, misunderstood events, or unclear explanations in text. according to preszler (2006: 20), the 3-2-1 strategy gives students the opportunity to pause and review. this strategy requires students to consider what they have learned and to process the information they have been exposed during a lesson. in addition, when students apply this strategy to their learning, they automatically synthesize information and formulate questions they still have regarding a topic of study. based on the explanation the writer assumed that, 3-2-1 strategy requires that students summarize what they have reading and elaborate on their personal 165 connections to the text. the 3-2-1 strategy is applicable to many situations and is easy for students to master and remember. adventages of 3-2-1 strategy according to coe, at. al (2004: 382-383), the adventages 3-2-1 strategy are as follows: a. this strategy flexible nature, there are saveral ways to extend the strategy to better facilitate specific teacher curricular and intructional objective. b. set up 3-2-1 chart concentate on certain portions of text. this approach will be especially helpful students who have difficulty identifying focal point in the text. c. the 3-2-1 strategy can also be modified to facilitate reading comprehension of struggling readers by asking them to provide evidence from text to support their discoveries, interests, and questions as show in the table chart 1. d. the 3-2-1 strategy is one way to actively and meaningfully engage students with the text, and last, e. students are motivated because the discussion is based on the ideas that they found, addressed and brought to class. research design in this study, the writer used a quasi-experimental the matching only pre-test and post-test control design: the basic scheme of this study as a folllow: eg : m o1 o2 cg : m o3 c o4 where: : line presents that experimental and control group that not been equated by randomization 166 m : matched subjects in experiment and control group 01 : pre-test for experimental 03 : pre-test for control group x1 : treatment experimental groups ( 3-2-1 strategy ) c : treatment control groups ( teacher’s strategy ) 02 : post-test for experimental 04 : post-test for control group (fraenkel and wallen 1990: 243) population and sample the population of this study will be all the tenth grade students of sma ethika palembang. the total number of the population is 130 students. in this study the writer used convinience sampling, the sample of this study are choosen by head master, those are x.1 and x.2 tenth grade students of sma ethika palembang. because both of classes had same english teacher teacher and has same of the total number of students. the writer selected experimental group and control group by flipped a coin. after that, the writer got class x.i for experimental group and x.2 for control group, the total sample of the study were 88 students from the population, 44 students as experimental group and 44 students as control group. finally, the writer found same pairs that have the same scores then the writer matched it is from pretest sco and they were as sample in this study. validity test according to fraenkel and wallen (1990: 127), validity has been defined as referring to the appropriatness, meaningfulness, and usefulness of the specific inferences researches make based on the data they collect. there are three ways to check validity of the test by, construct validity, one short validity technique and 167 content validity. in this research the writer uses one short technique and content validity. to find out validity of the each question item, the writer analyzed the items of test by doing try-out on monday, 22 ℎ of july 2013 at 10.3011.15 a.m. the instrument of the test are 40 students (x.i) of tenth grade students at sma nurul amal palembang. there are 60 of multiple choice questions, the correct answer is label 1 and the wrong answer is label 0. the result of test are analyze using pearson correlation coefficient (spss 16), the categories valid whenever the significance (2tailed) of the r-output is higher than rtable product moment with n-sample 40 is 0.312. the writer also analyzed content validity. hughes (1982: 22) said that a test is said to have content validity if it is content constitutes a representative sample of language skill, structures, etc., with which meant to be concerned. to know contents of the test items should be made based on the curriculum and syllabus. in this reseach the writer used syllabus of senior high school (sma), there were 20 questions recount text, and 20 questions narrative text. reliability test according to fraenkel and wallen (1990: 133), reliability refers to the consistency of the scores obtained-how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. the concept of reliability is related to the consistency of the measurement when the testing procedure is repeated on a population of individuals or group. the writer analyze by using internal consistency realibility. to know wether or not the instruments reliable. to find out reliability test the writer analyzed the items of test by doing try-out on monday, 29 ℎ of july 2013 at 10.3011.15 a.m. the instrument of the test are 40 students (x.i) of tenth grade students at sma nurul amal palembang. 168 normality test the writer used one-sample kolmgrorov-smirnov test to anayze the normality. the significance pretest in control group was 0.298, they are higher than 0.025 it can be stated that the students’ pretest scores in control and was normal. the significance posttest in control group was 0.335, and the significance posttest in experimental group was 0.047. the significance value is greater than 0.025. it means that the data is in normally distributed population. homegeneity test for analyzing the homegeneity, the writer used levene statistic. the result of pretest in control and experimental groups shows that, the significance was 1000, it means that the pretest in control and experimental groups are considered homogeny. because, the p-output was higher 0.05. in other words, the sample are in the same capability. the result of posttest in control and experimental groups shows that, the significance was 0.06 it means that the pretest in control and experimental groups are considered homegeny. hypothesis testing in this study, to measure the significance difference, the writer used matc ttest . there were 30 students responded to the experimental group, they have been on average (x1=72.92). mean while, there were 30 students responded to control group, and they have been average (x2=67.58). the mean difference between posttest experimental and control groups were 5.34 point. standard deviation both of experimental and control groups were 3.5 the result analysis of measuring a significant difference on the students’ reading achievement by using 3-2-1 strategy than those who taught by teacher strategy that usually used by the teacher at sma etika palembang, it was found that tobtain was 8.3. at the significance level of p< 0.05 in two-tailed testing and df= 29, 169 the critical value of t-table 2.045. since the t-obtained exceeded the critical value of ttable, the nul hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it could be that there was a significant difference on students reading comprehension achivement who are taught by using 3-2-1 strategy than who are taught by using teacher’s strategy to the tenth grade students of sma ethika palembang. conclusion based on the result of the data analysis and interpretations, it can be concluded that there is a significant difference on students reading comprehension achivement who are taught by using 3-2-1 strategy than who are taught by using teacher’s strategy. while, the result of reading comprehension achivement in experimental group was significantly higher than conrol group. 3-2-1 strategy give positive effects on students’ reading comprehension achivement. it can be seen from the result both of experimental and controls groups. therefore, the writer assumed that 3-2-1 strategy has increased the score in students reading comprehension ability to the tenth grade students of sma ethika palembang. it indicates that 3-2-1 strategy brings advantages to teach english of sma etika palembang. 3-2-1 strategy made students to be active in teaching and learning process, because they worked in group and share their opinions one each other in small group discussion, and the students also have motivated because the discussion is based on the ideas that they found, addressed and brought to class next, the students has an opportunity to ask one questions about the text which is their did not uderstand yet. the 3-2-1 strategy is applicable to many situations and is easy for students to master and remember. finally, the teacher and the students will pass on kkm of the subject. 170 references amijaya, filiam. 2009. “improving students’ comprehension in reading narrative through summarizing technique to the eleventh year students’ of sma 1 indralaya”. palembang: faculty of teacher training and education pgri university. alsamadani, hasim ahmed. 2011. “the efect of 3-2-1 reading strategy on efl reading comprehension. english langage teaching”. vol. 4. no.3 brown. h. douglas. 2007. principle of language learning, 5th edition, longman: person education cooper, david. 2000. literacy helping children construct meaning. 4th edition. usa: houghton mifflin company. depdiknas. 2005. panduan materi ujian nasional tahun pelajaran 2004-2005 sma/ma. jakara: depdikbud indonesia franenkel, jack and wallen, norman. (1990). how to design and evaluate reseach in education. usa: mcgraw-hill. harrington, kari i.and koppenhaver, dave. (2010). “what does research say about the best practices in reading comprehension that can be applied to classroom reading instruction in order to increase student comprehension?”. retrievedfrom:http://www.appstate.edu/~koppenhaverd/rcoe/s10/5710/q1/rdgco mpkari.pdf . accesed on februari , 20nd,2013. hughes, athur (1982). testing for language teachers”. newyork: camridge university press. moore, d. kenneth. (2005). effective instructional strategies from theory to practice. sage publication. inc mcshane, susan. (2005). applying research in reading instruction for adult first step for teacher. national institute for literacy. retreived from: http://lincs.ed.gov/publications/pdf/applyingreasearch.pdf. on februari, 20nd. 2013 nunan, david (2006). practical english language teaching. singapore: mc. grawhill. petty, t. walter and jensen, m. julie.(1980). developing children’s language. library of congres cataloging in public data. preszler, june, 2006. more strategy to guide learning, rapid city bhssc 1925 plaza boulevard. rismawati, desi. (2007). teaching reading comprehension by using psq5r tecnique to eleventh grade students of state senior high school pangkalan balai palembang. palembang: faculty of teacher training and education pgri university. sanggam, siahaan. (2008). the english paragraph. graha ilmu: jogja wood, edwards et. al. 2006. “motivation, self-efficacy, and the engaged reader” middle journal school. vol 37, p.55-61 http://www.appstate.edu/~koppenhaverd/rcoe/s10/5710/q1/rdgco http://lincs.ed.gov/publications/pdf/applyingreasearch.pdf. 171 coe, at. al. 2005. “engaging students with text: the 3–2–1 strategy”. the reading teacher, vol. 58(4), 381–384. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 1 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editor amirul mukminin, universitas jambi, indonesia assistant editors vahid nimechisalem , university putra malaysia, malaysia dedi rahman nur, widya gama mahakam university, east kalimantan, indonesia hilma suryani , state islamic university of sultan thaha, jambi, indonesia akhmad habibi, faculty of teacher training and education, universitas jambi, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia annisa astrid, state islamic university of raden fatah palembang, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://scholar.google.co.id/citations?hl=en&user=9-skib8aaaaj https://scholar.google.co.id/citations?hl=en&user=rlkry98aaaaj https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en https://scholar.google.co.id/citations?hl=id&user=txyha9eaaaaj https://scholar.google.co.id/citations?hl=en&user=eqemvr0aaaaj http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 2 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international editorial board prof. karim sadeghi, ph.d, urmia university, iran prof. stephen krashen, ph.d, university of western florida, usa prof. judit navracsics, ph.d, pannon egyetem, veszprem, hungary prof. erdogan bada, ph.d, hakkari university, turkey prof. florante p. ibarra, ph.d, central luzon state university, munoz, philippines prof. john sivell, ph.d, brock university, canada mohd faiz mohd yaakob, universiti utara malaysia, sintok, malaysia dr hassan soodmand afshar, university of hamedan, iran dr. ricky lam, hongkong baptist university, hongkong dr. jhon i. liontas, university of south florida, usa dr farah ghaderi, urmia university, iran mohd afifi bahurudin setambah, institut pendidikan guru, malaysia dr is'haaq akbarian, university of qom, iran hadiyanto, m.ed., ph.d, jambi university, jambi, indonesia yunisrina qismulla yusuf,m ling., ph.d, syiah kuala university, aceh, indonesia failasofah, phd. (scopus id: 57195244114), jambi university and university of pannonia, hungary dr. masbirorotni, (scopus id: 57204809540), jambi university, jambi, indonesia dr. umar fauzan, m.pd (scopus id: 57205097271), state islamic institute of samarinda, indonesia dr. dairabi kamil, m.pd, state islamic institute of kerinci, jambi, indonesia dr. dian erlina, s.pd., m.hum, (scopus id: 57168893300), universitas islam negeri raden fatah palembang, palembang, indonesia dr. siti rahma sari, iai nusantara, jambi, indonesia https://www.scopus.com/authid/detail.uri?authorid=54881358300 https://scholar.google.co.id/citations?hl=en&user=brdymc0aaaaj https://www.scopus.com/authid/detail.uri?authorid=57036826700 https://scholar.google.co.id/citations?user=b2vkscuaaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57193909163 https://www.scopus.com/authid/detail.uri?authorid=55288012100 https://www.scopus.com/authid/detail.uri?authorid=57203537360 https://scholar.google.co.id/citations?user=bxuz4yeaaaaj&hl=en http://educ.hkbu.edu.hk/?page_id=5788 http://educ.hkbu.edu.hk/?page_id=5788 https://www.usf.edu/education/faculty/faculty-profiles/john-liontas.aspx https://www.scopus.com/authid/detail.uri?authorid=55535409400 https://scholar.google.com/citations?user=baznvjqaaaaj&hl=en https://scholar.google.com/citations?user=z5hzkn0aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=55351138500 https://scholar.google.co.id/citations?hl=en&user=lgmkzc0aaaaj https://scholar.google.co.id/citations?user=f_cpy30aaaaj&hl=en https://scholar.google.co.id/citations?hl=en&user=mlcgwogaaaaj https://www.scopus.com/authid/detail.uri?authorid=57193135293 https://scholar.google.com/citations?user=txczia8aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57203321918 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 3 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 4 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi indexing we are proud to announce that edukasi: jurnal pendidikan dan pengajaran is currently indexed by: the indonesian minister of research, technology and higher education, sinta 3 (science and technology index), delivers access to citations and expertise in indonesia, web-based research information system offering fast access, easy and comprehensive to measure the performance of researchers, institutions and journals in indonesia. sinta provides benchmarks and analysis, identification of research strength of each institution to develop collaborative partnerships, to analyze the trend of research and expert directories. doaj on 29 april 2018. doaj's mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language. doaj will work with editors, publishers and journal owners to help them understand the value of best practice publishing and standards and to apply those to their own operations. doaj is committed to being 100% independent and maintaining its primary services and metadata as free to use or reuse for everyone. google scholar provides a simple way to broadly search for scholarly literature. from one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. google scholar helps you find relevant work across the world of scholarly research. moraref (ministry of religious affairs' reference) in an academic portal under the initiative of the ministry of religious affairs of indonesia run by the association of journals, universities' publishers, and research centers under the administration of higher education division in the ministry. this portal is made with the aim at enhancing, facilitating digitalization and indexation of academic journals published by the institutions under the coordination of the ministry of religious affairs of indonesia. these journals focuses not only on islamic studies or religious studies, but also on other sciences or discipline related to these studies. https://doaj.org/toc/2580-5711?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22terms%22%3a%7b%22index.issn.exact%22%3a%5b%222580-5711%22%5d%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22size%22%3a100%2c%22_source%22%3a%7b%7d%7d edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 5 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 1-5 editorial 6-17 ict in indonesia public secondary schools: efl teachers’ attitude and problems eddy haryanto 18-32 measuring tefl students’ foreign language classroom anxiety: a rasch analysis approach dairabi kamil, daflizar, rody hartono, toni indrayadi 33-42 the effectiveness of kahoot in improving vocabulary: the case of private university english study program udur delima sibatuara 43-55 learning strategies and technologies applied by high proficiency university students for english as a general subject sufiyandi, muhammad fadhli, idli kurniawan 635-65 english students teachers’ academic writing strategies: a survey nunung fajaryani, mukhlas abrar, riang yulia gilsih, nelly arif, masbirorotni 66-77 grammar instructions in communicative language teaching classrooms: student teachers’ perceptions muhammad holandyah, dian erlina, lenny marzulina, fitri ramadhani rembulan issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 138 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi an investigation into a link between classroom climate and reading achievement ria oktaviani an english teacher of junior high school fauziah palembang, south sumatera, indonesia riaoktaviani928@gmail.com abstract this research investigated a link between classroom climate and reading achievement, and discovered the influence of the classroom climate and reading achievement of the students at one junior high school in palembang, south sumatera, indonesia. fifty seven students participated in this study and were chosen by using convenience sampling method. in collecting the data, constructivist learning environment survey (cles) and reading test were used. descriptive statistics, pearson product moment correlation and regression analysis were employed to analyze the data. based on the data analysis, it was found out that r (.175) <rtable (.260) was higher than 0.05. it designated that the classroom climate and students’ reading achievement were not significantly correlated. since there was so significant link, it was not necessary to conduct further investigation, regression analysis, to check the influence of classroom climate and students’ reading achievement. it can be determined that classroom climate did not give substantial influence on students’ reading achievement. keywords: classroom climate, students’ reading achievement manuscript submitted: june 24, 2018 manuscript revised: september 3, 2018 accepted for publication: september 17, 2018 introduction education is essential for the development of society. abrar, mukminin, habibi, asyrafi, makmur, and marzulina (2018) state that the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (as cited in marzulina., 2018, p.64). there are four english language abilities in studying english. the prominent skill to be mastered is reading. it allows learners to understand all new things in english written form. wallace states reading is so much a part of daily life for those of us who live in literate communities that much of the time we hardly considerate her the purposes or processes involved (as cited in ariesca & marzulina, 2016, p.25). mikulecky and jeffries (1996) state that the students are expected to master the reading skill to develop their knowledge, improve their skill, and increase their involvements. the students can increase their abilities and achieve their need for information. ironically, wasliman (2003) argues reading achievement of indonesian learners among east asia learners still has to be improved. the international association for the evaluation of education achievement in east asia reports the reading skill of indonesian learners is the worst in this area. indonesian learners only understand 30% reading resources. horsburgh says that the skill of reading and an interesting reading can only be developed properly by allowing the reader to read and enjoy a number of reading texts (as cited in saputra& marzulina, 2015, p.189). the http://jurnal.radenfatah.ac.id/index.php/ mailto:riaoktaviani928@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 139 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi learners discover difficulties in reading substances that need intellectual development. because of the learners’ low reading quality, the indonesian schools learning process at indonesian schools nowadays do not support the students’ intellectual development. it is also supported by hidi (as cited in marzulina & rumainah, 2018, p.55) who argues that interest has an important role in reader’s text. besides, according to kusmana (2009), from the outcomes of the program for research international student assessment, it indicates that the learners' reading interests are bad. indonesian students’ reading interests are the worst compared to countries in east asia. from 42 countries surveyed, indonesian learners are in the 39 position, higher than albania and peru. in mastering the material from the reading, the learners just understand 30% of the material showed in the text. according to kumaravadivelu (2008), in learning process, there are several features or topics that disturb learners’ achievement, including in reading. abrar, mukminin, habibi, asyrafi, makmur, and marzulina. (2018) state that “external factors ,such as classroom environment, and negative comments from teachers and peers, may hinder the learners from actively engaging” (p.131). based on the previous statement, one of the features that can affect students’ achievement is environment which related to the climate. according to leone (2009), classroom climate is the classroom environment connecting public views of the learners and teachers. in addition, fraser (1994) states students will get enhanced and have more knowledge if a positive classroom climate is made. it can be said that this thing is one of the most current and dominant tools that can be used by the teachers to encourage student in studying process. in short, classroom climate is needed to gain comprehension in reading a passage. after having an interview to the students at one state junior high school in palembang, the students were having some difficulties in reading comprehension part. having bad motivation in learning english is one of the reasons that influenced the students, especially in reading. i also tried to interview the teachers at state junior high school in palembang. they said that the learners did not do the assignment seriously; they do not really care on teacher’s talk. the learners were passive in learning english and were not eager to follow the english activities in the class until it was done. as stated before, it implied that the learners had bad score of their reading achievement from bad classroom classmate. it is in line with what leone (2009) examines on students’ achievement in classroom climate. in learning reading achievement, the learners have individual needs, like meaningful interactions with their learning classroom climate. therefore, it is important to investigate a link between students’ reading achievement and classroom climate, and to classify how far it influences their reading achievement. literature review classroom climate according to cropley (1992), interpersonal condition and emotional condition are two conditions that established the climate among students. it generally discusses about classroom relationship and classroom cohesion. classrooms which recommend better opportunities for learning and make learners become doing well are characterized by greater cohesion and goaldirection, lesser extent of disorganization and conflicts. meantime, murray (1938) states that classroom climate is usually conceptualized as a set of regular entities whose existence and dimensionality may be inferred from learners’ and teachers’ thoughts of psychosocial attributes of the classroom social system. reading achievement cline, johnson, and king (2006) define three meanings about reading; reading means decoding and understanding written passage, reading means decoding and understanding passage for exacting reader’s aims and reading is the development of obtaining meaning from text. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 140 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi according to arifin (1990),“achievement” is an action, an ability, and people manner in resolving something. furthermore, sukarta (2000) states achievement is an output about attitude, knowledge, skill, behavior, and accomplished by learners after following teaching and learning activity during certain time. in line to reading, achievement in reading is the effect of learners’ perceptive of a passage or some passages. if students’ experiences are successful, their requirement for achievement will so be reinforced. it also happens in reading. learners who are successful in reading; the requirement for achievement in reading will also be reinforced. the link between classroom climate and reading achievement classroom climate functions as a fuel to start all actions performed by people, whereas the learning achievement is as a motor that plays all actions which depend on the capability of fuel itself. koth (2008) states that morals, collective principles, and dispositions create the links between all learners in the school and create suitable behaviors and norms for the learning society. good notice to the classroom climate will influence to the achievement in reading achievement. one of the significant abilities that learners must be possessed is reading. obtaining comprehension about the passage that the learners have read is the major aim of reading. some learners lack of vocabulary mastery. therefore, they are having problem in comprehension a text. accordingly, for getting their success in learning process, the learners should be independent to discover other sources to help them. to sum up, classroom climate is important for the students in comprehending the reading text. methodology research design, research site, sampling, and participants in doing this research, correlational research method was used. in particular, this research explored whether or not there was a major link between classroom climate and the learners’ reading achievement, and whether learners’ classroom climate influenced their reading achievement. the sample of this research was fifty-seven students of state junior high school in palembang, south sumatera, indonesia. this research used convenience sampling method. data collection ready-made questionnaire, constructivist learning environment survey (cles), a questionnaire which was adapted from taylor and fraser (1991) were used in this research. the questionnaire had 30 items. these 30 items were divided into five groups of statements. those 5 scales involved personal relevance (pr), uncertainty of science (us), critical voice (cv), shared control (sc), and student negotiation (sn). i distributed not only the questionnaire, but also the reading test. allocated the time for learners to answer the test was 50 minutes and the test consisted of 42 multiple choice questions. data analysis first, data from questionnaire were analyzed. the smallest amount score of each item was 1 and highest score was 5. the smallest sum score of each cles scale was 5 and the maximum sum score was 30, whereas the smallest sum score of all the five scales was 30 and the maximum was 150. to analyze the frequency and percentage of each perception of classroom, climate outcomes were classified. second, the outcome of students’ reading achievement test was tested manually by using scoring system. for correct answer, the score was 100. for incorrect answers, the score was 0. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 141 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi findings and discussion classroom climate and students’ reading achievement the highest score was 138, and the lowest score was 75. itshowed for the descriptive statistical analysis of cles of the participants. 99.46 was the mean of the classroom climate scores for the participant and the standard deviation was 12.093. then, the descriptive statistical analysis for reading achievement represented that the highest score was 95, and the lowest score was 19. the mean of the reading achievement scores for the participants was 85.96 and the standard deviation was 11.381. this mean score showed that the level of reading achievement of participants was good. the result of normality and linearity test two pre-requisite analyses were done prior to correlation and regression analysis, namely linearity and normality test. the data were interpreted normal if p> 0.05. if p< 0.05. kolmogorovsmirnov was conducted to observe the normality. the outcome of normality test is that all data from each variable normal and suitable for data analysis with coefficients .873 for classroom climate and .008 for reading achievement. for linearity test, deviation of linearity was obtained. if probability was not less than .05, the two variables are linear. the results indicated that the deviation from linearity between classroom climate and reading achievement was .453. in short, all the data were linear for each correlation and regression. link between classroom climate and students ‘reading achievement based on pearson product moment correlation coefficient, the outcome showed that there was no major link between classroom climate and reading achievement. the relationship coefficient or the r-obtained (.175) was not higher than r-table (0.2609). then the level of probability (p) significance (sig.2-tailed) was .194. so that p (.194) was not lower than .05. thus, there was no significant relationship between the learners’ classroom climate and reading achievement. table 5. link between classroom climate and reading achievement classroom climate reading achievement classroom climate pearson correlation 1 .175 sig. (2-tailed) .194 n 57 57 reading achievement pearson correlation .175 1 sig. (2-tailed) .194 n 57 57 since the two variables had no major link, it means that there was no effect in students’ reading achievement. as h1 was rejected, it was not necessary to do regression analysis. as a result, to reinforce the value of this study, the interpretation was made based on the result of data analysis. based on the findings, there was no link between classroom climate and reading achievement of students at one state junior high school in palembang, south sumatera, indonesia. it occured because classroom climate was not the only thing that affects reading achievement. i thought that http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 142 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi there were some elements affecting students’ reading achievement. geske and ozola (2008) state there are some elements that persuade learners’ reading achievement; such as: social-economic factors of student’s family, collaboration of a student and his/her family, student’s reading out of school and student’s reading at school. the main factor found in this research was learner’s reading out of school, so, in this research, the classroom climate was not the main factor. it was also supported by the interview i hold to students. i found most of the students did not like reading out of school. some of them even said that they did not ever read the book, magazine, newspaper out of the school. in addition, there was no major influence of classroom climate on reading achievement of the students at one state junior high school in palembang, south sumatera, indonesia. conclusions based on the findings and interpretations presented above, it can be said that classroom climate and reading achievement had no link. the finding indicated that the null hypothesis (ho) was fulfilled and the alternative hypothesis (h1) was not accepted. the result also indicated that classroom climate did not help the learners’ reading achievement. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m.,& marzulina, l.(2018).“if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 ariesca, a., & marzulina, l. (2016).teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. cline, f., johnson, c., & king, t. (2006). focus group reactions to three definitions of reading (as originally developed in support of narap goal. minneapolis, mn: national accessible reading assessment projects. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. cropley, a. j. (1992). more ways than one: fostering creativity. new york, ny: ablex publishing corporation. debat, e. f. (2006). applying current approaches to the teaching of reading. english teaching forum, 44(1), 8-15. doyle, w. (1980).classroom management, west lafayette: kappa delta pi. ehrenberg, r. g., brewer, d. j., gamoran, a., & williams, j. d. (2001).class size and student achievement. psychological science in the public interest, 2(1), 1-30. fisher, d. l., & fraser, b. j. (1981). validity and use my class inventory (mci). science education, 65, 14-156. fleenor, l. (2015). the relationship between student perception of classroom climate and tvaas students achievement. (dissertation). east tennessee state university, united states. frank, e., & rosen, m. (2010).on the importance of a school and classroom climate for student achievement in reading literacy. journal sweden. fraser, b. j. (1994). research on classroom and school climate: handbook of research on science teaching and learning. new york, ny: macmillan. fraser, b. j. (1998). classroom environment instruments: development, validity, and applications. learning environment research, 1(1), 7-34. fraser, b. j., & pickett, l. (2010). creating and assessing positive classroom learning environments. childhood education, retrieved from http://www.highbeam.com http://jurnal.radenfatah.ac.id/index.php/ http://nsuworks.nova.edu/tqr/vol23/iss1/9?utm_source=nsuworks.nova.edu%2ftqr%2fvol23%2fiss1%2f9&utm_medium=pdf&utm_campaign=pdfcoverpages http://www.highbeam.com/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 143 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi freeman, d. l., & long, m. h. (1991). an introduction to second language acquisition research. london, uk: longman. garnet, s. (2005).using brain power in the classroom: five steps to accelerate learning. new york, ny: rutledge. gedamu, a. d & siyawik, y. a. (2014). relationship between students’ perceived efl classroom climate and their achievement in english language. science, technology and arts research journal, 3(4).187-192. grabe, w., &stoller, f. l. (2001). reading for academic purpose: guidelines for esl/efl teachers. in: m celce-murcia (ed.), teaching english as a second or foreign language. boston, ma: heinle and heinle. hamra, a., &syatriana, e. (2010).pengembangan model pembelajaran membaca pemahaman sekolah menengah lanjutan( a model of teaching reading comprehension for junior and senior high school). makassar, indonesia: makassar state university press. koth, c. w., bradshaw, c. p., & leaf, p. j. (2008). a multilevel study of predictors of student perceptions of school climate: the effect of classroom level factors. journal of educational psychology, 5(1), 96. latha, r. h. (2005). a reading elementary school. english teaching forum, 43(1),18-23. leone, s. (2009).the relationship between classroom climate variables and students achievement. ohio, usa: bowling green state university. martin, n. & baldwin, b. (1993a).an examination of construct validity of the inventory of classroom management style. new orleans, la: educational research. marzulina, l. (2018). learning strategy towards students’ descriptive writing achievement taught by using pick–list –evaluate–active –supply–end strategy. edukasi: jurnal pendidikan dan pengajaran.5(1),63-75. marzulina, l., & rumainah.(2018). undergraduate students’ reading interest and reading comprehension achievement in a state islamic university.ta’dib:journal of islamic education.23(1).54-64. mucherarh, w., finch, h., & smith, v. (2014).exploring the relationship between classroom climate, reading motivation, and achievement: a look into 7 grade classrooms. international journal of learning, teaching, and educational research, 8(1), 93-110. munaf, y. (2002). upaya meningkatkan minat baca siswa.jurnal pendidikan bahasa sastra dan seni, 3(2), 241-250. murray, h. a. (1938). language teaching methodology. london, uk: prentice hall international. nix, k. r., fraser, b. j., & ledbetter, e. c. (2003).evaluating an integrated science learning environment (isle) using a new form of the constructivist learning environment survey (cles). chicago, la: american educational research association. nunan, d. (1991). language teaching methodology. london, uk: prentice hall international. palani. (2012). promoting reading habits and creating literate society. international referred research journal, 3(2), 90-94. putra, h., & marzulina, l. (2015).teaching reading comprehension by using content-based instruction(cbi)method to the second year learners at mtsal-furqon prabumulih. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. surham.(2014). thecorrelation between classroom climate and students’ achievement at man 1 pekanbaru. (undergraduatethesis).universitas islam negeri sultan syarifkasim,pekanbaru, riau. taylor, p. c.,& fraser, b. j. (1991).development of an instrument for assessing constructivist learning environments. new orleans, la: educational research association. wasliman, l. (2003). kualitas pendidikan sangat memprihatinkan. retrieved from http://www.pikiran-rakyat.com/cetak/0703/11/04xl.htm-17k. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi an analysis of visual social semiotics in english textbook miratul qoriah teacher of english at man 1 banyuasin miratulqoriah123@gmail.com abstract the objectives of the study were (1) to analyze the embedded meanings of visual images, and (2) to analyze the suitability between visual and written messages in an english textbook entitled “pathway to english for sma/ma grade x”. the approach of this study was a qualitative one by using grounded theory method. the visual images and written text were analyzed by using the descriptive framework proposed by kress and leeuwen (2006). this study revealed that (1) the visual images embedded three visual meanings, namely representation, interactive and composition meaning, and (2) the analysis of the visual messages, then, compared to the written messages in the texts. as the result, some messages (between visual and written messages) were suitable and others were not. keywords: english textbook, theoretical coding, visual social semiotics manuscript submitted: 4 april 2020 manuscript revised: 6 may 2020 accepted for publication: 18 may 2020 introduction in developing countries, including in indonesia, english textbook becomes one of the most crucial materials. it is because the textbook can be more accessed by the students in the classroom (erlina et at., 2018; roohani & sharifi, 2015). today, most textbooks make much more use of images. the use of images influences english learning process. kasmaienezhadford, pourrajah, and robbani (2015) state that the images can enhance the power of imagination or creativity of students while they are learning english. besides, images also help students to focus on experience as a part of their life because they represent part of reality (dimopoulus, koulaidis & sklaveniti, 2003). next, the images also increase attention or encourage more detailed processing of textual data, explain and make clear content that is not easy to understand (shabiralyani, hasan, hamad, & iqbal, 2015). thus, most english textbooks use many images due to the important effects of the images in learning process. however, appropriateness between images and texts is also important. they can be related by the use of visual images with written texts. according to ametller and pinto (2002), a text with visual images is far better comprehended rather than a text that devoid visual images. it will be effective when it is used appropriately with written text. in contrast, inappropriate use can lead to students‟ cognitive overload (allen, 2011). therefore, designing how images and texts are related is important to reach the effectiveness of using them. the forms of communication employing images are needed to treat as seriously as the form of communication employing texts (kress & leeuwen, 2006). it is because the large amount of images in english textbooks does not give much attention to the meanings of regularities in the way image elements are used and their suitability (kress & leeuwen, 2006). there are not enough studies which were done in order to know the embedded meaning of the images. besides, there are also rare studies of how images and texts in english textbook are suitable. most studies of english textbooks simply focused on the contents as the verbal mailto:miratulqoriah123@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi communication (annisa, 2016; ekowati, 2017). the fact shows that there is a gap between the studies of the verbal communication and the visual communication in the english textbooks. in order to cover the gap, there is an approach in semiotics that called as visual social semiotics. visual social semiotic is defined as involving the description of semiotic resources, what can be said and done with images and how the represented participants say and do with images can be interpreted. the use of visual social semiotics as an approach that used to analyze the visual images in this study because of some reasons. firstly, there is interesting since images as visual language is not transparent and universally understood (kress & leeuwen, 2006). it means that visual social semiotics can be used to analyze the visual images interestingly in new perspective. secondly, the visual, as well as language in the fact is embedding meanings of visual representations. as we know that english is a kind of foreign language in indonesia, so it will be useful information when the analysis relate to the social term. kress and leeuwen (2006) proposed a descriptive framework, which they refer to the grammar of visual design. in grammar of visual design, the images embed three meanings; representation, interactive and composition meaning. representation meaning refers to the represented participants and how they are related to one another in meaningful ways. then, interactive meaning refers to the relation between people who communicate and the object in images. the last one is composition meaning that refers to the way in which representational and interactive are made to relate to each other or the way they are integrated into a meaningful whole (kress & leeuwen 2006). based on the elements, the meaning of how the composition of the images (and texts) will be represented. moreover, i decided to analyze an english textbook entitled pathway to english for sma/ma grade x by erlangga. the textbook was chosen based on two reasons. firstly, it was used widely by most students in pangkalan balai. i did an observation to the english textbook used in pangkalan balai. i found that the textbook used as the major material resources in english language teaching in pangkalan balai. secondly, i made preview to the textbook. then, i assumed that the textbook was appropriate to the study of visual social semiotic since there were some visual images that were appropriate to the problems of the study and the used framework. thus, i inquired the existence of visual social semiotic aspects in the english textbook, yet the assumption should be proved and a deeper analysis should be conducted. in addition, torres (2015) in his research entitled “‟reading‟ world link: a visual social semiotic of an english textbook” has used visual grammar in order to analyze the object of study. as the result of the study, in representation meaning, there were two images used the narrative pattern while three images used conceptual pattern. in narrative pattern, both images used the transactional action process. on other hand, in conceptual pattern, two images used analytical process and the rest used the classification process. in the interactive meaning, the result was divided into three factors such as gaze, social distance and perspective. in gaze factor, there were two images were called as demand images and three images were called as offer images. in social distance, there were three kinds of social distance that used in the textbook; close social distance, public distance and far social distance. the last, in perspective, the images used both of perspective; vertical and horizontal angles. it was because the textbook used the kind of subjective images not objective images. in the suitability of written and the visual messages, the researcher found that there were contradictions between visual of written messages in the textbook. moreover, adhem (2012) did a research entitled “a semiotic analysis of the iconic representation of woman in the middle eastern media” in order to analyze the advertisement. in the result of the study, in representation meanings, she found both of patterns used (narrative and conceptual pattern). next, in interactive pattern, most visual images looked directly to the viewers. it caused the images used issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the demand gaze. in another element, the social distances used were various. the different kinds of the used social distance caused the different created relations between the represented participant and viewers. in perspective, most images used low level angle. the angle used in order to make the represented participant looked powerful and strong over the viewer. in the last meaning, there were three features that analyzed such as information value, salience and framing. in information value, it was found that there were two kinds of information value that used, right and left, and top and bottom information value. then, the salience was created by the color, fonts and the foreground of the visual images. the frame lines are used in some visual images in order to frame the elements in the visual images. taking into consideration what i have documented above, i am interested in conducting the study about analyzing the english textbook focusing on visual images with the research problems: (1) what are the embedded meanings of visual images in “pathway to english for sma/ma grade x” textbook? (2) how is the suitability between visual and written messages in “pathway to english for sma/ma grade x” textbook? literature review textbook there are some definitions that explain about what textbook is. textbook can be defined as a printed and bound object for each year or course of study. undoubtedly, it is the most popular teaching materials used in foreign language class (bojanic & topalov, 2016). then, graves (2000) argues that textbook refers to a book used as a standard source of information for formal study of a subject and an instrument for teaching and learning. in specific subject, the textbook also has important roles in english subject. richards (2015) argues that textbook is used as key component in most language programs, including english program. besides, bojanic and topalov (2006) argue that it is also used as the most popular teaching materials used in english class as a foreign language class. in brief, the textbook can be defined as a source that using in the learning process that standardized in specific subject that supporting in learning the subject. the importance of visual images in developing english materials, visual images play crucial roles in teaching and learning the language. according to tomlinson (2011), visual images can be used as novelty to illustrate the texts. besides, it is also can be useful as an attractive presentation that can give impact in learners‟ interest and attention. besides, the students can also feel at ease with the text and visual images. the material can help the students to feel at ease by providing visual images rather those only texts. the proper use of the visual image in english textbook can be a tool to facilitate the learning foreign language. in this case, english as the foreign language for students. individual can record images and words in their memories and recall them in image and/ word forms (yaman, 2010). visual social semiotics visual social semiotic is a new field of study. it origins in the 1990s and has been defined by jewitt and oyama (2001) as involving the descriptions of semiotic resources, what can be said and done with images (as cited in harrison, 2003). besides, it is also about how the things people say and do with images can be interpreted (jewitt & oyama, 2001). harrison (2003) adds that images can be used for rhetorical purposes. in this sense, a new field of study called as visual social semiotic gains increasing attention to understand the rhetorical, meaning-making of still images in relationship with texts. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the importance of visual social semiotics nowadays, most educationalists become aware of the increasing of visual communication. it causes question about what kind of images that will be most effective for learning english. in order to answer the question, it needs a language for speaking about the forms and the meanings of these visual learning materials. therefore, kress and leeuwen (2006) proposed a framework that can be used in order to analyze the visual communication including images in english textbook. visual social semiotic gives significance in english textbook. it is caused by the use of the visual social semiotic in order to know the forms and the meanings of visual images in english textbook. the example is by using the visual social semiotic, the material developer will know the way of composition in english textbook can attract student‟s attention to read the textbook. besides, it can give some information about how both written and visual images work together (callow, 2011). kress and leeuwen’s framework kress and leeuwen introduce the term of grammar in the visual design. the term of grammar used to indicate the way of objects in the visual images are combined coherently and meaningfully. it can show the interpretations of experience and forms of social (inter)action. hence, both of culture and ideology are important in verbal and visual grammars. there were three levels of meaning that analyzed the framework, namely representation, interactive and composition meaning. representation meaning representation meaning refers to what the image represents to the viewer. it is about people, place and objects within an image, and what it is saying to the viewer (harrison, 2003). it also shows how they relate to one another in meaningful ways representationally. in other words, it is about who or what the represented participants and how they are related each other. in the representation meaning, the image can be analyzed by choosing the pattern of the presented participants are designed. the process is divided as the narrative pattern and conceptual pattern (yang & zhang, 2014), so the first thing that has to be done knows how they are represented in the image. in narrative pattern, it always has one vector. in the image, the vector is formed by arrows, bodies, tools or limbs. narrative pattern serves to present unfolding actions and events, process of change, transitory spatial arrangement (kress & leeuwen, 2006). in order to know how the represented participants do something, it can be understood by knowing how the action is processed. there is process of the action in the pattern. the process is divided into five processes; action, reactional, speech and mental, conversation and geometrical process. action process refers to physical actions links the represented participants in the visual images. reactional process refers to the process of the represented participants which is categorized by a reaction (stoian, 2015). the pattern of speech and mental process can be found in comic strips. in speech process, a vector is formed by the arrow like protrusion of a dialogue balloon or similar device that connects two participants, a sayer and an utterance (stoian, 2015). meanwhile, in mental process, a vector is formed by a thought bubble or a similar conventional device of two participants, senser and phenomenon. the last one, process of conversion refers to process in which a participant becomes the goal of an action and the actor of another. in conceptual pattern, the vector is absent. it represents participants in terms of their class, structure or meaning. conceptual pattern divided into classificasional process, analytical process and symbolic process (liu, 2013; tran, 2017). in classificational process, the represented participants are related in the kind of relation among (between) represented participants. classificational issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi process relates the participants in term of kind of relation. meanwhile, in analytical process in conceptual pattern relates the represented participants in the kinds of relation. it links the participants in terms of part or whole structure (stoian, 2015). in the analytical process, there is neither a vector like in narrative pattern nor compositional symmetry and tree structure like in the classificational process. symbolic process can be defined as the process of how the image itself is used as the specific use for. symbolic process is about what a participant means or is. interactive meaning interactive meaning is represented by the patterns of interactive. there are three dimensions in interactive meaning of image. the dimensions are image act, social distance and perspective (camiciottoli, 2007). the image act is related with gaze direction of the represented participants. it can be directed at the viewer or not. demand is considered to establish an imaginary relation with the viewer since they address the viewers directly. in offer, the presented participant may be shown as addressing viewer directly. the presented participant looks at the camera to show as directly addressing (manca, 2016). it conveys a sense of interaction between the presented participant in image and viewers. on the other hand, the subject in the picture can also be shown as turned away from the viewers. it shows demand. this brings the absence of a sense of interaction. it allows the viewers to scrutinize the represented subject in the image as though they are specimens in imaginary level. social distance is defined as the distance between the participant and the viewer in the visual image. it is influenced by different sizes of frames, close-up, medium or long social distance. it is not only applying to human, but also objects, buildings and landscapes. it leads different relations between represented participants and viewer (krees & leeuwen, 2006). like gaze, there is also choice in social distance. the choice suggests different relations between the represented participants and viewers. the distance is divided into three social distances. they are intimate or personal, social and impersonal distance. kress and leeuwen classified the social distance as below (torres, 2015): table 1. framing and social distance in grammar visual design halliday’ social distance (1966: 110-120) field of vision kress and leeuwen (2006: 125) size of frame kress and van leeuwen (2006: 124) „intimate distance‟ face or head only very close shoot „close personal distance‟ head and shoulders close shoot „far personal distance‟ waist up medium close shoot „close social distance‟ whole figure medium long shoot „far social distance‟ whole figure with space around it long shot „public distance‟ torso of at least 4-5 people very long shot source: torres (2015) perspective refers to way of image relates represented participants and the viewer. it is also about the selection of an angle (point of view). as the effect of the perspective, there are two kinds of image. they are subjective image and objective image. subjective image is a kind of image which presents any perspective for the viewer of the image. it means image which presents everything from a particular perspective, dictated by producer of the image (kress & leeuwen, 2006). it will require most attention of the viewers. besides, it shows the frame or physical space in the image. as the result, there are divisions between the visual and the visual‟ issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi environments. subjective is selected as the point of view for the viewer. thus, there is relationship of the designer and the viewer. composition meaning in composition meaning, the meaning will be interpreted from the relation of representation and interactive meaning is combined in order to make the whole of meanings. the meaning was analyzed through information value. information value points out to relative position of different elements to each other (moerdisuroso, 2014). there are three main visual areas in information values; left and right, top and bottom, and center and margin (manca, 2016). in left and right of information value, there are two kinds of side that will show different role of the elements. the left as the given information, and the right as the new information. in most pages, the right side seems to be the side of key information. on the other hand, the opposition between top and bottom takes on somewhat different values. actually, the information value of top and bottom can be summarized if in a visual composition of the constituent elements are placed in the upper part, and other different elements in the lower part of the picture space or the page, the top one is presented as the ideal and the bottom one is real (holsanova, rahm & holmqvist, 2006). the ideal thing means that it is presented as the idealized and generalized essence of the information. the last one, actually, composition of visual can also be structured along dimensions of center and margin. if a visual composition makes significant use of the center, it will place one element in the middle and others around it (danica, 2015). methods research design this research study employed a qualitative, grounded theory design. i analyzed the object of the study via thematic analysis informed by the use of grounded theory. my methodology was based on the theory about visual social semiotics proposed by kress and leeuwen (2006). the analysis focused on the three embedded meanings in the theory and how the messages from these visual meanings suitable with the messages of the written texts. research site, sampling, and participants this research was conducted on an english textbook entitled “pathway to english for sma/ma grade x”. to choose the sample, i used purposive sampling. according to sugiyono (2013), purposive sampling is a technique to pick sample as a data resource with specific considerations. therefore, in the textbook, i used eight visual images with texts as the sample of analysis. data collection in collecting the data, i used documentation. documentation was used to know the embedded meanings of visual images and suitability between visual and written messages in the textbook. documentation was used in this study since qualitative research is in natural setting. cohen, manion and morrison (2007) state documentation consists of public and private records that qualitative researchers obtained about a site or participants in a study. these sources provided valuable information in helping researchers understood central phenomena in qualitative studies. documentation in this research was the visual images with the written texts in the textbook entitled “pathway to english for sma/ma grade x”. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis in conducting this research, i identified and coded themes from the documentation manually based on the used framework. in the coding stage, i used the kind of theoretical coding. the function of theoretical coding like an umbrella that covers and accounts for all other codes formulated thus far in grounded theory analysis (saldana, 2009). the approach in coding process was top-down approach, not bottom-up approach. the data was coded in relation to a pre-determined analytical framework proposed by kress and leeuwen (2006). throughout this process of analysis, i discussed and shared details about the data, analysis and process with my advisers as “critical friend”. it was analyzed through three levels of meaning; representation, interactive and composition meaning. the representation meaning was analyzed by deciding the pattern of the images. in this meaning, there were two choices of pattern, namely narrative and conceptual pattern. after i know the pattern, i decided the way of each action and the kinds of relation among represented participants were processed. in narrative process, there were five processes such as action, reactional, speech and mental process, conversion process and geometrical symbolism. in other hand, the processes in conceptual pattern were divided into three kinds processes such as classificational, analyrtical and symbolic process. next, in order to know interactive meaning, the images were analyzed through three factors; image act, social distance and perspective. firstly, image act was analyzed to know the kinds of image act of the visual images. there were two choices of image act in visual images, demand and offer. i decided by looking at how the represented participants address the viewer. then, the next factor, social distance was analyzed by looking at the size of frame in each image. there were six kinds of social distances. the last one, the perspective was analyzed by looking at two kinds of angle in each image. those angles were horizontal and vertical angle. at last, the composition meaning will be analyzed through two features such as information value and salience. in information value, i will decide the information value by looking at how the elements (image and text) are placed. there are three kinds of information values such as left and right, top and bottom and center and margin. if the elements are placed in the top and others in bottom, it is called as top and bottom information value. the next feature is salience. the salience will be analyzed by looking at which element become more salient than others. it can be analyzed through size and placement of each element. from the result of the findings about embedded meanings in the first problem of the study, the visual messages were found as the answer of the first problem of the study. it was found by the interpretation of the findings in embedded meaning of the visual images. then, i read the written texts in order to know the written messages that contained in the texts. then, the last one, i compared the visual messages and the written messages of the findings to know the suitability. establishment of trustworthiness to build the trustworthiness of the data (mukminin, 2012; mukminin et al., 2015), i used three techniques establishments; experts‟ judgement, peer debriefing and rich, thick description (erlina et al., 2019; mukminin et al., 2019; nazurty et al., 2019). the experts‟ judgement was used to check quality of the study. the experts were two lecturers of linguistics in gadjah mada university, yogyakarta. then, the ultimate purpose of peer debriefing was to enhance the credibility, or truth value, of a qualitative study by providing an external check on the inquiry process (lincoln & guba, 1985). it was particularly advisable because of a distinctive characteristic of qualitative research which was placed the researcher as the instrument. individual researchers are the primary means for data collection and analysis. each investigator brings a different combination of subjective knowledge, skills and values to the issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research endeavor (spillet, 2003). meanwhile, the rich, thick description has been used in the interpretation and description of the result in the study. the findings of the research have been conveyed by the description. it might transport the readers to the setting and gave the discussion an element of shared experiences (abrar et al., 2018; creswell, 2009; mukminin, 2019; sulistiyo et al., 2017). the detail description made the result became more realistic and richer. this procedure could add to build the trustworthiness of the findings. findings embedded meanings of visual images in the english textbook i identified the embedded meanings of visual images in an english textbook entitled “pathway to english for sma/ma grade x” based a framework proposed by kress and leeuwen (2006). there were three levels of analysis of the embedded meanings in the visual images namely representation, interactive and composition meaning. in representation of meaning level, from eight visual images as the samples, most images used narrative pattern (five images) and other images (three images) used conceptual pattern. those five visual images with narrative pattern and those three visual images with conceptual pattern were processed by different type of processes in each pattern. it can be concluded in the following table. table 2. different type of processes narrative pattern conceptual pattern action process reactional process speech and mental process conversio n process geomet rical symboli sm classificational process analytical process symbolis m process image 1 image 3 image 4 image 5 image 7 image 1 image 3 image 4 image 2 image 6 image 8 in interactive meaning, most images were a kind of offer act. there were five images which used a kind of offer image act. those images were image 1, 3, 4, 5 and 6. on the other hand, image 2, 7 and 8 were kind of demand act of image act. then, from six kinds of social distance that proposed by kress and leeuwen (2006), it was found that there were four kinds of social distances found in the analyzed visual images; intimate distance, close personal distance, far personal distance and far social distance. then, in perspective factor, in horizontal angle, most images used frontal angle, while in vertical angle, most images used eye-level angle. in the composition meaning, from three kinds of information value, there were found two of them; left and right, and top and bottom information value. the visual images that used left and right ones were image 2, 3, 5, 7 and 8. in opposite, the images were used the top and bottom information value was images 1, 4 and 6. suitability between visual messages and written messages in the english textbook in the next findings, the way how the images and texts are suitable or not based on the embedded meanings was also analyzed. based on three embedded meanings, the messages of the meanings were then compared to the message in the texts. in representation meaning, it is important to make sure that the images have the messages which are suitable with the message in issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the texts. for instance the visual images that show two people which were shaking hands will be appropriate used in the dialogue of conversation that the messages are also about introducing or congratulating. next, in the interactive meaning, the suitability between the message of visual and written is also important. for example in the first factor in interactive meaning. in image act, the use of demand act is very suitable if it is used in the direction text. in composition meaning, there is a term of top and bottom. in top and bottom, the top is the idealized information and the bottom is the new information that shared in detail and specific. discussions this research showed that there was much to analyze from the material using image and text in the same time. the result of analysis of the embedded meanings of visual images that used the descriptive framework by kress and leeuwen (2006) motivates deeper analysis about how these meanings suitable with the written message in the written texts. the three themes identified in this first research problem painted a picture of interconnected relation with the second research problem in this study. i identified three themes from the visual meanings in the textbook. these themes were; representation meaning, interactive meaning and composition meaning. in representation meaning, images contain the meanings through pattern of the images and the kinds of process. most images used narrative patterns. in the used pattern, it used two out of five kinds of process, action process and reactional process. another pattern in representation meaning is conceptual pattern. in the study, there were three images which used conceptual pattern and processed by analytical process. in the next meaning, the interactive meaning of each image could be seen from three factors: image act, social distance and perspective. in the image act, there were three images that called as demand image and five images that called as offer images. meanwhile, the offer shows that represented participants are not address the viewer directly. the next factor after image act was social distance. this factor was used to show an interpersonal relationship or closeness of relationships. the last factor was perspective. in perspective factor, there were two angles that analyzed; vertical and horizontal angle. in vertical angle, eight images used eye-level angle, ones used high angle and ones used low angle, while in horizontal angle, five images used frontal angle and three images used oblique angle. the next was composition meaning. in composition meaning, the findings of the study showed that there were two kinds of information values that were found, namely left and right and top and bottom information value. after the visual meanings were identified, the suitability was analyzed. in this level of analysis, based on the embedded meanings of the visual images, the messages were compared to the messages in the written texts. in some parts, the messages were suitable, while in other parts, there were also the unsuitability. firstly, in representation meanings, some messages were suitable. the example in image 1, the suitability between visual and written messages can be seen in the use of narrative pattern, especially action and reactional processes in both of image and text. on the other hand, in image 2, 5, 6 and 8, the messages were not suitable. next, in representation meaning, first factor was image act. from eight images, five images used offer acts and three images used demand acts. in the relation of the suitability between visual and written messages in the use of image act, five image acts were used appropriately with the messages in visual and written. the unsuitable relations can be found in image 3, 7 and 8. then, in social distance, most of visual and written messages were suitable, except in image 7 and 8. next in perspective, there were two angle analyzed; horizontal and vertical angle. in horizontal angle, the visual and written messages were suitable in four images and not suitable in four other images. the instance of suitable messages was in image 2. the use of frontal angle caused the involvement between viewers and represented participants was illustrated both in visual and issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi written message. then, in vertical angle, most images used eye-level and caused the equality between viewers and represented participants. at the last meaning, in composition meaning, there were five images used left and right, and three images used top and bottom. the suitability in this section analyzed by how the position that the image or text was placed was suitable with what the image and text itself used for as the unity. the findings in the embedded meanings of the visual images is generally similar to torres‟ findings (2015). in fact, in representation meaning, both patterns were found in his findings. the narrative pattern found in an image while most images were patterned in conceptual pattern. the difference was from the findings of my study which was the most pattern used was narrative pattern. in interactive meaning, the gaze that was used by most visual images was offered. in perspective, the findings were the same. all visual images were subjective images since the represented participants in the visual images were photographed by subjective angle. moreover, adhem (2012) found the different embedded meanings in his study. the study analyzed the woman in visual images in middle eastern media. the findings were different since we have the different object of the study. in her findings, she found that most women as the represented participants in visual images patterned in conceptual pattern. meanwhile, in my findings, most visual images were patterned in narrative pattern. next, in interactive meaning, most visual image in my study used offer image act, yet in adhem‟s findings, woman in the visual images used the demand image act. in perspective, the findings were similar. all visual images were subjective images since they were photographed by angles. in composition meaning, the kinds of information value that used were similar, left and right, and top and bottom information value. another difference, the analysis of adhem‟s study was only the embedded meaning without trying to understand the suitability between visual and written messages based on those meanings. conclusions and recommendations from this research, there are some important information that have been collected from the english textbook entitled pathway to english for sma/ma grade x on visual social semiotics using grammar of visual design proposed by kress and leeuwen (2006). based on the findings and discussion, it can be concluded that: based on the researcher‟s analysis, there are three embedded meanings in pathway to english for sma/ma grade x; representation, interactive and composition meanings. firstly, in representation meaning, the most used pattern is narrative pattern. there are five images which use narrative pattern and they are formed by two kinds of process, the processes are action process and reactional process. in the meaning of interaction, there are three elements that have been analyzed, image act, social distance and perspective. in image act of interactive meaning, there are three images are demand images, and five images are offer images. then, in social distance, an image used intimate social distance, an image used close personal distance, three images used for personal distance and three images used for social distance. the next is perspective. all images are kinds of subjective images. it is caused by the angles of images photographed. those angles are horizontal angle and vertical angle. in horizontal angle, four images are photographed from frontal angle and four images are photographed from oblique angle. meanwhile in vertical angle, most represented participants in images are seen in eye-level angle and because there is a relation of symbolic equality and the absence of power differences involved. in the last embedded is composition meaning that analyzed through information value. there are five images used left and right information value, while three images use top and bottom information value. in the next findings, the way how the images and texts are suitable or not based on the embedded meanings is also analyzed. based on three embedded meanings (representation, issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi interactive and composition meaning), the message of the meaning, then, compare with the message in the texts which go along with the images. in representation meaning, it is important to make sure that the images have the messages which are suitable with the message in the texts, for instance the visual images that show two people which are shaking hands will be appropriate used in the dialogue of conversation that the messages are also about introducing or congratulating. another example, the use of conceptual pattern in image is suitable with the text that is used to introduce a famous or new figure to the viewers. next, in the interactive meaning, the suitability between the message of visual and written is also important. for example, in the first factor in interactive meaning. in image act, the use of demand act is very suitable if it is used in the direction text. in another factor, in perspective factor, the choosing of low angle in images is suitable to the text which tells about a big or famous figure to make the imaginary relation of power to the viewers. in the last meaning, the way how to place the images and texts is also important. in composition meaning, there is a term of top and bottom. in top and bottom, the top is the idealized information and the bottom is the new information that shared in detail and specific. therefore, in english material, the best placement of them is the image on the top and the text on the bottom. it is because, mostly, the image is only used as the illustration not the main information or only the way to attract the students‟ attention. in brief, the suitability between visual messages and written messages in this study which is based on the embedded meanings of visual images is very important. considering the conclusion above, i would like to propose some suggestions. hopefully, publishers are hoped to think more about students‟ need. however, they can also make the published textbook become richer of images. for material developers, especially writer, it is very important to make everything in material that they develop become useful, not useless. knowledge of semiotic modes can open new perspectives on learning english. then, teachers are hoped to support the learning process of english by serving the effective materials. in teaching process, they can decide the materials that will be used due to the reason that they are who know more the needs of their students. in specific level, students are placed as the main target of this study. it becomes very important to have ability to read an image, not to only look without any purposes to support the written text. for further researchers, hopefully the next researchers will analyze deeper about visual social semiotics in the other english materials. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn‟t a language, what is it?" indonesian efl student teachers‟ challenges speaking english. qualitative report, 23(1), 129-145. adhem, s. a. (2012). a semiotic analysis of the iconic representation of women in the middle eastern media (master‟s thesis, the university of birmingham, birmingham, united kingdom. retrieved from https://www.researchgate.net/publication/315765830 allen, c. g. (2011). the effects of visual complexity on cognitive load as influenced by field dependency and spatial ability. new york, ny: new york university. ametller, p., & pinto, r. (2002). students‟ reading of innovative images of energy at secondary school level. international journal of science education, 24(3), 285-312. retrieved from htpps://www.tandfonline.com/doi/pdf/10.1080/0950069011007814 annisa, l. (2016). a content analysis of an english textbooks for tenth graders: bahasa inggris (bachelor‟s thesis). retrieved from https://repo.iain-tulungagung.ac.id4078/&ved bojanic, r., & topalov, j. p. (2016). textbooks in the efl classroom: defining, assessing and analyzing. collection of papers of the faculty of philosophy, 46(3), 137-153. doi: 10.59.37/zrffp46-12094. https://www.researchgate.net/publication/315765830 https://repo.iain-tulungagung.ac.id4078/&ved issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi callow, j. (2011). when image and text meet-teaching with visual and multimodal text. research gate. retrieved from https://www.researchgate.net/publication camiciottoli, c. (2007). the language of business studies lectures. cl: john benjamins publishing company. cohen, l., manion, l., & marrison, k. (2007). research method in education. [e-book]. retrieved from https://repository.fkip.unja.ac.id>file. creswell, j. w. (2009). research design: qualitative, quantitative and mixed methods approaches. 3rd ed. lincoln, ne: sage publications. danica, a. (2015). “information value” in the main term in multomodality. retrieved from https://multimodalkeyterms.wordpress.com dimopoulus, k., koulaidis, v., & sklaveniti, s (2003). towards an analysis of visual images in school science textbooks and pers article about science and technology. research in science education, 30(2), 189-216. ekowati, e. (2017). a content analysis of english textbook: get along with english (bachelor thesis). retrieved from http://eprints.iain-surakarta.ac.id/638/&ved erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 erlina, d., marzulina, l., pitaloka, nl., astrid, a., yansyah, f., mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2),11119. graves, k. (2000). designing language course: a guide for teachers. boston, ma: cengage learning. halsanova, j., rahm, h., & holmqvist, k. (2006). entry points and reading paths on newspapers spreads: comparing a semiotic analysis with eye tracking measurements. visual communication, 5(1). harrison, c. (2003). visual social semiotics: understandinghow still images make meaning. techincal communication, 5(1), 46-60. jewitt, c., & oyama, r. (2001). visual meaning: a social semiotic approach. london, england: sage publications. kasmaienezhadfard, s., pourrajab, m., & rabbani, m (2015). effects of pictures in textbooks on students‟ creativity. multi diciplinary edu global (quarterly), 4(2), 83-96. kress, g., & van leeuwen, t. (2006). reading images: the grammar of visual design. 2 nd ed. london, england: routledge. lincoln, y. s., & guba, e. g. (1985). naturalistic inquiry. new-bury park, ca: sage publications. liu, j. (2013). visual images interpretive strategies in multimodal texts. journal of language teaching and research, 4(6), 1259-1263. doi: 10. 4304/jltr.4.6.1259-1263 manca, e. (2016). persuasion in tourism discourse: methodologies and models. cambridge, england: cambridge scholars publishing. retrieved from https://books.google.co.id/book moerdisuroso, i. (2014). social semiotics and visual grammar: a contemporary approach to visual text research. international journal of creative and arts studies, 1(1), 80-91. mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., nurullaningsih n., ikhsan, i. (2019). they can speak english, but they don‟t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 24(6), 1258-1274. mukminin, a. (2019). acculturative experiences among indonesian graduate students in dutch higher education. journal of international students, 9(2), 488-510. doi:10.32674/jis.v0i0.265 https://www.researchgate.net/publication http://eprints.iain-surakarta.ac.id/638/&ved https://books.google.co.id/book issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., muazza., hustarna., & sari, s.r. (2015). stories from the frontlines: in‐service teachers‟ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40-52. mukminin, a. (2012). from east to west: a phenomenological study of indonesian graduate students' experiences on the acculturation process at an american public research university. (doctoral dissertation), tallahassee, the florida state university. mukminin, a., ali, r. m., & ashari, m. j. f. (2015). voices from within: student teachers‟ experiences in english academic writing socialization at one indonesian teacher training program. qualitative report, 20(9), 1394-1407. mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students‟ learning strategies. [çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] elementary education online, 17(2), 1204-1223 mukminin, a., novprival, n., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edularn), 9 (3), 217-225. nazurty, rustam, priyanto, nurullaningsih, pratiwi, a., sarmandan, habibi, a., mukminin, a. (2019). learning strategies in reading: the case of indonesian language education student teachers. universal journal of educational research, 7(11), 2536-2543. richards, j. c., & rodgers, t. s. (2015). approaches and methods in language teaching. 3 rd ed. cambridge, england: cambridge university press. retrieved from https://books.google.co.id\ roohani, a., & sharifi, m. (2015). evaluating visual elements in two efl textbooks. indonesian journal of applied linguistics, 4(2), 68-77. doi: 10.17509/ijal.v4i2.684 saldana, j. (2009). the coding manual for qualitative researchers. thousand oaks, ca: sage publications. shabiralyani, g., hasan, k. s., hamad, n., & iqbal, n. (2015). impact of visual aids in enhancing the learning process case research: district dera ghazi khan. journal of education and practice, 6(19), 226-234. spillet, m. a (2003). peer debriefing: who, what. when, why, how. research gate, 7(3), 36-41. retrieved from http://www.researchgate.net/publication. stoian. e. (2015). analyzing images: a social semiotic perspective. scientific bulletin of the politehnica university of timisoara transactions on modern language, 14(1), 23-30. sulistiyo, u., mukminin, a., abdurrahman, k., & haryanto, e. (2017). learning to teach: a case study of student teachers‟ practicum and policy recommendations. qualitative report, 22(3), 712-731. tomlinson, b. (2011). material development in language teaching. 2 nd ed. cambridge, united kingdom: cambridge university press. torres, g. (2015). “reading” world link: a visual aocial semiotic analysis of an english textbook. international journal of english language education, 3(1), 239-253. http;//dx.doi.org/10/5296/ijele/v3il.7200 tran, t. (2017). reading images: the grammar of visual design. journal of foreign studies, 33(6), 164-168. yaman, h. (2010). cartoons as a teaching tools: a research on turkish language grammar teaching. educational sciences: theory & practice, 10, 1231-1242. yang, j., & zhang, y. (2014). representation meaning of multimodal discourse: a case study of english editorials in the economist. theory and practice in language studies, 4(12), 25642575. https://books.google.co.id/ http://www.researchgate.net/publication. issn |2355-3669| e-issn |2503-2518| volume 5| number 2|december 2018| 97 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran |vol. 5| no. 2|year 2018 edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief amirul mukminin, faculty of teacher training and education, jambi university, indonesia managing editors lenny marzulina, state islamic university of raden fatah, palembang, indonesia mohammad holandiyah, state islamic university of raden fatah, palembang, indonesia annisa astrid, state islamic university of raden fatah, palembang, indonesia, akhmad habibi, faculty of teacher training and education, jambi university, indonesia assistant editors nova lingga pitaloka, state islamic university of raden fatah, palembang, indonesia janita norena, state islamic university of raden fatah palembang, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia web production and technical editor ferdiaz saudagar, faculty of teacher training and education, jambi university, indonesia fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia international editorial board jeffrey ayala milligan, the florida state university, usa thomas luschei, urban leadership phd program, claremont graduate university, usa judit navracsics, university of pannonia, hungary mohd faiz mohd yaakob, universiti utara malaysia, malaysia florante p. ibarra, central luzon state university, the philippines http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ issn |2355-3669| e-issn |2503-2518| volume 5| number 2|december 2018| 98 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dairabi kamil, state islamic institute of kerinci, indonesia hadiyanto, faculty of teacher training and education, jambi university, indonesia eddy haryanto, faculty of teacher training and education, jambi university, indonesia dian erlina, state islamic university of raden fatah, palembang, indonesia, indonesia siti rahma sari, faculty of teacher training and education, jambi university, indonesia mukhlash abrar, jambi university and queens university belfast, uk failasofah, jambi university and university of pannonia, hungary masbirorotni, faculty of teacher training and education, jambi university, indonesia mohd afifi bahurudin setambah, institut pendidikan guru, malaysia muhamad taridi, state islamic university of sultan thaha saifuddin, indonesia focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) https://scholar.google.com/citations?user=baznvjqaaaaj&hl=en https://scholar.google.co.id/citations?user=iga0b_0aaaaj&hl=en http://jurnal.radenfatah.ac.id/index.php/edukasi issn |2355-3669| e-issn |2503-2518| volume 5| number 2|december 2018| 99 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 97-100 editorial 101-111 the use of gallery walk to enhance speaking ability of the eleventh grade students of state madrasyah aliyah 2 palembang kerisnin otoyo 112-126 youtube videos and snowball throwing technique to improve students’ speaking skill nabella dwi meilinda 127-137 students’ grammatical error analysis in speaking refa anjeng sari 138-143 an investigation into a link between classroom climate and reading achievement ria oktaviani 144-153 investigating the link between critical thinking skill and argumentative writing skill: the case of islamic senior high school riza oktari putri 145-166 a correlation between self-confidence and essay writing achievement roy mardiansyah 167-174 organizing professional and pedagogical training to improve english teachers’ skills: a literature review urip sulistiyo, septu haswindy 175-187 the effect of discussion method and cognitive style on students’ reading comprehension achievements at one indonesian university yanti ismiyati, tahrun, indawan syahri, makmur editorial the fifth volume and issue 2 of edukasi: jurnal pendidikan dan pengajaran presents together eight articles that look into different issues on english teaching and english education. this volume commences with the article “the use of gallery walk to enhance speaking ability of the eleventh grade students of state madrasyah aliyah 2 palembang by kerisnin otoyo. the purposes of his study were to find out the significant improvement on the eleventh grade student’s speaking ability before and after being taught using gallery walk strategy at one state madrasyah aliyah in palembang, south sumatera, indonesia and the significant difference on the eleventh grade students’ speaking ability between those who were taught by using gallery walk strategy and those who were not at state madrasyah aliyah in palembang. the result of this study showed that (1) significant improvement on the eleventh grade students’ speaking ability before and after the treatment at was found since the poutput was lower than 0,05; and (2) significant difference from students’ posttest score in experimental and control group on the eleventh grade students’ speaking ability taught by using gallery walk strategy and teacher’s strategy were found since the p-output was lower than 0,05. in short, gallery walk strategy can be implemented as one of the strategies since it can enhance students’ speaking ability. for the second article, “youtube videos and snowball throwing technique to improve students’ speaking skill”, nabella dwi meilinda did her study to reveal if there was significant issn |2355-3669| e-issn |2503-2518| volume 5| number 2|december 2018| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi difference in the eleventh graders’ speaking skill between those who were given intervention by using youtube video with snowball throwing technique and those who were not, and there was significant difference among good, average, and poor speaking categories among the sample. the result revealed that there was significant difference in speaking skill between students taught by using youtube video with snowball throwing technique and those who were not. last, there was significant difference among good, average, and poor speaking categories among the sample. “students’ grammatical error analysis in speaking”, refa anjeng sari identified the kinds of students’ grammatical error, and to figure out the dominant kind of grammatical error in speaking. the result reveled that the dominant kind of grammatical error was about number. the lowest percentages were about third person singular incorrectness, and comparative adjective/adverb incorrectness. another attention-grabbing article proposed by ria oktaviani, is entitled “an investigation into a link between classroom climate and reading achievement.” the purposes of her study were to investigate a link between classroom climate and reading achievement, and discover the influence of the classroom climate and reading achievement of the students at one junior high school in palembang, south sumatera, indonesia. the result showed that classroom climate did not give substantial influence on students’ reading achievement. the fifth article “investigating the link between critical thinking skill and argumentative writing skill: the case of islamic senior high school” is authored by riza oktari putri. her study was aimed at describing the link between the second year students’ critical thinking skill and their argumentative writing skill at islamic senior high school in palembang, south sumatera, indonesia. the result showed that critical thinking skill had the link with argumentative writing skill, and it gave 48.4 % constribution to the students’ argumentative writing skill. this volume also presents an article, “a correlation between self-confidence and essay writing achievement”, by roy mardiansyah. he investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate english education study program students of one university in palembang. the result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement. the other thought-provoking article for this issue, “organizing professional and pedagogical training to improve english teachers’ skills: a literature review” is written by urip sulistiyo and septu haswindy. the aim of the study was to address the current issues on english teachers’ problems in their efforts to develop their professional and pedagogical competence in jambi province, indonesia. this review study revealed that, among other things, english teachers need to become better role models for student teachers through the effective demonstration and modelling of concepts and the practical aspects of learning and teaching. in-service training can address several identified aspects of what teachers need to know and be able to do to provide ‘learning’ to students. this can be done by exposing them to new pedagogies for efl teaching and to new educational theories and knowledge. finally, this volumes presents an article, “the effect of discussion method and cognitive style on students’ reading comprehension achievements at one indonesian university ” written by yanti ismiyati, tahrun, indawan syahri, and makmur whose study was to to investigate the effect of discussion method and cognitive style on students’ reading comprehension achievement. the result of their study indicated that discussion method and cognitive style had significant effect on students’ reading comprehension achievement we wish you good reading! lenny marzulina mohammad holandyah annisa astrid akhmad habibi 11 local and target language culture proportion in english textbooks “english on sky (eos) 2” and “when english rings a bell (werab) viii” fikri yansyah uin raden fatah palembang fikriyansyah@gmail.com abstract: this study aimed to find out the percentage, the balance proportion and the presentation of local and target language culture in english textbooks eos 2 and werab viii. the design was content analysis research with 2959 sentences and 887 pictures as the study data. the procedure of analyzing the data started by classifying the data into local or target language culture, then it coded under byram & morgan‟s checklist (1994), while the pictures simply classified into local or target language culture. to see the balance proportion, mann whitney u-test was conducted. the presentation was made by drawing inferences. the result showed that the percentage for the analysis of sentences of local language culture was 11.78% and 12.24% for target language culture in eos 2. then, local language culture was 33.06% and 7.57% for target language culture in werab viii. under picture analysis, 19.5% was local language culture and 16.4% was target language culture in eos 2, while, 43.2% was local language culture and 10.17% under target language culture in werab viii. the results of mann-whiney u-test indicated eos 2 has balance proportion and werab viii did not have balance proportion. under picture analysis, eos 2 also has balance proportion than werab viii. the presentation of culture in eos 2 dominated under category #8 national cultural heritage (nch) both local and target language culture, while local language culture in werab viii focused on category #3 belief and behavior (bb) and category #8 national cultural heritage (nch) for target language culture. key words: local language culture, target language culture, proportion, english textbook. introduction to reach the successful of a language program especially english, there are some key points which are very important. the process of teaching and learning the language includes many major components. richard (2001, p. 210) hypothesizes his idea that providing effective teaching should covers: (1) language awareness, (2) the learner, the teacher, and teaching or learning context, (3) planning for effective teaching of adults learners of english, (4) classroom management and teaching skills, (5) professional development and (6) resources and material for teaching. those components are very important in reaching the target of the language program, but many experts focal point to the materials of the teaching. according to richard (2001, p. 251), materials are key component in most language program, while pardo & téllez, (2009, p.173) assume that language learning materials form a key aspect in creating effective teaching and learning environments. in addition, teaching materials play a vital role in promoting communicative language use. the use of teaching materials mailto:fikriyansyah@gmail.com 12 has a major impact on the activity of language teaching (nguyen, warren, fehring, 2014, pp. 94-96). the materials that could be presented in language teaching are grammar, vocabulary, listening skill, writing skill, reading skill, cultural content, etcetera (pardo & téllez, 2009, p. 179). the foremost material that should be presented in language teaching is cultural content (pulverness, 2003, p. 428), because cultural content is the basis of all understanding of the other aspects (pardo & téllez, 2009, p. 181). it would be complicated, if not unfeasible, to teach a language without teaching some features of its culture (neff & jr 2013; and hilliard, 2014), as language is one of the products of culture (yule, 2010, p. 267). at utmost, the cultural elements or materials are intended to supply much profit to learners as they can facilitate them turn into both linguistically and interculturally proficient learners (ho, 2009, pp. 72-73). what's more, language materials that have cultural content, could provide to broaden students‟ view about culture and empower them to develop social behavior such as tolerance and respect for diversity or well-known as multicultural competence (troncoso, 2010, p. 91). in line with richards (2001, p. 251), materials could be presented into (1) printed materials (books, workbooks, worksheets, or readers) and (2) non-print materials (video or computers base material), (3) material which include printed and non-print materials (self-access materials and from internet), also non design materials for the teaching for examples, magazine, newspapers and tv materials. the major materials in language classroom is textbook (dweik & al-sayyed, 2015; and sorongan, susanti and syahri, 2014), as states by hurst (2014, p. 27), textbook is an effective instruments in elt. also, textbook is an important part of language learning in the classroom (liu and laohawiriyanon, 2013; moirano, 2012; and vrbová, 2006). there are two kinds of cultural material that could be presented in english language textbooks, the first is local culture materials and the second is target culture materials (jiangqiong and tin, 2010, p. 277). local culture refers to characterize the experience of everyday life in specific, identifiable localities (encyclopedia britannica, 2016). in line with kawar (2012, p. 105), local culture reflects to symbols and schemas shared by a particular social group. in instance, when groups of people do a regularly activity (e.g. indonesia people celebrate for the new born baby by cutting the hair) of something, it will be habit and grow to be continuous activity in that locality. after that, 13 people call it as their culture. while, target culture is related to the cultures that exist and bear from english speaking countries (chao, 2011, p. 197). english speaking countries mean where english as the first language based on the sociolinguistic aspects. the countries are australia, canada, new zealand, uk and usa (karchu, 1996, pp. 136137). in relating culture in the material of the teaching, it should be equivalent. bell and gower (as cited in tomlinson, 2003) said that one of the principles in material development is that the material should be put in balance consideration, and one of the materials is cultural content (rubby, 2003, p. 52). similarly, jiangqiong and tin (2010, p. 277), it is important to combine local and target culture in the materials of teaching. accordingly, many authors have suggested using both local language and target language culture to deal with the limitations of exclusively using one of the cultures (choudhury, 2013, p. 22). what is more, liu and laohawiriyanon (2013, p. 90) argue that the unequal proportion of cultural contents in textbook might trigger complicatedness to students when they take part in intercultural communication. appropriately, balance consideration should be allocated for the cultural contents in textbook (andarab, 2014, p. 288). according to alkateery (2011, p. 105), the data (e.g. percentage) is balance if there is no significance difference between and or among the data. the good presentation of the cultural content will lead the student to be easier in reaching the intercultural competence. additionally, the understanding of the culture or intercultural competence should begin from junior high school period. sa‟ud and sumantri (2015, p. 12) state that one of dimensions that junior high students should achieve after accomplishing the junior high school period is social dimension. the conception in that dimension is that junior high school students should understand teamwork, tolerance, civic responsibility, loyalty, patriotic, national solidarity, international relationship, and world understanding (intercultural competence). therefore, the teaching materials and the learning process should accommodate cultural aspects. after did a survey, the writer found two textbooks which are used as the major resources in english language teaching in prabumulih. the titles of the textbooks are english on sky 2 and when english rings a bell viii, those textbooks are widely and mostly used in prabumulih. having got the textbooks, the writer made a preview to the textbooks, and the writer assumes that the textbooks do not show balance proportion of cultural content. the textbooks have tendency in promoting one culture only. thus, the 14 writer inquired the existence of cultural materials in those english textbooks, but the writer‟s assumption should be proved and a deeper analysis should be conducted. therefore, the writer conducted this research. the research problems in this study are: (1) what is the percentage of local and target culture proportion in english on sky 2 and when english rings a bell viii textbooks? (2) do in english on sky 2 and when english rings a bell viii textbooks promote balance proportion of local and target culture? (3) how are the local and target culture presented in english on sky 2 and when english rings a bell viii textbooks? literature review language materials in line with richards (2001, p. 251), materials could be presented into (1) printed materials (books, workbooks, worksheets, or readers) and (2) non-print materials (video or computers base material), (3) material which include printed and non-print materials (self-access materials and from internet), also non design materials for the teaching for examples, magazine, newspapers and tv materials. textbooks textbook is one of the presentations of the material. textbook provides as a loaded resource of themes, texts, visuals and language as well as help to form program of the course (vrbová, 2006, p. 29) and textbook is developed on the base of printed curriculum (mahmood, 2011, p. 170). textbooks remain a close within school curriculum universal, presenting teachers and students with the authorized knowledge of school subjects as well as the chosen values, attitudes, skills, and behaviors of experts in those fields. language and culture many experts had put high consideration towards the relationship between language and culture. according to lust (2006, p. 9), language is first and principal symbolic. sounds, words and sentences represent and capture infinity of possible meanings and intentions. while, culture can be defined as the hereditary values, notion, and ways of living which are shared by people of the same community faction (kawar, 2012, p. 105). cultural framework is expressed in terms of ones attitudes, beliefs, personality characteristics, ideals, expectations; etc (gardner, 2007, p. 13). language and culture have an inextricable and mutually dependent relationship (choudhury, 2013; chahak & basirizadeh, 2012; and ho, 2009). tantri (2013, p. 39) 15 assumes that language is determined, decided and influenced greatly by the culture. languages encode more than information. they also are both a vehicle and an expression of the cultural values of the societies that use them (lauder, 2008, p. 17). in line with yule (2010, p. 267), language is the product of culture. as well, byram (2013, p. 4) hypothesized that language education concerns on cultures allied with the language in matter in order to accomplish other humanistic objectives, called, appreciative community of other humanities and their cultures, and in order to advance the effectiveness of communication and conversation. local and target culture local and target language culture is one of the terms which are well-known in language program. local culture refers to characterize the experience of everyday life in specific, identifiable localities (encyclopedia britannica, 2016). according to kawar (2012, p. 105), local culture refers to symbols and schemas shared by a particular social group. additionally xiao (2010, p. 7) pointed that local/source culture refers to learners‟ own culture. while, in line with xiao (2010, p. 7), target culture refers to a culture where the target culture is used as the first language and in more comprehensive statement, chao (2011, p. 197) argued that target culture (tc) is related to the cultures that exist and bear from english-speaking countries (australia, canada, ireland, new zealand, uk and usa). to display the use of english in the world, karchu provided a model which was called “three concentric circles.” the division of the circles was based on sociolinguistic profile of english language on the global scale. the form of the circles was known as inner circle, outer circle and expanding circle. inner circle refers to english as basis of l1 based on cultural, linguistic, and literary. while, outer circle and expanding circle refer to where english do not include all the possible aspects, these three circles have a point about the codification and diversification of english (kachru, 1996, pp. 136-137). research methodology in accomplishing this research, the writer used content analysis research in terms of analyzing the cultural contents in english textbooks for junior high school students. this study was going to find out the percentage of local and target language culture proportion in english textbooks, whether the textbooks promoted balance proportion or not and analyzed the presentation of cultural contents in english textbooks. the focus 16 data that were analyzed were the sentences and pictures contents in the textbooks. the procedure in doing this study was the writer identified, classified and coded the cultures contents into categories and subcategories that had been provided by byram and morgan (1994) for sentence data, while, the picture was simply coded under local language category or target language category. after the data were identified, classified and coded into the exact categories and subcategories. the data displayed in the percentages. also, it was demonstrated by table to make it more understandable. mann-whitney u-test was used to see the significance different of local and target language culture in those textbooks. after that the writer drew inferences based on the results that might appear. finding and discussion table 1. summarizing of the data textbook category english on sky 2 when english rings a bell viii unit analysis sentence picture sentence picture 1.731 sentences 543 pictures 1.228 sentences 344 picture cultural content local culture 204 sentences 11.78 % 106 pictures 19.5 % 415 sentences 33.79 % 148 pictures 43.02 % target culture 212 sentences 12.24 % 89 pictures 16.4 % 94 sentences 7.73 % 35 pictures 10.17 % total 416 sentences 24.02 % 195 sentences 35.91 % 509 pictures 41.44 % 183 pictures 53.19 % as seen in the table 1 above, the proportion of local language culture in english on sky 2 is 11.78%. it is about 204 out of 1731 sentences in the textbook pointed to local language culture content. while, the proportion of target language culture in english on sky 2 is about 12.24%. the data was about 212 out of 1731 sentences in the textbook. further, the proportion of local language culture in sentences in when english rings a bell viii textbook is about 33.79%. 415 out of 1228 sentences were coded as local language culture category. meanwhile, the proportion of target language culture in sentences in when english rings a bell textbook is about 7.53%; the data was about 93 out of 1228 sentences. in detail, no sentence was coded under category #1 social identity & social group (sig) and category #2 social interaction (si) both local and target language culture in 17 those textbooks. under category #3 belief and behavior (bb), 74 sentences were coded. about 56 coded under local language culture category and 18 sentences in target language culture category in english on sky 2 textbook, while 198 were coded under local language culture category and 28 sentences in target language category in when english rings a bell viii textbook. in english on sky 2 textbook, the data constituted 17.78% while in when english rings a bell viii textbook was about 44.40% compared to all cultural content in those textbooks. additionally, in category #4 social & political institution (sip), 2 sentences found as local language culture category and 9 sentences as target language category in english on sky 2 textbook, while there was no sentence found under this category in when english rings a bell viii textbook. the sentences that were found under this category constituted 2.64% in english on sky 2 textbook if the data compared to all cultural content in each textbook. even more, under category #5 socialization and life cycle (slc), 27 sentences were found as local language culture category and 2 sentences as target language culture category in english on sky 2 textbook. whereas, 161 sentences were coded under local language culture category and 24 sentences were found under target language category in when english rings a bell viii textbook. the data in this category constituted 6.97% in english in sky 2 and 36.34% in when english rings a bell viii textbook compared to al cultural content data in each textbook. in addition, in category #6 national history (nh), 4 sentences were found as local language culture category and no sentences coded as target language culture category in english on sky 2 textbook. while, 2 sentences coded as local language culture category and 8 sentences as target language culture category in when english rings a bell viii. the data was about 0.96% in english on sky 2 textbook and 1.96% in when english rings a bell viii textbook compared to all cultural content in each textbook. under category #7 national geography (ng) and 15 sentences in english on sky 2 textbook and 33 sentences in when english rings a bell viii textbook were coded under local language culture category and no sentence was coded under target language culture category in each textbook. the data in this category constituted 3.60% in english on sky 2 textbook and 6.48% in when english rings a bell viii textbook from all cultural content in each textbook. further, under category #8 national cultural heritage (nch), 90 sentences were coded as local language culture category and 148 sentences as target language category in 18 english on sky 2 textbook. whilst, 21 sentences were coded under local language category and 34 sentences found under target language category in when english rings a bell viii textbook. the data in this category was about 50.21% in english on sky 2 textbook and 10.80% in when english rings a bell viii textbook compared to all cultural content in each textbook. next, under category #9 stereotypes and national identity (sni), 13 sentences were coded under local language culture and 26 sentences were coded under target language culture category in english on sky 2 textbook and no sentence indicated cultural content in when english rings a bell viii textbook. the data in this category constituted 9.37% of all cultural content in english on sky 2 textbook. in addition, under picture analysis, about 106 out of 543 pictures were coded under local language culture category and 89 pictures under target language culture category in english on sky 2 textbook. the data represented about 35.91% from all pictures in the textbook. whereas, 148 out of 334 sentences were coded under local language culture category and 35 pictures were coded under target language culture category in when english rings a bell viii textbook. the data was about 53.19% of all pictures in when english rings a bell viii textbook. after being analyzed by using mann whitney u-test, the data for english on sky 2 textbook showed there was no significance different between local and target language culture data. whereas, the data for when english rings a bell viii textbook showed there was significance different between local and target language culture. it meant that english on sky 2 textbook had balance proportion in presenting local and target language cultural content. whereas, when english rings a bell viii textbook did not have balance proportion. table 2. mann whitney u-test analysis of eos data mann-whitney u 25.000 wilcoxon w 61.000 z -.348 asymp. sig. (2-tailed) .728 exact sig. [2*(1-tailed sig.)] .779 a 19 table 3. mann whitney u-test analysis of werab data mann-whitney u 17.500 wilcoxon w 45.500 z -2.073 asymp. sig. (2-tailed) .038 exact sig. [2*(1-tailed sig.)] .036 a the presentation of local and target language culture in english on sky 2 textbook was dominated by category #8 national and cultural heritage (nch). the presentation of local language culture in when english rings a bell viii textbook centered under category #3 belief and behavior (bb), while the presentation of target language culture in when english rings a bell viii textbook focal point under category #8 national cultural heritage (nch). table 4. distribution of all cultural content of all textbooks book english on sky 2 textbook when english rings a bell viii textbook category local culture target culture local culture target culture number of sentences 1731 1228 social identity & social group (sig) · social class (sc) · regional identity (ri) · ethnic minority (em) . professional identity social interaction (si) · differing levels of formality (dlf). belief and behavior (bb) · moral, religious beliefs (mrb) · daily routine (dr) 56 18 198 28 social & political institution (sip) · health care (he) 9 · law and order (lo) 1 · social security (ss) · local government (lg) 1 socialization and life cycle (slc) · family (fam) 15 2 113 · school (sch) 5 48 22 20 · employment (emp) 7 · religion (r) . military service (ms) · ceremonies (c) 2 national history (nh) · historical periods & events seen as markers of national identity (hpe) 4 2 8 · contemporary periods events seen as markers of national identity (cpe) national geography (ng) · geographic factors seen as being significant by members (gf) 15 33 national cultural heritage (nch) . prose (pr) . painting (pa) . educational idea (ei) . film (fm) . song (so) 14 . folktales (fo) 87 134 16 34 .musical instrument (mi) 1 . housing (h) 1 . clothes (cl) 3 3 stereotypes and national identity · symbols of national identity (sy) · famous people (fp) 13 26 · famous monuments (fm) total 204 212 415 94 percentage 11.78% 12.24% 33.79% 7.76% conclusion there were some conclusions that could be drawn. the percentage of local language culture in english on sky 2 textbook of sentences was 11.78% and 12.24% was target language culture. while, the percentage of local language culture in when english rings a bell viii textbook was 33.79% and 7.73% was target language culture category. under picture analysis, 19.5% was local language culture and 16.4% was target language culture in english on sky 2 textbook, while 43.2% was local language culture and 10.17% under target language culture in when english rings a bell viii textbook. next, the data 21 showed that english on sky 2 textbook has no significance difference between local and target language culture category, it means the data promoted balance proportion of local and target language culture under sentence analysis. meanwhile, the data showed that there was significance difference between local and target language culture category in when english rings a bell vii textbook. it means that the data did not promote balance proportion of local and target language culture under sentence analysis. under picture analysis, it could be assumed that english on sky 2 textbook promoted balance proportion while when english rings a bell viii textbook did not promote balance proportion. then, the local and target language culture in english on sky 2 textbook presented by the domination under category #8 national cultural heritage (nch) (44% for local language culture and 70% for target language culture). whereas, the local language culture in when english rings a bell viii textbook presented by the domination of category #3 belief and behavior (bb) (47.7%) and the target language culture dominated by the presentation of category #8 national cultural heritage (nch) (36.55%). references alkatheery, e. r. (2011). content analysis of culture in elt reading textbooks: appropriacy and inclusivity. (master‟s thesis). college of art, king saud university, saudi arabia. andarab, m. s. (2014). calling for english for specific cultures-based coursebooks in english as an international language era. international journal of english language education 2(2). byram, m. (2013). language teaching and its contexts. iranian journal of language teaching research 1(1), 1-26. byram, m. & morgan, c. (1994). teaching and learning language and culture. clavedon, united kingdom: multilingual matters. chahak, s. m., & and basirizadeh, f. s. (2012). the study of culture on foreign language teaching. international journal of social science and humanity, 2(6). chao, t-c. (2011). the hidden curriculum of cultural content in internationally published elt textbooks: a closer look at new american inside out. the journal of asia tefl 8(2), 189-210. choudhury, m. h. (2013). teaching culture in efl: implications, challenges and strategies. iosr journal of humanities and social science (iosr-jhss) 13(1), 20-24. dweik, b. s., & al-sayyed, s. w. (2015). analyzing the cultural content of action pack “12”. international journal of english language and linguistics research, 3(2), 1-28. encyclopedia britannica. (2016). local culture. retrieved from www.britannica.com/topic/local-culture. gardner, r. c. (2007). motivation and second language acquisition. porta linguarum, 8, 9-20. http://www.britannica.com/topic/local-culture 22 hilliard, a. d. (2014). a critical examination of representation and culture in four english language textbooks. language education in asia, 5(2). ho, s. t. k. (2009). addressing culture in efl classrooms: the challenge of shifting from a traditional to an intercultural stance. electronic journal of foreign language teaching, 6(1), 63–76. retrieved from http://e-flt.nus.edu.sg/. hurst, n. r. (2014). visual representations in portuguese produced english language teaching coursebooks. l i n g va r v m a r e n a 5, 21 – 30. jiangqiong, q. & tin, t. b. (2010). cultures of learning in three language coursebooks in china: „read with your heart‟, „listen and check‟, and „fill the blank and the use of the language.‟ in tomlinson, b and masuhara, h. (eds.), research for materials development in language learning. (pp. 83-102). london, great britain: continuum. kachru, b. b. (1996). world englishes: agony and ecstasy. journal of aesthetic education, special issue: distinguished humanities lectures ii (summer, 1996), 30(2), 135-155. kawar, t. i. (2012). cross-cultural differences in management. international journal of business and social science [special issue -march 2012],3(6). lauder, a. (2008). the status and function of english in indonesia: a review of key factors. makara, sosial humaniora,, 12(1), 9-20. liu, s & laohawiriyanon, c. (2013). cultural content in efl listening and speaking textbooks for chinese university students. international journal of english language education, 1(1). lust, c. b. (2006). child language acquisition and growth. new york, ny: cambridge university press. mahmood, k. (2011). conformity to quality characteristics of textbooks: the illusion of textbook evaluation in pakistan. journal of research and reflections in education, 5(2). moirano, m. c. (2012). teaching the students and not the book: addressing the problem of culture teaching in efl in argentina. gist education and learning research journal, 6, 71-96. neff, p., & jr, j. r. (2013). tasks for integrating language and culture teaching. english teaching forum, 2. nguyen, h. t., warren, w., & fehring, h. (2014). factors affecting english language teaching and learning in higher education. english language teaching, 7(8). pardo, a. n., & téllez, m. f. t. (2009). elt materials: the key to fostering effective teaching and learning settings. profile, 11(2). pulverness, a. (2003). materials for cultural awareness. in tomlinson, b. (ed.). developing materials for language teaching (pp. 107-129). london, united kingdom: continuum. richards, j. c. (2001). curriculum development in language teaching. new york, ny: cambridge university press. rubby, r. (2003). selection of materials. in tomlinson, b. (ed.), developing materials for language teaching (pp. 37-57). london, united kingdom: continuum. sa‟ud, u. s. & sumantri, m. (august 6, 2015) pendidikan dasar dan menengah. retrieved from dokumen.tips/documents/pendidikan-dasar-udin-saud.html sorongan, d. a., susanti, r., & syahri, i. (2014). an analysis of local and target culture integration in english textbooks. lingua, jurnal bahasa & sastra, 15(1). tantri, n. r. (2013). english as a global language phenomenon and the need of cultural conceptualizations awareness in indonesian elt. ij-elts: international journal of 1 english language & translation studies, 1. http://e-flt.nus.edu.sg/ 23 tomlinson, b. (2003). developing principled frameworks for materials development. in tomlinson, b. (ed.). developing materials for language teaching (pp. 107-129). london, united kingdom: continuum. troncoso, c. r (2010). the effect of language materials on the development of intercultural competence. in tomlinson, b and masuhara, h. (eds.), research for materials development in language learning. (pp. 83-102). london, united kingdom: continuum. vrbová, l. (2006). developing cultural awareness in elt. (undergraduate‟s thesis). university of pardubice. yule, g. (2010). the study of language (4 th ed.). new york, ny: cambridge university press. xiao, j. (2010). cultural contents of an in-use efl textbook and english major students‟ attitudes and perceptions towards culture learning at jiangxi university of science and technology, china. (master‟s thesis). prince of songkla university, jiangxi, china. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 47 students’ and teachers’ beliefs on english language teaching: a study in one islamic boarding school mustika rini english education study program state islamic university of raden fatah palembang mustikarini633@gmail.com abstract this study was done to find out (1) whether there was a significant difference between students and teachers belief in one islamic boarding school in palembang, (2) the teacher beliefs on english language teaching in islamic boarding school in palembang, and (3) students‟ beliefs on english language teaching in one islamic boarding school palembang. this study employed a mixed method research design. participants for collecting quantitative data were 55 students and 1 teacher, meanwhile the participants for qualitative data were 6 students and 1 teacher. in order to collect the quantitative data, questionnaire was used, and for qualitative data, interview was used. these instruments were used to find the difference of beliefs between students and teacher on english language teaching. from this study, it was found out the difference beliefs between students and teacher on english language teaching toward communicative language strategy and target language use. moreover, from the interview results, the differences between students and teachers‟ beliefs in communicative language strategies and target language use were also found. keywords: english language teaching, teachers‟ beliefs, students‟ beliefs manuscript submitted: 30 april 2020 manuscript revised: 18 may 2020 accepted for publication: 13 june 2020 introduction english is one of the most spoken languages in the world and widely accepted as a foreign language in many parts of the world. english is a language that is widely used and spoken in every parts of life, such as: the arts, sciences, human sciences, travel, and social sciences. furthermore, crystal (as cited marzulina & putra, 2017, p.186) states that, english can be a priority foreign language teaching in a country. besides, pim (2013) said english nowadays is also considered a powerful language in the world to transfer information and communication technologies for those in the very early stages of education. therefore, english is international language and with english language it can make human being easier to get more information and knowledge in the proses of learning (erlina et al., 2019; erlina et al., 2020; maimunah et al., 2019; mukminin et al., 2018; nazurty et al., 2019). english is the foreign language in indonesia. english subject must be taught to the students from elementary school until higher education, so the students are easy to understand and to interact in various aspects of life by using english (habibi, sofwan, & mukminin, 2016; marzulina et al., 2019). as state by mustafa, kirana and bahri (2017), in indonesia, english is taught as a foreign language starting from high school to university. they assert that most high schools offer two classes of english a week every semester throughout the two levels of high schools, i.e. junior and senior high schools, which take three years for each. for undergraduate university level, only two credits are offered (astrid et al., 2019; marzulina et al., 2019; soma, mukminin, & noprival, 2015). issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 48 teachers and students have important role in teaching and learning process at the classroom (astrid et al., 2019; marzulina et al., 2018). according to peacock (2001), teacher as a manager can create environments, which provide opportunities to learn and change in behavior, in which pupils are well managed and motivated for learning. in addition, zang and ciu (2010) said teacher‟s role is a facilitator (or should be), the student‟s role is to take given information or instructions and coordinate that task for himself or group members. therefore, each of them has a role in the teaching and learning process. one of the elements that need attention in the success of the teaching and learning process is belief. according to bandura, beliefs more than truth guide our goals, emotions, decisions, actions, and reactions (as cited in fives & michele, 2015, p.7). another study, richarson explained that beliefs can be defined as psychologically held understanding, premises, and propositions about the world that are felt to be true. in addition, white argue that beliefs help individuals to define and understand the world and themselves, and they are instrumental in defining tasks and play a critical role in defining behavior. therefore, beliefs help people to understand themselves and about the world that are felt to be true teacher is one who is directly involved in the formation and development of intellectual and students personalities. according to li xu (2012), teachers‟ beliefs are important for understanding and improving educational process. in addition, ta‟amneh (2015) said that teacher‟s belief is also considered a powerful of strategies to overcome challenges in teaching and influence student motivation. indeed, teachers‟ belief influences educational process and students‟ motivation. teachers‟ beliefs influence how teachers make decisions or act in a classroom. according to altan (2012), successful language learning and teaching, such as are some of the teachers‟ beliefs about pronunciation, error correction, and the time required to become proficient in a foreign language. in addition, nemser and floden teachers‟ beliefs have an important role in shaping instruction because there is a lack of consensus about the best practice based on objective evidence (as cited in ta‟amneh, 2015). in other words, teachers‟ beliefs are important concept in understanding their instructional practices. furthermore, learners also play an important role in learning to be an effective learning occurring in the classroom and learners should be able to foster a sense of belief in themselves and their teacher. according to brown teachers and researcher have noted that both teachers‟ and students‟ beliefs and attitudes should have a room in the process of language learning and teaching (as cited in ganjabi, 2011, p.53). when teachers and students do not have beliefs, it will affect the effectiveness of the language teaching in the classroom. so the different beliefs between teachers and learners towards to english language teaching can negatively influence teaching and learning process in the classroom. based on informal interview with six students of eleventh grade and two teachers of madrasah aliyah pondok pesantren aulia cendikia talang jambe palembang about english language teaching, many students said that the teaching of english would be effective if the teachers used english conversations in the classroom and if the teachers used media such as picture, music to make learning to be more fun and effective. in addition, teachers said that effective english teaching could be increased if students were more independent by not depending too much from school facilities. they could be more creative by reading or finding other support materials for example, from the internet, the english community, and others. there were some previous related studies. first, ganjabi (2011) found there was difference between the beliefs of iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. second, brown (2006) showed there were some difference appeared between students‟ and teachers‟ perception about effective foreign language teaching. in addition, ta‟amneh (2015) also conducted the study that showed there was a harmony between teachers‟ and students‟ beliefs about the process of issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 49 teaching and learning vocabulary concerning rote learning, using multimedia using technology and dictionary and asking for help. however, there was no harmony between their beliefs about the process of teaching and learning vocabulary regarding guessing and contextualization. from the above statement, it is important to analyze the effective english teaching to know differences between students‟ and teachers‟ beliefs on effective english language teaching. therefore, i am interested in conducting a study entitled students‟ and teachers‟ beliefs on english language teaching: a study in one islamic boarding school in palembang. the problems of the study have three problem: (1)was there any significant difference between students‟ and teachers‟ beliefs toward english language teaching of the eleventh grade students islamic boarding school aulia cendekia palembang?, (2) what were the teachers‟ beliefs toward english language teaching in islamic boarding school aulia cendekia palembang?, and (3) what were the students‟ beliefs toward english language teaching of the eleventh grade students islamic boarding school aulia cendekia palembang? literature review nature of beliefs some researchers do not define in detail the learning of language beliefs, beside that vibulphol (2004) said the term beliefs about language learning, were not clearly defined by researchers in previous studies. in a number of studies several different research opinions on the meaning of beliefs, because of its complexity, it may be difficult to produce a fixed set of meaning or precisely defined. according to hermans and keer (2008) defined beliefs as a set of conceptual representations which store general knowledge of objects, people and events, and their characteristic relationships, while according to richarson beliefs can be defined as psychologically held understanding, premises, or propositions about the world that are felt to be true, in another word belief is something that you cannot see or touch but it is something in your mind that you feel true and belief also influenced the way we think (a cited in raths and amy 2003). teachers’ and students’ beliefs beliefs have a great influence, teachers and students will be serious about giving lessons and learning in language learning and teaching as they may be factors affecting the learning and teaching process. in learning and teaching language, the role of learners and teachers' beliefs about language learning in general have been studied because of the influence on attitudes and beliefs of teachers about language learning gets a lot of attention in the literature and to understand what motivates the actions of teachers. teachers are strongly influenced by their beliefs and closely related to their values, their views of the world, to their understanding of their place. altan (2012) revealed that teacher in this study hold a variety of beliefs about language learning, some of which may constitute an impediment to successful language learning and teaching, such as some of their beliefs about pronunciation, error correction, and the time required to become proficient in a foreign language (p. 481). in addition, according to ganjabi (2011), the teachers also put strong emphasis on the communicative activities and the timing of error correction. constructively, students tend to agree or disagree on this issue that they prefer to focus primarily on grammatical material caused by inappropriate ideas about the value of communication and communicative activity. these findings support the general contention that language teachers may hold certain beliefs about language learning that may have an impact on their instructional practices. definition of english language teaching definition of language teaching is part of effective language teaching, according to ko james (2013) state effective language teaching to achieve good teaching, good knowledge, proper issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 50 use of well-chosen questions, to engage learners, and to consolidate understanding is an important feature (p. 2). some good schools suggest, they: 1) establish consistency in teaching and learning across the organization. 2) engender a culture of professional debate and development lesson observation. 3) rigorously monitor and evaluate what they are doing 4) prioritize the teaching of literacy, especially in a child‟s early years 5) focus on the needs, interests and concerns of each individual learner. in summary, to build and teach effectively requires support from other aspects not only from teachers but also institutions. the effectiveness of teachers generally refers to the focus of student outcomes and teacher behavior and classroom processes that encourage better student outcomes. thus, institutions must create good teacher behavior to encourage students to get better results. methods research design and participants in this study, i used mixed method with embedded design. creswell (2012) defines that embedded design is a design to collect quantitative and qualitative data where one form of data used as a supportive to other data form. in quantitative study, i analyzed data from questionnaire. however, in qualitative study, the data from the interview were identified to measure student teacher‟s beliefs on english language teaching. this study used mixed method study, so there were two sampling techniques. first, for the quantitative study, i used total sampling technique because i was involved 1 teacher and 55 students of eleventh grades students and then i was given the questionnaire to all participants. second, for qualitative study, i chose the participants by using purposeful sampling. creswell (2012) argued that purposeful sampling is the researchers intentionally choose or select individuals and the place to learn as research or understand as a central phenomenon. the standard that was used in choosing the participants of the study and place was based on whether they were information rich or not. the participants were students that consist of 6 students and 1 teacher to give their belief about english language teaching. the participants were chosen based on the english teacher‟s information and student‟s score who got high, medium, and low achievement in the english class. data collection first, the research instrument that was used in this study was questionnaire. questionnaire is an investigation by asking some questions in a written form. zohrabi (2013) said that questionnaires are doubtless one of the primary sources of obtaining data in any research endeavor. i used the questionnaire that is distributed to the sample to know their beliefs about english language teaching. the questionnaire that is used in this study is adapted from brown (2006). it used likert scale. second, the research instrument that was used in this study was interview. i used semi-structured interview to gain additional information. i used semi-structure interview to get the information more deeply from the interviewee. in addition, according to creswell (2014), there are four types of interview such as, one-on-one interview, focus group interview, telephone interview, and electronic email interview. in this research, i used one-onone interview type and the participant was free to choose the language that was used (english or indonesian). one-on-one interview is the way the interviewer getting the data by asking one interviewee at a time (creswell, 2014; mukminin, 2012; mukminin, 2019). audio record was used to record the interview. there were 7 questions and the interview was end after the interviewee finished answers the questions. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 51 results analysis of significant differences between students’ and teachers’ beliefs on english language teaching in analyzing difference students‟ and teachers‟ beliefs on english language teaching, i used english language teaching questionnaire adopted by brown (2006). both of the data was analyzed by using regression analysis. spss 20 was used in this study. therefore, after i collected the data from students‟ and teacher beliefs response toward english language teaching, i used spps 20 to measure the normality and linearity. after the data distribution was normal and linear, i used regression analysis to see if there was significant influence between students and teachers belief on english language teaching. finally, i made the interpretation about the result to answer the research question number one. analysis of students and teachers beliefs on english language teaching in this study, there were six steps of analyzing qualitative data by cresswell (2012), they were: first, i organized and prepared the data analysis. this involved the data of interview by using audio recording. second, i read or look at the data. in this step, i transcribed the interview by using audio recording. third, i began detailed analyzing with coding process. the process of coding involved identifying text segments, placing a bracket around them, and assigning a code word or phrase that accurately described about the meaning of text segment. coding process was resulted from the interview data. fourth, i used coding process to generate a description about the setting as well as a theme for analysis. i described detail information from the phenomenon based on the interview result and generate codes for this description. fifth, i would advance of how the description and themes represented in qualitative narrative to convey the findings of analysis. i mentioned about the phenomenon or chronology event and convey the description of information about each participant. finally, a final step of data analysis, i made interpretation of findings the data or meaning the data. i described a review of the major findings and how the research questions are answered. i compared or contrast the personal view with the literature, gave the limitations of the study and gave the suggestions for future research. the result of significant difference between students’ and teachers’ beliefs on english language teaching the result of english language teaching questionnaire revealed that there were 3 difference beliefs of students and teacher about english language teaching from 24 items in questionnaire. 3 items showed p value was less than equal to 0.05. item 7 showed 0.02 that it was lower than 0.05. it means that there significant difference between students‟ and teacher‟s beliefs on english language teaching should not use bahasa in the english language classroom. item 15 showed 0.01 that it was lower 0.05. it means that there significant difference between students‟ and teachers‟ beliefs on english language teaching should not use predominantly small group or pair work to complete activities in the class. item 24 showed 0.04 that it was lower 0.05. it means that there was a significant difference between students‟ and teachers‟ beliefs on english language teaching should use activities where students have to find out unknown information. the results of questionnaire can be seen in table 1: issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 52 table 1. result of significant difference between students‟ and teachers‟ beliefs on english language teaching questions english language teachers should significant different sig (2 tailed) 7 english language teaching should not use bahasa in the english language classroom. 0.02 15 english language teaching should not use predominantly small groups or pair work to complete activities in class 0.01 24 english language teaching should use activities where students have to find out unknown information from classmates using english. 0.04 result of teacher beliefs on english language teaching after collecting the data to explore the teachers‟ beliefs on english language teaching by using interview, i found that there were some teachers‟ beliefs on english language teaching. the description would be explained as followed: the important of linguistic skill: first question of interview, i asked the teacher about “english language teaching must not assess the ability of language production? such as speaking and writing well grammatically?”. in this question, i wanted to know teacher belief about grammar production. based on teacher‟s answer, i could know that the teacher beliefs grammar is very important to assess students speaking and writing. teacher judgment: second question of interview, i asked the teacher about “in english teaching, should correct the students immediately after they made the mistake in speaking?”. in this question, i wanted to know teacher beliefs about error correction. based on teacher‟s answer, i could know that the teacher beliefs that they did not correct the students immediately when they made the mistake. english practice: third question of interview, i asked the teacher about “should english language teaching use bahasa in english class?”. in this question, i wanted to know teacher beliefs about target english use. based on teacher‟s answer, i could know that the teacher beliefs that the students should use english language in english classroom. culture: fourth question of interview, i asked the teacher about “should english teaching devote as much time to the teaching of culture as to the teaching of language?”. in this question, i wanted to know teacher beliefs about culture. based on teacher‟s answer, i could know that the teacher beliefs that english teaching should devote much time to teaching culture. facility: fifth question of interview, i asked the teacher about “should english teaching use technology such as internet, cd room, email?”. in this question, i wanted to know teacher beliefs about technology. based on teacher‟s answer, i could know that the teacher beliefs that technology is important, but in english language teaching they can use books. technique: sixth question of interview, i asked the teacher about “english teaching should use small group or pair work to complete the activities in class?”. in this question, i wanted to know teacher beliefs about communicative language teaching strategies. based on teacher‟s answer, i could know that the teacher beliefs about the individual task is better than small groups. teachers assessment: seventh question of interview, i asked the teacher about “should english teaching base at some part of students grades on their ability with classmate successfully in english language?”. in this question, i wanted to know teacher beliefs about assessment. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 53 based on teacher‟s answer, i could know that the teacher will give students score if they interact with classmate successfully in english language. result of students beliefs on english language teaching after collecting the data to explore the students‟ beliefs on english language teaching by using interview, i found that there were some students‟ beliefs on english language teaching. the important of linguistic skill: first question of interview, i asked the students about “english language teaching must not assess the ability of language production? such as speaking and writing well grammatically?”. in this question, i wanted to know students belief about grammar production. based on student‟s answer, i could know that the students‟ beliefs grammar is very important to assess students speaking and writing. teachers judgment: second question of interview, i asked the students about “in english teaching, should correct the students immediately after they made the mistake in speaking?”. in this question, i wanted to know students beliefs about error correction. based on student‟s answer, i could know that the students beliefs that the teacher did not correct students immediately when they made the mistake. english practice: third question of interview, i asked the teacher about “should english language teaching use bahasa in english class?”. in this question, i wanted to know students beliefs about target english use. based on student‟s answer, i could know that the students beliefs that they used bahasa in english class. culture: fourth question of interview, i asked the students about “should english teaching devote as much time to the teaching of culture as to the teaching of language?”. in this question, i wanted to know students beliefs about culture. based on student‟s answer, i could know that the students‟ beliefs about the english teaching should devote much time to teaching culture. facility: fifth question of interview, i asked the students about “should english teaching use technology such as internet, cd room, email?”. in this question, i wanted to know students that technology is important. technique: sixth question of interview, i asked the students about “english teaching should use small group or pair work to complete the activities in class?”. in this question, i wanted to know students beliefs about communicative language teaching strategies. based on student‟s answer, i could know that the students beliefs about small group should complete activities in class. teachers assessment: seventh question of interview, i asked the students about “should english teaching base at some part of students grades on their ability with classmate successfully in english language?”. in this question, i wanted to know students beliefs about assessment. based on student‟s answer, i could know that teacher should give score based on students‟ ability discussion based on the findings of questionnaire and interview, there are seven aspects that relate to english language teaching (grammar teaching, error correction, target language use, culture, computer based technology, communicative language teaching strategies, assessment). i concluded that little difference students and teacher belief on english language teaching. it can be seen from the answers of the students and teacher who dominantly answered the items agree in almost all of the items given to ask these aspects and they perceived very good. comparing students‟ and teachers‟ responses revealed that the teachers put strong emphasis on the target language use. they agreed more strongly than did their students that students do not allow to use their native language in the classroom while the students prefer to no always use english in the class. in line with actfl statement that recommends language educators and their students use the target language as exclusively as possible (90%) at all levels of instruction during instructional time and when feasible, beyond the classroom. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 54 furthermore, research found that using target language in the classroom greatly increases students‟ exposure to the target language especially in foreign language classroom when the target language is not heard outside classroom context. another reason, using target language in classroom can help students to receive more comprehensible input which lead to more complex language structures. so, students do not only learn about the language but also learning through the language. besides that, using target language in the classroom can provide a source of modeling for students both in regards to the production of the language and the attitude towards the language. if teacher able to show proper use of the language daily, students can use the teacher as a model for production. in the other hand, students prefer to use target language only in the beginning of the class. the reason can be students prefer to use native language more in the classroom activities because sometimes when using english the idea that they have cannot be delivered appropriately as they use their native language. furthermore, to communicative english language teaching strategies the students strongly agree to use predominantly small groups or pair work to complete activities in class but the teacher disagree to use predominantly small groups or pair work to complete activities in class, the teacher prefers if students work on the questions individually, stated brown (2006) foreign language teachers should not use predominantly small groups or pair work to complete activities in class. finally, in communicative language teaching strategies categories as noted previously, teachers seemed much more convinced of the need for foreign language students to participate in a meaningful exchange of information during class. when asked about information-gap activities (item 24) or activities where students have to find out unknown information from classmates using the foreign language teachers‟ responses resulted in significant differences from students. conclusion as stated above that this research was intended to explore eleventh grade students‟ and english teacher beliefs in ma ponpes aulia cendekia palembang. it came out that there were some differences between the students‟ and teacher‟s beliefs about english language teaching. the significant difference had noted in 3 items that categorized as communicative language strategies and target language use. teachers put strong emphasis on communicative language teaching strategies, target language use and while the students prefered to grammar teaching and minimum target language use. furthermore, based on the result of interview concerning teacher‟s beliefs on english language teaching, i found that there were some differences in terms of beliefs among students. first difference is target english use, the teacher agreed if english language teaching should use english language in the classroom. second, difference was communicative language teaching strategies, the teacher agreed if english language teaching should not use small groups or pair dominantly in complete the activities in the class because the teacher had difficulty to find their abilities. third, based on the result of students‟ belief on english language teaching was analyzed by using interview, i found that there were some difference beliefs between teacher. first, difference was target english use, the students agreed if english language teaching should use bahasa and english language in the classroom. second, difference was communicative language teaching strategies, the students agree if english language teaching should use small group or pair dominantly in completing the activities in the class because it will make them easier to understand and it will make them share information to other classmates. references altan, m. (2006). belief about language learning of foreign language-major university students. australia journal of teacher education, 31(2), 481. astrid, a., marzulina, l., erlina, d., harto, k., habibi, a., & mukminin, a. (2019). teaching writing to efl student teachers: teachers' intervention and no teachers' intervention issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 55 through peer feedback writing techniques. universal journal of educational research, 7(9), 1901-1908. doi:10.13189/ujer.2019.070908 astrid, a., amrina, r. d., desvitasari, d., fitriani, u., & shahab, a. (2019). the power of questioning: teacher‟s questioning strategies in the efl classrooms. irje |indonesian research journal in education|, 3(1), 91-106. retrieved from https://onlinejournal.unja.ac.id/irje/article/view/6601 brown, a. v. (2006). students’ and teacher’ perceptions of effective teaching in the foreign language classroom: a comparison of ideals and ratings (doctoral dissertation). university of arizona, tucson, arizona. creswell, j. w.(2012).educational research: planning, conducting and valuating quantitative and qualitative research (4thed). upper saddle river, nj: pearson education, inc.. creswell, j. w. (2014). research design: qualitative, quantitative, mixed method approaches (4 rd edition). thousand oaks, ca: sage publications. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 erlina, d., desvitasari, d., marzulina, l., & meida risfina, a. (2020). students‟ demotivating factors in english language learning at one state madrasah tsanawiyah in palembang, south sumatera, indonesia. irje |indonesian research journal in education|, 4(1), 120-136. retrieved from https://online-journal.unja.ac.id/irje/article/view/9024 fives, h., & michele.g. (ed). (2015) international handbook of research on teacher’ belief. new york, ny: routledge. ganjabi, m. (2011) effective foreign language teaching: a matter of irian students‟ and teachers beliefs. english language teaching journal. 12(31). 46. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers‟ demotivation factors. indonesian journal of english teaching, 5(2), 199-213. hermans, r., johanvan b., & hilde v.k., (2008). development of the beliefs about primary education scale: distinguishing a developmental and transmissive dimension. new york, ny:teacher education. li xu,. (2012) the role of teachers„ beliefs in the language teaching-learning process: the school of foreign languages, dalian university of technology,dalian city, liaoning province, china, 7(6). 1397. maimunah, marzulina, l., erlina, d., astrid, a., mukminin, a., habibi, a., fajaryani, n., eryani, e., ningsih, r. w. (2019). listening strategies used by arabic education student teachers: a survey study. universal journal of educational research, 7(11), 2544-2550. doi:10.13189/ujer.2019.071134 marzulina, l., & putra, h. (2017). teaching reading comprehension by using content-based instruction (cbi) method to the second years learners at mts al-furqon prabumulih. jurnal pendidikan dan pengajaran, 185-197. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.07090 marzulina, l., erlina, d., pitaloka, n. l., & paramika, f. a. (2019). looking at the link between study habits and academic achievement: the case of indonesian efl student teachers. irje |indonesian research journal in education|, 3(1), 57-76. retrieved from https://onlinejournal.unja.ac.id/irje/article/view/6507 https://online-journal.unja.ac.id/irje/article/view/6601 https://online-journal.unja.ac.id/irje/article/view/6601 https://online-journal.unja.ac.id/irje/article/view/6507 https://online-journal.unja.ac.id/irje/article/view/6507 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 56 marzulina, l., pitaloka, n. l., herizal, h., holandyah, m., erlina, d., & lestari, i. t. (2018). looking at the link between parents‟ educational backgrounds and students‟ english achievement. irje |indonesian research journal in education|, 2(1), 51-60. retrieved from https://online-journal.unja.ac.id/irje/article/view/4425 mukminin, a., ali, r. m., & ashari, m. j. f. (2015). voices from within: student teachers‟ experiences in english academic writing socialization at one indonesian teacher training program. qualitative report, 20(9), 1394-1407. mukminin, a. (2012). from east to west: a phenomenological study of indonesian graduate students' experiences on the acculturation process at an american public research university. (doctoral dissertation), tallahassee, the florida state university. mukminin, a. (2019). acculturative experiences among indonesian graduate students in dutch higher education. journal of international students, 9(2), 488-510. doi:10.32674/jis.v0i0.265 mustafa, f. k. m., & bahri, s. (2017). errors in efl writing by junior high students in indonesia. international journal of research studies in language learning, 6(1), 38-52. nazurty, rustam, priyanto, nurullaningsih, pratiwi, a., sarmandan, habibi, a., mukminin, a. (2019). learning strategies in reading: the case of indonesian language education student teachers. universal journal of educational research, 7(11), 2536-2543. doi:10.13189/ujer.2019.071133 peacock, m. (2001.) preservice esl teachers‟ beliefs about second language learning. a longitudinal study, 29, 177-195. pim, c. (2013). emerging technologies, emerging minds: digital innovations within the primary sector. british: british council. raths, j., and amy, r., (2003). teacher beliefs and classroom performance: the impact of teacher education. greenwich: information age publishing. soma, r., mukminin, a., & noprival. (2015). toward a better preparation of student teachers' reading skill: the sq3r strategy with authentic and simplified texts on reading literacy and vocabulary mastery. journal of education and learning (edularn), 9 (2), 125-134. ta‟amneh, m. a. a. a., (2015). exploring the harmony between jordanian efl teachers‟ and students‟ belief about vocabulary learning strategy. jurnal of language teaching and research, 6(1), 78-84. vibulphol, j., (2004). beliefs about language learning and teaching approaches of pre-service efl teachers in thailand. bangkok, thaniland: chulalongkon university. zohrabi, m. (2013). mixed method research: instruments, validity, reliability and reporting findings. theory and practice in language studies, 3(2), 254-262. https://online-journal.unja.ac.id/irje/article/view/4425 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the correlation between self-regulation learning and listening comprehension of the eleventh grade students desi yulianti teacher of smk nurul ilmi banyuasin, south sumatra, indonesia desiyulianti826@gmail.com abstract this research aimed to describe the correlation between self-regulation and listening comprehension. the method which was used in this research was correlational research. the population of the research was the eleventh grade students of sma muhammadyah 2 palembang. there were 105 students from four classes as the population in this research. the sample was taken by using a total sampling which consists of 99 students. furthermore, there were two variables in this research. the first one was self-regulation (variable x) and the second one was listening comprehension (variable y). the self-regulation score was taken from the mslq questionnaire whereas the student’ comprehension in listening was taken from toefl junior descriptive statistics for the mslq and listening comprehension. based on pearson product moment correlation coefficient, the result indicated that the pattern of correlation between selfregulation and listening comprehension was negative. the correlation coefficient or the robtained (.300) was higher than r-table (.0.1663). then, the level of probability (p) significance (sig.2-tailed) was .003. it means that p (0.03) was lower than .05. thus, there was a significant correlation between the self-regulation and listening comprehension. keywords: listening comprehension, self-regulation manuscript submitted: 9 april 2020 manuscript revised: 6 may 2020 accepted for publication: 20 may 2020 introduction it has been acknowledged that english has been already become an international language. it means that english is a means of communication that is used internationally by people to communicate with others to transfer ideas, thoughts, feelings, attitudes, or messages (abrar et al., 2018; erlina et al., 2019; habibi et al., 2019; makmur, mukminin, ismiyanti, & verawati, 2016; marzulina et al., 2019). one of the essential skills is listening (maimunah et al., 2019). listening becomes one of important parts in language acquisition. renukadevi (2014) claims listening has an important place in learning as it is one of the four major skills in language acquisition. according to gilakjani and ahmadi (2011), listening plays a significant role in daily communication and educational process. bozorgian (2012) states listening skill occupies almost 50% of our daily communications. in addition, tyagi (2013) states that listening is a skill of language. it requires a desire to understand another human being, an attitude of respect and acceptance, and a willingness to open one's mind to try and see things from another's point of view. it requires a high level of concentration and energy. listening plays an important role in language teaching. it means that teaching listening becomes an important task for english teachers to conduct. according to richard (2008), university entrance exams, school exams, and other examinations often include listening component. it indicates that listening skill is one of issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi main components of second language proficiency, and also reflects that if listening is not tested, teachers will not teach it. the ability to listen is the most essential skill to ensure a student’s success at school in an efl context. for many students, listening is a difficult skill to improve because in listening, students have to pay much attention, they have to concentrate, and sometimes they feel asleep. it also needs a quiet situation without any noise to do because when there are a lot of noise, listening in english will be hard to do (faridah, 2014). malkawi (2010) mentions that there are three listening problem that senior high school students usually face in listening comprehension. 1) speech speed; 2) limited knowledge of vocabulary and structure of sentences; 3) limited knowledge of topic in question. according to tyagi (2013), there are some common mistakes which are made by an individual while listening. he describes mistakes as follows; 1) interrupting the speaker; 2) completing the speakers sentences in advance; 3) habit of topping another person's story with your own is demeaning and relegates the speaker's story to something less important; 4) dominating conversations – a person who dominates conversations probably commits all of the above mistakes and is not listening at all. furthermore, hamouda (2013) confirms that efl learners have serious problems in english listening comprehension due to the fact that teachers pay more attention to english grammar, reading, and vocabulary. he also claims that students seem to learn listening, not listening comprehension. students usually listen to a text, respond to questions, and check their answers. self-regulation is important for students to improve their motivation in learning. it is supported by mehdi, mansoor, and azzizolah (2014) explained that a self-regulatory approach can also be beneficial to students particularly in the form of improved motivation and better management of their learning. self-regulation has become a relatively well-researched area in the field of psychology, pedagogy, social cognitive theory and adjacent disciplines. in addition, bembenutty (2015) declares that self-regulated learners engage in actions, thoughts, and behaviors in order to pursue determined tasks. they do so by identifying goals and strategies and by monitoring and evaluating them. in learning process, the students can be use metacognitive knowledge for successful listening comprehension and it can be the development of self-regulation. some researchers have previously explored those related variables; self-regulation and listening comprehension. lin and gan (2014) found that there was the relationship between selfregulation and english listening strategies. moreover, fatemi, alishahi, khorasani, and seifi (2014) found that there was no relationship between efl learners’ self-regulation and their listening comprehension. the similarity of this study and the previous above was both of them are trying to know the correlation between self-regulation and listening. besides, this study uses the same questionnaire with the previous to measure self-regulation. the difference of this study and the previous above were the level of the participants and listening test. in the previous study, the instrument was distributed in college level, but this study distributed to senior high school level. in addition, to measure listening comprehension, previous study used standard listening test (slt), meanwhile this study used toefl junior standard test. this current study investigated the link and explored the influence between students‟ parts of speech mastery and their achievement in writing skill. the problems in this study were: (1) was there any significant correlation between self-regulation and listening comprehension of the eleventh grade students of sma muhammadiyah 2 palembang? and (2) did self-regulation significantly influence listening comprehension of the eleventh grade students of sma muhammadiyah 2 palembang? literature review the concept of self-regulation self-regulation is the ability to develop, implement, and flexibly maintain planned behavior in order to achieve one's goals. in order to achieve self-regulation there are a few stages that issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi zimmerman (2000) proposed the three recurring stages for self-regulation process including forethought (premeditation), performance (implementation) or volitional control (decision making control). the first stage is associated with those activities done earlier than learning; e.g., students' motivation, self-efficacy, goal setting and planning. in the second stage, the learner concentrates upon the task to increase this/her performance; e.g., careful attention, taking notes and monitoring. at this stage, students compare their performance with the standard or goal and try to find the reason of the differences if any. the last stage refers to the results of previous stages. it is the applications of what the students get in order to achieve their goals. pintrich and de groot (1990) claim self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the classroom context. pintrich (2000) state selfregulated learning, or self-regulation, is “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment”. zimmerman (2008) state that self-regulation as the degree to which students are metacognitively, motivationally, and behaviorally active participants in their own learning process. furthermore, knowledge of cognitive and metacognitive strategies is usually not enough to promote student achievement; students also must be motivated to use the strategies as well as regulate their cognition and effort pintrich (1990). pintrich (1991) proposed there are two components of self-regulation. they are motivation and learning strategies. first is motivation consist of goal orientation (intrinsic and extrinsic), task value, expectancy components (control of learning belief and self-efficacy for learning and performance), and affective components (task anxiety). second is learning strategy that involves cognitive or metacognitive strategies (rehearsal, organization, elaboration, critical thinking), resource management strategies (time management, environment management) and resource management (effort regulation, peers, help seeking). the concept of listening comprehension according to tyagi (2013), listening skill is a key to receiving messages effectively. it is combination of hearing what another person says and psychological involvement with the person who is talking. it involves a sender, a message and a receiver. it is the psychological process of receiving, attending to constructing meaning from and responding to spoken and/or nonverbal messages. listening is the process of hearing, understanding, and giving respond to the speaker. good listener can comprehend what the speaker says very well and also they can give respond that appropriate with the context. it is supported by (moghadam, ghanizadeh, & pazhouhesh, 2016). people have to comprehend what their interlocutors say and respond to it. if they are able to listen effectively, then they will have a meaningful communication. methods research design in conducting this study, correlational research was used to find out the correlation between variables and to explain and interpret the results that appeared. the procedures were that first; the students’ self-regulation were identified by using questionnaire. second, by using toefl junior listening test, the students’ listening comprehension were obtained. then the correlation and influence between variables were analyzed through statistical package for social and science (spss) based on the results of the questionnaire and listening comprehension test. site, sampling, and participants the population of this study was all of eleventh grade students of sma muhammadiyah 2 in south sumatera. i drew the sample by using total population sampling technique. total population sampling is a technique where the entire population that meet the criteria (e.g. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi specific skill set, experience, etc.). the eleventh grade students are grouped into four classes that consist of two classes for science and two classes for social classes. there were 105 students (none of the students was absent). data collection and analysis there are two kinds of instruments was used to collect the data in this study. the instrument includes questionnaire and a test. the questionnaire was used to collect the data about students’ self -regulation, and toefl junior test was used to collect the data about students listening comprehension. to obtain the information of students' self-regulation, the mslq (motivated strategies for learning questionnaire manual) questionnaire developed by pintrich, smith, garcia, and mckeachie (1991) was distributed to the students. the questionnaire was translated into indonesian to help the students feel easy when they answered the questionnaire. to know the translation was appropriate or not, the researcher asked expert judgment as validator. the researcher asked three validators to evaluate the translation. the questionnaire consisted of 81 items. responses were scored using a 7 point likert scale ranging from “not at all true of myself” to “true of myself”. the difficult items of the questionnaire are explained by the researcher. participants have to complete the questionnaire in 25 minutes. the following table is the self-regulation’s components (pintrich, smith, garcia, & mckeachie, 1991). the test was be taken from toefl junior listening comprehension section. it consists of 42 items in multiple choice form. the time for administration the test is 40 minutes. toefl junior test scores were determined by the number of questions a student had answered correctly. there is no penalty for wrong answers (toefl junior handbook, 2015). furthermore, to analyze the data obtained from the multiple choice test and the student’s writing test, the statistical package for social and science (spss) computer program was employed in order to see the correlation and to know the significant influence between the two variables. to find out the correlation between self-regulation and listening comprehension, pearson–product moment correlation coefficient was used. besides, regression analysis was used in order to know the contribution of self-regulation to the students’ listening comprehension. findings the result of self-regulation the descriptive statistical analysis of parts of speech mastery showed that the minimum score was 1.90 and the maximum score was 6.00. meanwhile, the mean of the self-regulation was 4.1384 and the std deviation was .80213. the descriptive statistics of students’ self-regulation can be seen in the table below. table 1. descriptive statistics of students’ self-regulation n minimum maximum mean std. deviation sr 99 1.90 6.00 4.1384 .80213 valid n (listwise) 99 the result of listening comprehension the descriptive statistical analysis of parts of speech mastery showed that the minimum score was 21.00 and the maximum score was 74.00. meanwhile, the mean of the listening comprehension was 46.3434 and the std deviation was 12.69273. the descriptive statistics of student’s listening comprehension score could be seen in table 2. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. descriptive statistics of students’ listening comprehension n minimum maximum mean std. deviation listening 99 21.00 74.00 46.3434 12.69273 valid n (listwise) 99 the result of normality and linearity the data were interpreted normal if p> 0,05. if p< 0,05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality test indicated that the data from each variable were all normal and appropriate for data analysis with coefficients .442 for self-regulation and .921 for listening comprehension. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. the results showed that the deviation from linearity between self-regulation and listening comprehension was .896. to sum up, all the data were linear for each correlation and regression. the correlation between self-regulation and listening comprehension in this section, i tried to answer the first study problem by analyzing the result of descriptive statistics for parts of self-regulation and listening comprehension. based on pearson product moment correlation coefficient, the result indicated that the pattern of correlation between self-regulation and listening comprehension was negative. the correlation coeficient or the r-obtained (.300) was higher than r-table (.0.1663). then the level of probability (p) significance (sig.2-tailed) was .003. it means that p (0.03) was lower than .05. thus, there was a significant correlation between the self-regulation and listening comprehension. table 3. correlation between self-regulation and listening comprehension sr listening sr pearson correlation 1 .300 ** sig. (2-tailed) .003 n 99 99 listening pearson correlation .300 ** 1 sig. (2-tailed) .003 n 99 99 **. correlation is significant at the 0.01 level (2-tailed). the influence of parts of self-regulation and listening comprehension the results indicated that the self-regulation influenced listening comprehension significantly with tvalue (3.103) was higher than ttable (1.984) with sig. value (.003) was lower than probability (.05). therefore, there was a significant influence between self-regulation toward listening comprehension. therefore, there was a significant influence of self-regulation on listening comprehension. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. the regression analysis of self-regulation and listening comprehension model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 26.667 6.459 4.129 .000 sr 4.755 1.532 .300 3.103 .003 a. dependent variable: listening based on the result of the analysis, it revealed that the r square (r 2 ) was .090. it means that self-regulation gave significant effect in the level of 9 % toward listening comprehension, and 91% was unexplained factors value. the details were as follows. table 5. model summary model r r square adjusted r square std. error of the estimate 1 .300 a .090 .081 12.16846 a. predictors: (constant), sr discussion based on the result of pearson product moment correlations, it was found that there was a significant correlation between self-regulation and listening comprehension of sma muhammadyah 2 palembang. having analyzed the data collected from the instruments, it was found that there was a statistically significant relationship between the above mentioned variables (p=.003). this means that self-regulation had relation to their performance in listening comprehension. the result can happen since self-regulation was one of the dominant factors that effected listening comprehension. the explanation to support this finding is that from the beginning of the first grade the participants had been involved in english listening practices and assignments or explores to english listening materials and interactions from printed textbooks, online media, and social networks and most of the students like listening english songs. it is supported by richards (2008) indicated that earlier views of listening showed it as the mastery of discrete skills or micro skills, such as recognizing reduced forms of words, recognizing cohesive devices in texts, and identifying key words in a text, and that these skills should form the focus of teaching. in addition, since there was a significant correlation between the self-regulation and listening comprehension, it can be inferred that self-regulation has significant influence on listening comprehension. according to this finding, it can be concluded that the participants with high level of self-regulation have achieved high listening scores. the result of this study is similarly of the correlation between self-regulation and listening comprehension, by gan and lin (2014) also found there is a significant correlation and strong relationship between metacognitive awareness of listening and self-regulated learning was observed. it implied that those with high metacognitive awareness of listening efficiently controlled their self-regulated learning. issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the findings are also supported by the result of research by mehdi, et. al (2014) on his study showing that there were effects of a self-regulatory approach on the listening comprehension achievement of efl learners. additionally, fatemi et al. (2014) also supported the result. they found that there was significant relationship between self-regulation, and students listening comprehension. in short, the total contribution of students’ self-regulation and their writing listening comprehension showed significant correlation and influence. however, the unexplained factors also had contribution on students’ listening comprehension. the findings of the study may have some benefits for students, teacher of english, and next researchers. conclusion based on the finding it could be concluded that, first, there was a weak correlation between two categories of the variables meaning that students’ self-regulation had a correlation with their listening comprehension. second, based on form the regression analysis, it was found that there was a significant influence of students’ self-regulation and listening comprehension. also this study had some pedagogical implications for foreign language teacher, students, and next researchers. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. qualitative report, 23(1), 129-145. bembenutty, h. (2015). developing self-regulation of learning and teaching skills among teacher candidates, springerbriefs in education, doi 10.1007/978-94-017-9950-8_2 bozorgian, h. (2012). listening skill requires a further look into second/foreign language learning. isrn education, 1-10. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 faridah, d.n. (2014). the relationship between students’ learning style and their achiecement in listening skill. jakarta, indonesia: uin syarif hidayatullah fatemi, m. a., alishahi, m., khorasani, m. n., & seifi, m. (2014). the relationship between efl self-regulation and their listening comprehension. advances in language and literary studie, 5(4), 198-201 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. habibi, a., razak, r. a., yusop, f. d., & mukminin, a. (2019). preparing future efl teachers for effective technology integration: what do teacher educators say? asian efl journal, 21(2), 9-30. hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the efl listening classroom. international journal of academic research in progressive education and development, 2(2), 2226-6348. lin, c. y & gan, x. n (2014). taiwanese college students’ use of english listening strategies and self-regulated learning. international journal on studies in english language and literature (ijsell), 2(5), 57-65. makmur., mukminin, a., ismiyanti, y., & verawati. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2(1), 1-10. maimunah, marzulina, l., erlina, d., astrid, a., mukminin, a., habibi, a., fajaryani, n., eryani, e., ningsih, r. w. (2019). listening strategies used by arabic education student teachers: a survey study. universal journal of educational research, 7(11), 2544-2550. doi:10.13189/ujer.2019.071134 issn |2355-3669| e-issn |2503-2518| volume 7| number 1|june 2020| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi malkawi, a. h. (2010). listening comprehension for tenth grade students in tabaria high school for girls. journal of language teaching and research, 1(6), 71-775. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.070902 mehdi, l., mansoor, t., & azizollah, d. (2014). the effects of a self-regulatory approach on the listening comprehension achievement of efl learners. international journal of research studies in education, 3(3), 67-78. moghadam, m. b., ghanizadeh, a., & pazhouhesh, m. (2016). scrutinizing listening strategies among iranian efl university students. international journal of educational investigations, 3(3), 11-22. pintrich, p. r & de groot, e. (1990). motivational and self-regulated learning components of classroom academic performance. journal of educational psychology, 82(1). 33-40. pintrich, p. r., smith, d. a. f., garcia, t., & mckeachi, w. j (1991). a manual for the use of the motivated strategies for learning questionnaire (mslq). national center for research to improve postsecondary teaching and learning, 1-61. renukadevi, d. (2014). the role of listening in language acquisition; the challenges & strategies in teaching listening. international journal of education and information studies 4(1), 59-63. richards, j. c. (2008). teaching listening and speaking: from theory to practice. new york, ny: cambridge university press toefl junior handbook. (2015). new york, ny: educational testing service tyagi, b. (2013). listening: an important skill and its various skill aspects. the criterion an international journal in english, 12, 1-8. zimmerman, b. j. (2008). investigating self-regulation and motivation: historical background, methodological developments, and future prospects. american educational research journal 45(1), 166-183. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 167 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi organizing professional and pedagogical training to improve english teachers’ skills: a literature review urip sulistiyo lecturer of universitas jambi, indonesia urip.sulistiyo@unja.ac.id septu haswindy researcher at the research and development agency of jambi province, indonesia d34r.w3ndy@gmail.com abstract this literature review study aims to address the current issues on english teachers’ problems in their efforts to develop their professional and pedagogical competence, in jambi province, indonesia. the critical review of relevant studies on the field of professional and pedagogical competence of efl teachers reveals that there are several topics related to the competences and skills that teachers should have to better improve their teaching practice. in this review, the researchers present what literatures suggested and recommended in the area of teachers’ professional and pedagogical competence and possible training that stakeholders might hold to improve the quality of teachers teaching english both in junior and senior high schools in indonesia. the relevant articles being reviewed were from indonesian context as well as international context. this study hopefully can contribute to the betterment of teaching practice of english in indonesian schools. the following topics are presented in order; teacher’s professional competence, teachers’ pedagogical competence. the domains and dimensions of english teachers’ competence, teachers’ training, and conclusion and suggestions. keywords: english teachers, professional and pedagogical competence, teachers’ training manuscript submitted: august 1, 2018 manuscript revised: september 14, 2018 accepted for publication: september 25, 2018 introduction english is either a local content or a compulsory subject in indonesian education. it is formally introduced into primary schools as a local content subject from year 4 and continues to year 6. in secondary schools, english is one of the subjects examined during the final national examination. at university level, english is a requirement for all faculties and undergraduate majors (yulia, 2013). although english is globally known as an international language, in indonesia, english is considered predominantly a foreign language, where it is commonly taught in schools alongside other subjects, such as mathematics, biology, and physics (sulistiyo, 2008). it is not widely used as a language of instruction in education, nor in activities such as business or governance (philipson, 1992). therefore, in the classroom, english teachers in indonesia must support students who have varied forms of language exposure in order to provide adequate input for english development. http://jurnal.radenfatah.ac.id/index.php/ mailto:urip.sulistiyo@unja.ac.id mailto:d34r.w3ndy@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 168 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi a number of studies about efl in indonesia suggests that the quality of english teachers who work with students in schools must be improved because they play the most important role in achieving the goals of english teaching and learning mandated by the indonesian government (sulistiyo, 2015). one of the most direct ways to improve the quality of english teachers in indonesia is to improve the quality of the teacher education programs that are responsible for preparing student teachers with adequate english proficiency and teaching skills. in addition to that, providing effective teacher trainings enable english teachers to improve their teaching skills. in order to find out what kind of teacher trainings that best meet english teachers to improve their pedagogical and professional competence, this critical literature review study presents and examines a number of relevant topics that would be fruitful information for english teachers, policymakers, and other parties in their efforts to better understand theoretical and practical issues of english teaching in indonesian schools. teachers’ professional and pedagogical competence this section presents a review of studies conducted by indonesian researchers regarding a number of aspects related to the competence of efl teachers in indonesia. the studies examined are from several educational institutions across indonesia in order to enable a comprehensive overview of efl teacher quality from local perspectives to indicate the significance of conducting research on teachers’ professional and pedagogical competence. there are two themes highlighted in this section: (i) efl teachers’ competence and (ii) the domains of competence that english teachers in indonesia must know and be able to use. efl teachers’ competence is very important (cahyono, 2014; soepriyatna, 2012) in terms of the language input for students during their classroom learning (berns, 1990; suryati, 2012). however, a study conducted by lengkenawati (2005) found that most indonesian teachers lacked competence in some of the english skills they teach. for example, while a teacher may be competent using english grammar, he or she may not be proficient in english listening and reading skills. analysis from writing tests indicated that the teachers had low knowledge of the organisation of ideas, poor use of grammar, and a very limited range of vocabulary. another study investigating efl student teachers’ competence was conducted by wiyati (2014). this descriptive study involved six efl pre-service teachers in their final year of studying english at a higher learning institution in west java, indonesia. data were collected using questionnaires, classroom observations, and interviews. this study revealed that the student teachers had inadequate knowledge of teaching techniques and strategies. in terms of language proficiency, they were not proficient in using english as a subject to teach to students. further, the student teachers showed very little comprehension of how learner evaluations should be conducted. these efl pre-service teachers lacked the pck important both for them as teachers and for their students during the teaching and learning process. they had low competence in using the necessary teaching strategies to cater to the students’ needs and lacked important characteristics that are needed to engender interest and enthusiasm in students and to perform the various responsibilities of their professional work. literature review domains of english teacher’s competence in indonesia in an effort to identify and document efl teachers’ competence, soepriyatna (2012) conducted a study to explore and describe the domains of efl teachers’ competence in indonesia. in doing so, soepriyatna reported on the competencies required by school teachers of english in indonesia and described the development of performance tasks used to assess this. theories of teacher competence proposed by cross (2003), mulhauser (1958) and richards http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 169 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi (1998) were used as a framework to underpin this study. the framework of teacher competence comprised three domains: language competence, content knowledge about language, and teaching skills. a survey was used to elicit what the study respondents believed high school teachers of english in indonesia should know and be able to do. the participants were high school teachers of english, principals, faculty members, teacher educators, supervisors and scholars with an english language teaching (elt) background. in addition, a performance task was developed to assess the competence dimensions of the teachers. from this study, soepriyatna (2012) generated the domains and dimensions of competence required for high school teachers of english in indonesia. in the english language competence domain, this study claimed that english teachers must have oral and written communication abilities and linguistic and socio-cultural knowledge. in the teachers’ content knowledge domain, they must have text types and grammar point knowledge. in the teaching skills domain, they must know about lesson planning, which encompasses the objectives and material development of the lessons taught. in addition, they must perform their teaching effectively by demonstrating knowledge of learning management, teaching techniques, learning styles, learning strategies and other qualities of engaging teachers. the following matrix of the competence of high school teachers of english in indonesia was adapted from soepriyatna (2012). table 1. the domains of english teacher competence domains/characteristics operational definitions english language competence domain oral/written communication can understand the main ideas of a discourse, interact with students fluently, and produce clear discourse to present and explain lesson content linguistic can use vocabulary correctly and appropriately, maintain grammatical accuracy, pronounce words and sentences correctly and naturally, and write accurately sociocultural can express ideas politely in formal or informal expression appropriate to the situation and participants involved content knowledge domain text types can inform in a spoken and written text based on the conventions in a particular context grammar points can show mastery of grammar points being taught teaching skill domain: lesson planning objectives can formulate statements of intended learning outcomes material development can produce learning and teaching materials that integrate learning objectives, engaging learning tasks, and assessment related to materials teaching skill domain: teaching performance http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 170 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi domains/characteristics operational definitions learning management can organise pair, group, and class work; give classroom commands; time a lesson; and maintain attention teaching techniques can apply teaching techniques that promote students’ engagement learning styles can stimulate students to use multiple modes of information processing learning strategies can demonstrate to students how to learn qualities of engaging teachers can perform verbal and nonverbal expression to encourage students to participate in learning activities a teacher’s ability to speak english well will benefit students in an efl teaching context in two ways. when this occurs, english is used as the classroom medium of instruction, and students are exposed to their teachers as english language role models. english competence must distinguish english teachers from other teachers. it is critical that student exposure to english language role models occurs, as a defining feature of the efl classroom. soepriyatna (2012) suggested that competent teachers must have language content knowledge. content knowledge enables teachers to help students cope with problems encountered while learning and understanding the topics covered in lessons. content knowledge includes aspects such as grammar and the other features of language mastery that are necessary for students to build communicative competence in their use of english. soepriyatna also stated that english teachers require another kind of knowledge—one that enables them to transfer content knowledge to students effectively. in teaching generally, this includes knowledge of techniques relevant to the content involved, which is what shulman (1986) termed pck. the findings from soepriyatna’s (2012) study support shulman’s (1986) statement that an effective teacher has both subject content knowledge and the ability to transfer this knowledge to students through considered use of appropriate teaching techniques, adjusted to the contextual aspects of their class. for efl teaching in indonesia, this knowledge must be developed to align with typical indonesian classrooms—a context where large numbers of students are in the classroom. another conclusion to be drawn is that motivation is an important factor in student engagement, and teachers must develop abilities and skills to stimulate interest in their students. for example, during lesson preparation, teachers must foster student engagement with carefully designed and clearly stated communicative competence intentions. one way of doing this is by outlining standards that students must meet, and the procedures for assessing performance that will demonstrate these standards. in addition, teachers must be able to create an atmosphere in their classroom that is conducive to student learning. in order to achieve this, competent teachers use a variety of techniques to accommodate and facilitate various learning styles. discussion teachers’ training program to improve and maintain quality with efl teacher competence in indonesia, programs such as lesson study and teacher professional development could be useful for teachers to undertake. lesson study is considered an effective approach to professional development and school improvement in indonesia (suratno, 2012). according to perry and lewis (2009), lesson http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 171 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi study is a cycle of instructional improvement that involves teachers in active learning about the teaching content. it is an intensive, collaborative and practice-based activity that strengthens the professional community and improves the use of teaching and learning resources. in the lesson study program, teachers observe each other’s classroom practices and work together to refine individual lessons in order to build strong connections between teachers’ learning about content and students’ learning outcomes (suratno, 2012). in relation to efl teachers’ professional competence, cahyono (2014) conducted research examining the implementation of lesson study in indonesia. the lesson study in cahyono’s investigation sought to improve efl teachers’ pedagogical content competencies in teaching and learning with senior high schools in southern east java. it focused on how efl teacher training and efl supervision programs could be implemented to improve pedagogical content competencies. in this manner, the lesson study served as a supportive vehicle for teacher learning. the findings showed that lesson study was useful in helping teachers develop their pck. moreover, the participants of the study argued that teacher training and efl supervision helped them better understand how to apply pck to design and implement instructional materials. cahyono’s (2014) study suggested that language teachers should and can improve their pedagogical content competence continuously in order to help students meet curriculum requirements. it emphasised the importance of lesson study as a platform for sustaining teachers’ learning in order to develop and improve pedagogical content competence. the implication to be drawn from the study findings is that teacher professional development and teacher learning activities must affect teacher quality and student learning. programs for teacher professional development—such as lesson study—are considered essential to improving teachers’ competence. according to richards and farrel (2005), from an individual teacher’s perspective, improving teaching skills to develop confidence regarding the teaching material will lead to better results for students. they stated that areas for teacher professional development include subject matter knowledge, pedagogical expertise, selfawareness, understanding of learners, understanding of the curriculum and materials, and plans for career advancement. the scope and implementation of teacher professional development in indonesia has been investigated by several scholars. for example, irmawati (2014) proposed that models of efl teacher professional development must be linked to visions for efl teacher professionalism in an indonesian context. while ‘teacher professional development’ is a term used to describe the continuing process of teacher improvement, in the context of efl teachers, the term is specifically used to refer to the process in which teachers increase their english skills and propositional and procedural efl knowledge sets. as explained earlier, the position and use of english by teachers in the efl classroom is the essential source of expertise and knowledge for students to learn and practice the target language. thus, the role of the teacher in contributing to students’ success in learning the target language in this efl context is crucial (irmawati, 2014; mbato, 2013; sulistiyo, 2009; yuwono, 2005).in response to this essential role of efl teachers, models of teacher professional development proposed by irmawati (2014) must cover two areas:  propositional knowledge—encompassing the content subject that teachers teach, such as the english materials they use  procedural knowledge—related to the processes, procedures, and strategies that help teachers perform teaching tasks. one specific model of teacher professional development includes implementing a ‘critical friends group’, which involves teachers as researchers working with material development activities, where experts are invited into school contexts to join these training and development programs (irmawati, 2014). all these proposed models seek to help teachers build english competence and english-teaching skills. they also aim to create a change in mindset in relation to strengthening teachers’ identity as english teachers by implementing these models of http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 172 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi professional development. irmawati (2014) also stated that models that involve colleagues giving feedback and suggestions to each other benefit teachers in many ways. first, teachers gain more objective feedback to enable reflection on their teaching practice, and this objective feedback broadens the ways they can think about how to teach more successfully. second, teachers can share ideas related to applicable techniques to use more effective and interesting materials during their teaching practice. having teachers conduct research—particularly action research—is useful because it enables them to identify problems that occur in their own classroom contexts. they are able to build skills and knowledge regarding ways to solve their students’ problems during the learning process. additional benefits to those from implementing actions following reflection include improved writing skills gained from reporting their research in written form. another study that investigated teachers’ professional development occurred in south kalimantan, indonesia, conducted by rahayu (2014). this was undertaken in hulu sungai selatan district with 35 english teachers from several islamic secondary schools, who completed a questionnaire and took part in an in-depth interview. this study investigated three categories of teacher professional development:(i) ongoing development, (ii) development through reading and further study and (iii) further skill development. first, in terms of ongoing development, the english teachers completed activities to enhance their professional expertise through personal reflection and collaborative discussion with colleagues. during this collaborative discussion, they undertook informal conversations with their colleagues to share problems and discuss possible solutions to these problems. most teachers described the benefits as feeling more comfortable in finding a solution to problems and exploring new teaching ideas. other ongoing development activities—such as peer observation and collecting student feedback—were not undertaken. this was because peer observation was not school policy and they felt uncomfortable with its potential for criticism. second, in undertaking teacher development through reading and further study, there were many difficulties to overcome. the participants revealed that, while they read materials related to english teaching, there were limited reference books available. moreover, internet access was limited and other activities—such as continuing further study and joining a workshop—were difficult to complete due to funding and time problems. third, further development of teachers’ professionalism activities—such as joining a professional association, sharing techniques and methods, writing in academic journals, undertaking action research, and conducting comparative studies—was not undertaken, except for teachers joining professional associations. however, they did not attend meetings regularly because they were busy with their teaching rosters. teacher professional development can also be done by establishing an english teacher working group, or ‘musyawarah guru mata pelajaran’. in investigating the roles of english teacher working groups to support teacher professional development in pontianak municipality, barella (2014) found that this teacher association has contributed greatly to the development of junior high school english teacher professionalism in developing the syllabus, annual and semester programs, lesson plans, teaching methods, innovative learning modes, use of teaching media and evaluation systems. in addition, it improved general teacher competence. thus, these activities undertaken by the association contributed greatly to increasing the ability of english teachers to perform their teaching tasks. conclusion and suggestions in summary, in efl teaching and learning contexts, teacher competence is essential to facilitating successful english exposure and learning during classroom activities. a number of indonesian scholars are aware of this importance—for example, soepriyatna (2012) identified the domains of efl teachers’ competence in indonesia. these domains can inform teacher education programs to design the curriculum in ways that align with the needs of efl teachers http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 173 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi during their classroom preparation. there is a need to provide efl teachers with training to improve their teaching and performance in other roles when working with students in. this can be most directly addressed by carrying out in-service training to expand and update their teaching approaches and understanding of what is most appropriate for preparing students with successful learning. this review study has revealed that, among other things, english teachers need to become better role models for student teachers through the effective demonstration and modelling of concepts and the practical aspects of learning and teaching. in-service training can address several identified aspects of what teachers need to know and be able to do to provide ‘learning’ to students. this can be done by exposing them to new pedagogies for efl teaching and to new educational theories and knowledge. besides, in-service training, teachers can undertake other activities to enhance their professional expertise through gaining further academic qualifications. so, recommending that teachers pursue higher degrees is a good option to enhance professional development and knowledge, not only for the individuals concerned but also that which arises from the collegial impact and leadership when they return to their schools. in-house training is another approach to improving and updating teaching skills. schools can arrange workshops on new teaching approaches and methodologies. this can be done, for example, by inviting senior teachers or experts from other schools in indonesia or even from overseas. maximizing english teacher working group (mgmp) is another way to improve the quality of english teachers in terms of their professional and pedagogical competence. mgmp is a program that provides teachers with new updated information about teaching and learning issues. it also provides various training in relation to curriculum, language assessment, classroom management and so on and so forth. current practice of mgmp is not optimum due to some obstacles that this organization might have. less support from school authority is also another factor affecting the performance of this organization. in the future, maximizing the performance of mgmp is an effective way to improve the quality of the teachers in terms of their professional and pedagogical competence. references berns, m. (1990). ‘second’ and ‘foreign’ in second language acquisition/foreign language learning: a sociolinguistic perspective. in b. van patten and j.f lee (eds.), second language acquisition—foreign language learning. philadelphia, pa: multilingual matters ltd. cahyono, b. y. (2014). quality of indonesian efl teachers: the implementation of lesson study to improve teacher pedagogical content competence. in h. widodo & n. zacharias (eds.), recent issues in english language education (pp. 65–88). surakarta, indonesia: uns press. cross, d. (2003). language teacher preparation in developing countries: structuring pre-service teacher training program. english teaching forum, 41(4), 41–43. irmawati, d. k. (2014). models of tefl teachers’ professional development. paper presented at the teflin international conference, solo, indonesia. lengkenawati, n. s. (2005). efl teachers’ competence in the context of english curriculum 2004: implication for efl teacher education. teflin journal, 16(1), 79 – 92. mbato, c.l. (2013). facilitating efl learners’ self regulation in reading: implementing a metacognitive approach in an indonesian higher education context. lismore, nsw: southern cross university. mulhauser, r. (1958). upgrading the in-service teacher. modern foreign languages in the high school bulletin, 16, 140. perry, r.& lewis, c. (2009). what is successful adaptation of lesson study in the us? journal of education change, 10(4), 365–391. philipson, r. (1992). linguistic imperialism. oxford, england: oxford university press. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 174 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi rahayu, p. s.& hizriani, n. (2014). english teachers’ professional development at hulu sungai selatan. south kalimantan. paper presented at the teflin international conference, solo, indonesia. richards, j.c. (1998). beyond training: perspectives on language teacher education. cambridge, england: cambridge university press. richards, j. c. & farrel, t.s.c. (2005). professional development for language teachers. new york, ny: cambridge university press. shulman, l.s. (1986). those who understand: knowledge growth in teaching. educational researcher, 15, 4–14. soepriyatna, s. (2012). investigating and assessing competence of high school teachers of english in indonesia. malaysian journal of elt research, 8(2), 38–49. sulistiyo, u. (2009). learning english in an indonesian university: a study of learners’ preferred activities. la trobe university. sulistiyo, u. (2015). improving english as a foreign language teacher education in indonesia: the case of jambi university. (doctoral dissertation ). available from https://researchbank.rmit.edu.au/view/rmit:161521 suryati, n. (2013). developing an effective classroom interaction framework to promote lower secondary school students’ english communicative competence in malang, east java, indonesia (unpublished dissertation). the university of newcastle, nsw. yulia, y. (2013). teaching challenges in indonesia: motivating students and teachers’ classroom language. indonesia journal of applied linguistics, 3(1), 1–16. yuwono, g. (2005). english language teaching in decentralised indonesia: voices from the less privileged schools. paper presented at the aare 2005 international education research conference, the university of sydney, sydney, nsw. yuwono, g.i. (2008). indonesian efl teachers’ professionalism: a case study in salatiga municipality (unpublished doctoral dissertation). university of sydney, sydney, nsw. http://jurnal.radenfatah.ac.id/index.php/ https://researchbank.rmit.edu.au/view/rmit:161521 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi speaking self-efficacy and efl student teachers’ speaking achievement tutik alawiyah an english instructor of mindset english center in palembang, south sumatera tutikalawiyah64@gmail.com abstract this study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. the population of the study was 470 active students of english education study program of tarbiyah faculty and teaching sciences at state islamic university of raden fatah palembang in academic year 2017/2018. the sample of this study was 103 students of all the students in sixth semester chosen by using purposive sampling technique, but there were 96 students participating when the study was conducted. a questionnare was used to measure students’ speaking self-efficacy and a speaking test was conducted to know students’ speaking achievement. the collected data then were analyzed by using the correlational and regression analysis computerized with spss 22. based on the analysis results, it was found that there was statistically significant positive correlation between self-efficacy and speaking achievement in p-output was 0.00 which was smaller that 0.05 (0.00<0.05). besides, the correlational coefficient of the test was .349. thus, the level of correlation was weak. this study also indicated that students’ speaking-self-efficacy influenced their speaking achievement with contribution 12.2%. keywords: speaking self-efficacy, speaking achievement, student teacher manuscript submitted: july 18, 2017 manuscript revised: december 24, 2017 accepted for publication: january 4, 2018 introduction english has become one of international languages used by people from all around the world. it is widely accepted as the primary international language, and it is increasingly defined as a basic skill required of every student in every education system (abrar & mukminin, 2016; habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012). the ability to communicate in english can be achieved by mastering 4 language skills and one of which is speaking (kamil & mukminin, 2015; mukminin, ali, & ashari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). english speaking is one of the most important skills to be developed and enhanced as means of effective communication (morozova, 2013). speaking depends on the complexity of the information to be communicated (brown & yule, 2001). it will help people who come from different countries to be easier when making communication and to avoid missunderstanding among native or non-native english speakers. in the realm of education, particulary in the teaching and learning process, speaking plays an important role. white (2004) argues that language is an integral part of learning and oral language has a key role in classroom teaching and learning. it means that speaking will help teaching and learning more effective for mailto:tutikalawiyah64@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teacher and students. it shows that english speaking ability is very important, not only in work field but also in teaching and learning in the english class. nowadays, speaking has been given priority during english teaching and learning process. however, some problems may occur. teachers and students of indonesia still have difficulties in spoken language (mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). brown and yule (2001) state that spoken language production, learning to talk in the foreign language, is often considered being one of the most difficult aspects of language learning for the teacher to help the students with. sometimes, efl learners do not feel confident in their speaking performance which ends up poorly. according to young (1990), speaking class tends to make students feel nervous and anxious. students in foreign language classroom generally report that speaking in the target language is the most anxiety producing experience (ozturk and gurbus, 2014). it is also supported by horwitz who states that anxiety is “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018, p.131). the problem is because english is a foreign language so that students rarely practice it in their daily life. other reason is that students lack of motivation to practice the language in daily conversation that they are too shy in conversation. actually, there so many reasons that make students difficult in speaking because in indonesia context, not all of the students during english speaking activities have the courage to speak (mukminin, muazza, hustarna, & sari, 2015; yusuf, yusuf, yusuf, & nadya, 2017). for those reasons, the quality of english speaking skill in indonesia is still not satisfactory. this situation is supported by english first english proficiency index (2015) that reported the average level of english language skill in some countries and the data of english speaking skill in indonesia is in the rank of 32 from 70 participant countries. based on ef epi, indonesia is in medium level (52.91). it indicates that indonesians’ speaking skill is not good enough. to solve those problems, self-efficacy for students must be developed. bandura (1997) mentions that selfefficacy concerns with someone’s perception about capability to create his/her own achievement. self-efficacy is “people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (bandura, 1986). selfefficacy describes individuals’ beliefs in their capabilities to exercise control over challenging demands and over their own functioning (luszczynska, gutierrez-dona, & schwarzer, 2005) thus, it can be said that self-efficacy has an important role for students. concerning with speaking self-efficacy in relation to their speaking skill, an informal interview with undergraduate efl students of state islamic university of raden fatah palembang was conducted, and it was found that some of them enjoyed speaking english, while others did not. they also were not sure to speak because sometimes they did not feel confident with their ability to interact with others. even though, they had known that self-efficacy could affect their speaking achievement, but they did not know much about their speaking self-efficacy level. the students who had low self-efficacy in speaking reported that they would quickly lose confident and get negative outcome. the information that they gave was not clear and effective. regarding the relationship between speaking self-efficacy and speaking perfomance, many studies have been undertaken to investigate those two variables. first, the correlation between self-efficacy belief, language performance and integration among chinese immigrant newcomers was investigated by dodds (2011), and it was found that there were significant positive correlations between english speaking self-efficacy beliefs and english speaking performance along with english listening self-efficacy beliefs and english performance. also, asakereh and dehghannezhad (2015) found that there was relationship between iranian efl students’ satisfaction with speaking classes, speaking skills self-efficacy beliefs and speaking skills issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achievement. hence, it was critically essential to illuminate the correlation between self-efficacy of the students and their speaking achievement. the previous studies focused on the relationship between self-efficacy beliefs, english performance, and speaking skills achievement. this study focused on the correlation between students’ speaking self-efficacy and their speaking achievement. it involved the state students of english education study program of state islamic university of raden fatah palembang. therefore, the objectives of this study was to find out if there was significant correlation between speaking self-efficacy and speaking achievement of english education study program students of state islamic university of raden fatah palembang and if their speaking self-efficacy influenced ther speaking achivement. literature review the concept of speaking speaking has been regarded as one of the important parts in foreign language learning (fang-peng & dong, 2010). generally, speaking is the ability to express something in a spoken language. it is simply concerning putting ideas into words to make other people grasp the message that is conveyed. in this study, the term “speaking” is one of four language skills related to language teaching and learning (attamimi, 2014). thornbury (2007) states that speaking is a speech production that becomes a part of daily activities which involves interaction. it means that speaking is any process in which people share information, idea, and feeling, so, if one able to communicate well, she or he will be able to interact with many people. in assesing students’ speaking achievement, there are some aspects should be measured.those are fluency, pronounciation, grammar, vovabulary, and comprehension. rozakis (2007) explains that communication can be classified into five categories, they are as follows: a. interpersonal communication means communication with ourselves (e.g. evaluate feedback and construct meaning). b. interpersonal communication with other people (e.g. talk with one or more people and work as equals). c. small group communication means communication with three or more people (e.g. work together to research consensus, state belief as a group, and work with others to solve problems). d. public communication means communication with large of group (e.g. share in front of the audience and speakers and receive less feedback). e. mass communication means through mass media (e.g. communication through tv, radio, and so on). self-efficacy theory self-efficacy theory was articulated in 1995 by albert bandura. self-efficacy is an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (bandura, 1995). self-efficacy beliefs are an important aspect of human motivation and behavior as well as influence the actions that can affect one's life. more simply, self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances (snyder & lopez, 2007). self-efficacy (beliefs about one’s ability to accomplish specific tasks) influences the tasks employees choose to learn and the goals they set for themselves. self-efficacy also affects employees’ level of effort and persistence when learning difficult tasks (lunenburg, 2011). in addition, lunenburg (2011) argues that self-efficacy has influence over people's ability to learn, their motivation and their performance, as people will often attempt to learn and perform only issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi those task for which they believe they will be successful. along with goal-setting, self-efficacy is one of the most powerful motivational predictors of how well a person will perform at almost any endeavor. methodology research design this study used correlational research in terms of explanatory to find out the correlation among variables and explained and interpreted the results that may appear. the sample was given questionnaire and test in order to collect the data. research site, sampling, and participants the population of this study was all active students of english education study program of state islamic university of raden fatah palembang in the academic year 2017-2018 which consisted of 470 students. the sample was taken by using purposive sampling. it was a nonrandom sampling technique in which the sample was intentionally selected. i took the students who had already taken speaking class (speaking i, speaking ii and speaking iii and speaking iv). nonetheless, most of the eight and ten semester students had already finished all of the lectures in the speaking class and they were working with their theses. consequently, it was quite difficult to collect the data from them. for this reason, the sixth semester students were selected. as the result, there were about 103 students participating in this study. data collection self-efficacy questionnaire and speaking test were used to collect the data. the questionnaire was readymade from asakereh & dehghannezhad (2015). the remaining 28 items were piloted with one hundred iranian efl first year undergraduate students majoring in english language. the results of the pilot study indicated that the questionnaire enjoyed acceptable validity, with kaiser-meyer-olkin (kmo) measure of sampling adequacy being 0.71. thus, it was a valid and reliable questionnaire. for the speaking test, i asked three speaking experts from uin raden fatah palembang to be validators. the result showed that instrument of speaking test could be used in this research. based on the result of the reliability test using pearson product moment correlation coefficient, it showed that there were very strong correlation among them with correlation coefficient .968, .988, .,919. therefore, the questionnaire and speaking test were valid and reliable to collect the data. data analysis firstly, to anlyze the data in this study, the data from the questionnaire were analyzed to determine students' self-efficacy. since, there were 28 items, the maximum score was 140 and the minimum score was 28. students’ scores were categorized into self-efficacy level: low (28-64), medioum (65-102), and high (103-140). secondly, students’ speaking perfomance was analyzed by the three raters, those who validated the speaking test, by using speaking rubric from brown (2004). there were five aspects of the speaking assessment. they were grammar, vocabulary, comprehension, fluency and pronunciation. the scale of each aspect was from one to five. as a result, the highest point of all was 25 and the lowest score is 5. since there were three raters, the average score from them determined the students’ speaking achievement. third, a normality test was used to determine whether sample data drawn from a normally distributed population or not. therefore, i applied kolmogorov-smirnov test by using spss 22. the data are distributed normally if the p-value is greater than 0.05 (p> 0.5). fourth, test for linearity by using spss 22 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was conducted in order to determine whether the data were linear or not. if the pvalue (linearity) is less than 0.05 (p-value < 0.05), the data are linear. finally, to analyze the data obtained from the questionnaire, and student’s speaking achievement test in order to see the correlation and influence between one variable and another variable, pearson – product moment correlation coefficient was used. if there was correlation, regression test was conducted to see the influence of students’ self-efficacy of their speaking achievement by comparing the score of f-obtain to f-table. if the score of f-obtain was greater than f-table, it means there was influence between speaking self-efficacy toward speaking achievement. to know if independent variable, self-efficacy, influenced or gave contribution to speaking achievement, regression analysis was done. findings and discussion results of students’ self-efficacy and their speaking achievement the total active students in the sixth semester of english education study program were 103 students, but there were 96 students participating in this study because the others did not attend when this study was conducted. the 28 items of speaking self-efficacay questionnaire were used to investigate the participants’ self-efficacy. the result of the questionnaire revealed that the majority of students, 57 out of 96 (59.37%), had medium in self-efficacy and 39 students out of 96 (40.63%) had high self-efficacy. last but not least, there was no one categorized as low self-efficacy. furthermore, the descriptive statistical analysis of students’ self-efficacy was shown below. the maximum score was 138, the minimum score was 66, the mean score was 97.57, the standard deviation was 13.88., and the range of self-efficacy was 72. the result of the questionnaire revealed that the majority of students, 57 out of 96 (59.37%), had medium in selfefficacy and as much as 39 students out of 96 (40.63%), had high self-efficacy. last but not least, there was no one categorized as low self-efficacy. concerning about students’ speaking achievement, speaking test was administered. the result showed that 5 students had excellent speaking achievement, 81 students had good speaking achievement, 10 students had average speaking achievement, and there was no students had poor and very poor speaking achievement. in addition, the descriptive statistical analysis of students’ speaking achievement was also obtained, and the result showed that the maximum score was 21.67, the lowest score was 11,33, the mean score was 18.10, and the standard deviation was 1.84. this mean score indicated that the level of speaking achievement of participants is good. the results of normality test and linearity test in measuring normality test, 1 sample kolmogorov-smirnov is used. for the normality result of the data of students’ speaking achievement, the result showed tht the p-output was 0.93 which was higher than 0.05. besides, the normality result of the data of students’ self-efficacy showed that the p-output was 0.187 which was also higher than 0.05. thus, it can be concluded that all of the data were normal. for linearity test, linearity was obtained. if probability result is less than 0.05, the two variable are linear. based on the result of linearity test, it was shown that the sigvalue was 0.001 which was below 0.05 indicating that data were linear. correlation between students’ self efficacy and their speaking achievement in this study, pearson product moment correlation coefficient was used to seek the significant correlation between students’ self-efficacy and their speaking achievement by using speaking self-efficacy questionnaire and speaking test. regression analysis was also used to find out if students’ self-efficacy influenced students’ speaking achievement at english education issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi study program students of state islamic university of raden fatah palembang. the result of statistical analyses are presented in table 3 and table 4. table 1. correlation between students self-efficacy and their speaking achievement speaking self_efficacy speaking pearson correlation 1 ,349 ** sig. (2-tailed) ,000 n 96 96 self_efficacy pearson correlation ,349 ** 1 sig. (2-tailed) ,000 n 96 96 **. correlation is significant at the 0.01 level (2-tailed). based on the table above, it was found that the p-output was 0.00 which was smaller than 0.05 (0.00<0.05). therefore, the null hypothesis was rejected and alternative hypothesis was accepted. it indicated that there was statistically significant positive correlation between self-efficacy and speaking achievement. the correlational coefficient of the test was .349 in which based on johnson and christensen (2014), the level of correlation was weak. influence of students’ self-efficacy on their speaking achievement based on statistical analysis, the result indicated that the students’ speaking self-efficacy influenced speaking achievement significantly as t-value (3.606) was higher than t-table (1.662) and sig.value (.00) was lower than probability (.05). therefore, it can be concluded that student’s self-efficacy significantly influenced their speaking achievement. the detail result can be seen in table 2. table 2. the regression analysis of students’ self-efficacy and speaking achievement model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 13.590 1.263 10.759 .000 self_efficacy .046 .013 .349 3.606 .000 in addition, to know how much students’ speaking self-efficacy influenced speaking achievement, r-square was obtained. the result is shown in table 3. table 3. model summary model r r square adjusted r square std. error of the estimate 1 .349 a .122 .112 1.73417 a. predictors: (constant), self_efficacy the result of the analysis revealed that the r-square was .122. it means that the students’ speaking self-efficacy gave significant effect in the level of 12.2% toward speaking achievement 87.8% was unexplained factors value. based on the result of pearson product moment correlation, it was found that there was a positive and a significant correlation between selfefficacy and speaking achievemnt of undergraduate efl students of english education study program at state islamic university of raden fatah palembang. it means that self-efficacy had relation to their performance in speaking achievement. the explanation to support this finding is issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that from the beginning of the first semester, the participants had been involved in english speaking practices and assignments. furthermore, it might be because efl students of english education study program of uin are aware of their self-efficacy performance. students did not compare their perceived competence with their peer’s ability in the same area. they assess themselves of how capable they were to accomplish a given task. tilfarlioglu and cinkara (2009) explained that it mediates the relationship between knowledge and action. in short, a student having knowledge and skill needed in language learning did not always succeed proficiently to perform it. it was because self-efficacy affects individual’s behavior in four ways: selecting choice of behavior, determining how much and how long of the effort, affecting an individual’s thought patterns and emotional reaction, and recognizing human as producers than foreteller. the finding in the study was in line with the study of asakereh and dehghannezhad (2015). they found that both student satisfaction with speaking classes and speaking skills selfefficacy beliefs had significant positive correlations with speaking skills achievement, with the latter being stronger. results of this study showed that students with higher speaking skills selfefficacy are more likely to receive higher scores in speaking skills. bandura (1986) stated that it can be due to the fact that self-belief in general can help students to participate in tasks, and students with high self-efficacy set higher goals and engage themselves in tasks which require considerable effort, persistence, and interest (linnenbrink & pintrich, 2003; pajares, 1996). moreover, self-efficacy beliefs determine the amount of effort, perseverance and resilience individuals spend on an activity, and self-efficacy-beliefs can affect an individual’s thought patterns and emotional reactions. in short, the total contribution of students’ self-efficacy and their speaking achievement showed significant correlated and influenced. however the unexplained factors also had contribution on students’s sepaking achievemnt. the findings of this study may have some pedagogical implications for lecturers, students, parents and next writers. finally, this study was successful in investigating the correlation and the influence between students’ self-efficacy and their speaking achievement of students english education study program at state islamic university of raden fatah palembang. conclusions from the summary of the answer of the research problems, it was found that the finding received the theory that students' speaking self-efficacy are factors that affect their speaking achievement significantly. the finding indicated that the null hypothesis was rejected while the alternative hypothesis was accepted as the correlation coefficient was .349 and the p-value was .000 which was smaller than .05 (.349 < .05). it can be implied that there was significant correlation between students' speaking self-efficacy and speaking achievement of efl students at state islamic university of raden fatah palembang. additionally, the linear regression analysis showed that students’ self-efficacy (12.2%) significantly influenced their speaking achievement. this study may have some pedagogical implications for their foreign language teachers, students, parents, and next writer. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. attamimi, r, a. (2014). effectiveness of cooperative learning in enhancing speaking skills and attitudes towards learning english. international journal of linguistic, 6(4), 1-19. asakereh, a., & dehghannezhad, m. (2015). student satisfaction with efl speaking classes: relating speaking self-efficacy and skills achievement. issues in educational research, 25(4), 345-363. aydogan, h.,akbarova, a., dogan, a., gonen, k., tuncdemir, e., & kerla, m. (2013) i can understand but cannot speak: language anxiety for oral communication. global challenge international journal of linguistic and translation, 1(2), 1-17. bandura, a. (1986). social foundations of thought and action: a social cognitive theory. englewood cliffs, nj: prentice-hall. bandura, a. (1997). self-efficacy: the exercise of control. new york, ny: freeman. bandura, a. (2006). guide for constructing self-efficacy scales: self-efficacy beliefs of adolescent. greenwich, ct: information age publishing. brown, h. d. (2004). language assessment: principles and classroom practices. new york, ny: pearson education. brown, h. d. (2004). teaching by principles: an interactive approach to language pedagogy. san fransisco, ca: harper and row publisher. brown, g., & yule, g. (2001). teaching the spoken language: an approach based on the analysisi of conversational english. cambridge, uk: cambridge university press. cherian, j., & jacob, j. (2013). impact of self-efficacy on motivation and performance of employees. international journal of business and management, 8(14), 80-88. cohen, l., manion, l., & morrison, k. (6th eds.). (2007). research methods in education. new york, ny: routledge. cameron, l. (2001). teaching language to young learners. cambrifge, uk: cambridge university press. creswell, j, w. (2nd eds.) (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research. upper saddle river, nj: pearson education. crystal, d. (2nd eds.). (2003). english as global language. cambridge: cambridge university press. cubukcu, f. (2008). a study on the correlation between self-efficacy and foreign language learning anxiety. journal of theory and practice in education, 4(1), 148-158. dodds, j. (2011). the correlation between self-efficacy belief, language performance and intergration amongs chinese immigrant newcomers. minnesota, mn: hamline university. education first. (2015). english proficiency index. retrieved from http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi2015-english.pdf. fang-peng, g., & dong, y. (2010). a study on college student’s anxiety to spoken english. canadian social science, 6(2), 95-101. fraenkel, j. r., wallen, n. e., & hyun, h. h. (8th eds.). (2012). how to evaluate research in education. new york, ny: mcgraw-hill. gahungu, o. n., (2007). the relationships among strategy use, self-efficacy, and language ability in language ability in foreign language learners. retrieved from northern arizona university. https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_ pdf/. http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi-2015-english.pdf http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi-2015-english.pdf https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_pdf/ https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_pdf/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gunawan, m, a. (1st ed). (2013). statistik: untuk penelitian pendidikan. yogyakarta, indonesia : parama publishing. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199-213. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. heiman, g. w. (6th eds.). (2011). basic statistics for the behavioral sciences. belmont, ca: wadsworth, cengage learning. hybels, s., & weaver, r. l. (2007). communicating effectively. new york, ny: mcgraw hill. johnson, b., & christensen, l. (4th eds.). (2012). educational research: quantitative, qualitative, and mixed approaches. thousand oaks, ca: sage publications. johnson, r. b., & christensen, l. b. (2004). educational research: quantitative, qualitative, and mixed approaches. boston, ma: allyn and bacon. jumana, k. (2016). self-efficacy and academic performance in english. imperial journal of interdisciplinary research, 2(2), 79-83. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11 (1), 29-41. khankeh, h., ranjbar, m., zavareh, d, k., boroujeni, a, z., & johansson, e. (2015). challenges in conducting qualitative reseacrh in health: a conceptual paper. iranian journal of nursing and midwifery research, 20(6), 635-641. kramsch, c. (1998). language culture. oxford, uk: oxford university press. kubiszyn, n. e., & borich, p. r. (4th eds.). (2007). inspiring conversation. brattleboro, vt: pro lingua. lampert, j, n. (2007). the relationship of self-efficacy and self-concept to academic performance in a college sample: testing competing models and measures (master's thesis, pacific university). retrieved from: http://commons.pacificu.edu/spp/86. lofgren k. (2013, august 4). normality test using spss: how to check whether data are normally distributed [video file]. retrieved from https://www.youtube.com/watch?v=iiedoyglln0. lunenburg, f, c. (2010). communication: the process, barriers and improving effectiveness. journal of schooling, 1(1), 1-11. lunenburg, f, c. (2011). self-efficacy in the workplace: implications for motivation and performance. international journal of management, business, and administration, 14(1), 1-6. luszczynska, a., gutierrez-dona, b., & schwarzer, r. (2005). general self-efficacy in various domains of human functioning: evidence from five countries. international journal of psychology, 40(2), 80-89. mahyuddin, r., elias, h., cheong, l, s., muhamad, m, p., noordin, n., & abdullah, m, c. (2006). the relationship betweeen students’ self-efficacy and their english language achievement. journal pendidikan, 21, 61-71. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mettasari, g. (2013). self-esteem, achievement motivation, selfefficacy and students’ anxiety in speaking. jurnal pendidikan dan pengajaran, 46(2),163-173. morozova, y. (2013). methods of enhancing speaking skills of elementary level students. translation journal, 17(1), 1. http://commons.pacificu.edu/spp/86 https://www.youtube.com/watch?v=iiedoyglln0 http://dx.doi.org/10.17985/ijare.45901 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. puriyatno, d. (2010). paham analisa statistic data dengan spss. yogyakarta, indonesia: mediakom. radhakrishma, r, b. (2007). tips for developing and testing questionnaires/instruments. journal of extension, 45(1), 1. ricards, j.c., & schmidt, r. (2002). longman dictionary of language teaching and applied linguistics. malaysia: pearson education limited. rozakis, m. (2007). the complete idiot’s guide to public speaking. indianapolis: alpha books, inc. saeidi, m. & farshchi, e, e. (2012). the effect of teaching communication strategies on iranian efl learners’ speaking self-efficacy in content-based courses. applied linguistics journal, 9(2), 220-238. sundari, h., & dasmo. (2014). the effect of speaking self-efficacy and gender in speaking activities. bahasa and sastra, 14(2), 205-2017. schwarzer, r., & hallum, s. (2008). perceived teacher self-efficacy as a predictor of job stress and burnout: mediational analyses. applied psychology: an international review, 57,152-171. thompson, n. (2003). communication and language: a handbook of theory and practice. basingstoke, uk: palgrave macmillan. thornbury, s. (2007). how to teach speaking. harlow, uk: pearson education limited. tilfarlioglu, f.t., & cinkara, e. (2009). selfefficacy in efl: differences among proficiency groups and relationship with success. novitas royal, 3(2), 129-142. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. zimmerman, b, j. (2000). self-efficacy: an essential motive to learn. contemporary educational psychology, 25(25), 82-91. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 205 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi investigation into a link between students’ english reading speed and reading comprehension achievement: the case of indonesian efl student teachers andri pratama andripratama@gmail.com an english teacher at smp 23 baturaja, south sumatera, indonesia abstract the aims of the study were to look at the link between english as a foreign language (efl) student teachers’ reading speed and reading comprehension achievement and whether it influenced their reading comprehension achievement or not. the population of the study was 583 active efl student teachers in one english education study program at an indonesian state islamic university. by using purposive sampling technique, there were 87 students involved as participants in this study. the data were gained by using two kinds of tests, reading speed test and reading comprehension test. descriptive statistics, pearson product moment correlation was employed to analyze the data. from the data analyses, it was found that the correlation between efl student teachers’ english reading speed attitude and their reading comprehension achievement did not exist. as the result, the second problem was eliminated. in short, reading speed did not have any relation to reading comprehension achievement. keywords: english reading speed, reading comprehension achievement manuscript submitted: march 12, 2019 manuscript revised: april 4, 2019 accepted for publication: may 16, 2019 introduction english is a global language. as stated by sharifian (2008), english is used by people around the world for many activities in life. as a global mean, people use english for many activities, such as in politics, economy, science, education, and culture. in addition, abrar, mukminin, habibi, asyrafi, makmur, and marzulina (2018) said that english was used in every corner of the world as a medium to interact among people from different cultural, ethnic, and social backgrounds. julie and deborah (2009) explains that english is used both in a global sense for international communication between countries and in a local sense as a language of wider communication within multilingual societies. along with the rapid use of english as an international language, therefore, we cannot ignore learning english. it is supported by abrar et al. (2018) who stated that in indonesia, an incredibly diverse and multicultural country, english is regarded as one of the most popular foreign languages. english language itself can have an effect on technological progress and science in the future as explained by astrid (2011), who said that it could be realized in learning english if it is neglected, the value of the knowledge and the technology on its own role will be decreased. it can be concluded that as technology grows rapidly, the use of english as an international language that can be used to interact with the world community is urgently needed. moreover, in learning english, there are 4 skills that need to be learned, those are reading, listening, writing and speaking. according to harmer (2001), listening and reading skills part are regarded as receptive skills while speaking and writing skills are considered to be mailto:andripratama@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 206 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi productive skills. those are the language skills taught at schools, courses or other educational institutions either formal or informal. putra and marzulina (2014) add that reading plays a great role in understanding a written statement accurately and efficiently to get the knowledge students want to learn. it is also reinforced with the statement of lestari and holandyah (2016), in regard to reading, it will help the reader to improve their knowledge. reading is an activity that focuses on the ability to identify written words, recognize the meanings, and comprehend an author’s message (mawadda, 2015) so that it can be inferred that reading is an important skill for people. through reading skills, it might help the learners to read a text in many forms which contribute for a great deal in their life such as gaining success at school, university or other educational institutions. since we have realized the importance of reading, students sometimes in reading activities find some obstacles that can slow them down in reading. the majority of students tend to plough through a written print. they struggle in reading word-by-word they do not know. this situation makes students more difficult to grasp the meaning of what they read and causes them to get stuck on single words which may not be absolutely essential to the general understanding of a text. normally, readers do not read every book at the same speed. they read a news paper, for instance, much more rapidly than physics textbook or other scientific books. this inflexibility, in fact, wastes students' capacity and causes them feeling of resentment for the reading activity. finally, people should have an ability to read faster in order to receive information given to them. speed reading is designed by evelin wood in 1958. it is a technique that is very important to learn in order to know important information quickly. fraser (2004) states that reading speed is estimated as being an accurate measure of reading fluency it is used. shortly, in this case speed reading is one of the capabilities that can be used to understand and quickly conclude upon what has been read in a text in line that the ability of reading speed is important to help people in facing the huge improvement in the era of information nowadays. grievously, the ability to read quickly itself has a weakness in its own terms. there are such factors that affected, so that fast reading itself can be an obstacle or hurdle for its readers. this is similar to what is conveyed by nordquist (2016) who argues that reading speed is determined by a number of factors, including a reader’s purpose and level of expertise as well as the relative difficulty of the text. in his opinion, the purpose of the reader refers to the usefulness of for what the reader is reading it. in this case, if the reader reads the text related to the thing that entertain, then he will quickly and easily understand the contents of the reading he read. thus, it is inversely proportional if he reads something he does not like. furthermore, the level of expertise in that point refers to how much the reader can read and understand the content of the reading which is also influenced by the vocabulary as well as the grammar presented in the reading. at this stage, grammar and vocabulary play their part in influencing the difficulties in rapid reading itself. furthermore, nation (2009) emphasized that the difficulty of the text is affected by the vocabulary, grammatical constructions, discourse, and background knowledge. in conclusion, the difficulty caused by the vocabulary level, grammatical construction, or discourse is proportional to the background of the student's ability level as much as he can understand the contents of the text. for this reason, the most emphasized thing in how quickly they can read should be equal to how much students understand the content of reading. therefore, since we know how fast a student can read a text, it will be useless if he fails to understand and conclude what he got from text. for that case, courbron (2012) shows that reading speed and reading comprehension have rapidly been shown to have a strong connection. nuttal (1982) mentioned that reading speed and reading comprehension are tightly related factors. in addition, grellet (1981) also explained the phenomenon which students read too slowly will easily get discouraged, they will also tend to stumble on unfamiliar words and fail to grasp the meaning. according to those explanations above, it can be inferred that reading speed issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 207 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and reading comprehension play an important part on reading. when students tend to read the text too slowly and too preoccupied with the meaning of the word for word that they read, they will fail to interpret the whole sentence as the meaning. based on the test conducted to 10 efl students who were chosen randomly. the result showed that their reading speed scores were around 200-250. somehow, the score ranges of the students were as good as the range level of college students as suggested by beale and mullan (2008) which is 250 wpm (words per minute). moreover, some of them were considered as having bad reading. somehow, some of them had a good reading score but not a good reading speed. in contrast, even some of them had a quite good reading speed; their comprehension was not as expected. it indicated that they just merely read and not comprehend the passage they read. considering these problems above, i was interested in doing research about the correlation between students’ reading speed and reading comprehension achievement of the english education study program of one indonesian state islamic university. literature review reading according to misa (2014), reading is an activity to get information from a text which is in the process of reading, reader must understand the implicit and explicit meaning from the text. moreover, yusthi (2016) explained that reading is an activity to making sense that involving interaction between background knowledge of reader and the printed word. from previous definitions above, it can be infered that reading is an cognitive and affective process in decrypting and understading written text to get the message from the writer. reading speed reading speed is the rate at which a person reads written text (printed or electronic) in a specific unit of time. reading speed is generally calculated by the number of words read per minute. furthermore, reading speed constitutes in combination with reading comprehension, the two crucial components of skilled reading. its significance lies in its role in determining the extent of readers' fluency. when reading, this can mean absorbing very spesific details or merely grasping a general concepts, personal understanding is the key. in order to measure the students reading speed, arab (2009) mentioned that a student's reading rate is calculated by dividing the number of words in a text by the total amount of reading time, it is recorded in words per minute. reading speed categories the efl category was divided into talker, average reader, above average reader, and speed reader. moreover, readers fall into these categories where speed is concerned: 1 to 200 wpm: you’re a talker. you read one word at a time at about the same speed as you talk and you may move your lips when you read. 200 to 300 wpm: you’re an average reader, one who probably doesn’t enjoy reading as a hobby. 300 to 700 wpm: you’re an above average reader who can read groups of words in a single glance, recognizing and reading phrases in sentences quickly. 700+ wpm: you’re a speed reader. you’re adept at reading 10 to 16 words at a glance. reading comprehension susiana (2016) explains that reading comprehension means understanding and remembering the ideas you find as you read. reading is not only to get information but it needs understanding and comprehension to get some points from the text. in reading process, comprehension is one of the reason readers read text. nation and angel (2006) argued the ultimate goal of reading is to understand what has been read. it means that, comprehension is a issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 208 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi goal of reading activity which involves the process of making sense of words, sentences, and connected texts. methods research design, research site and participants in this study, the quantitative design was used in which the researcher administered a survey to the sample or the entire population of the people to describe the attitudes, opinions, behaviors or characteristics of the population. this study was conducted in one english education study program at an indonesian state islamic university who had already taken all the reading courses. to choose the sample, i used purposive sampling technique since purposive sampling allowed the studyer to specify the characteristics of a population of interest and then try to locate individuals who had those characteristics. somehow, in order to know the students' reading comprehension achievement, a group of students who had already taken all the reading courses (reading i, reading ii, reading iii, reading iv) from the population was considered as the sample. therefore, all four classes of the sixth semester students were considered as the subject of this study. the total number of sample was 87 students involved. data collection and analysis in collecting data, there were two kinds of instrument. they were reading speed test and reading comprehension achievement. reading speed text test was taken from gerald and vivianne mosback’ book entitle practical faster reading. reading speed test text consisted of one passage which was provided in order to determine the speed of students reading. actually, the passage contained approximately 541-word readings. then, the result of the speed text test of students’ reading was counted by using words per minute’s formula in order to know the students’ reading rate. furthermore, to measure students’ reading comprehension achievement, i also used reading speed comprehension test from gerald and vivianne (1976) entitled practical faster reading, since the reading comprehension achievement test was used in order to obtain the level of students’ comprehension based on the text that related to those who had already read. the reading comprehension achievement test consisted of twenty multiple choice questions (mcq). before the test was administered, the readability, validity and reliability test had been considered. firstly, the readability test was conducted by using online readability test which had been accessed from (www.readabilityformulas.com), then the result showed that the text on the level fairly difficult to read. actually, the readability text test was on the level fairly difficult to read which flesch–kincaid reading ease score was on 59, the text was considered available for college learners. in addition, since kong (2006) said that an instrument in which its reliability and validity has already been proven from the previous study. hence, in this study, the validity and reliability for both of the test were not conducted because the test was ready-made. after the test was administered, the normality and linearity as requirement for hypothesis testing was checked. data analysis in data analysis, there were two kinds of instrument need to be analyzed: reading speed text test analysis and reading comprehension achievement analysis. the reading speed was classified into four levels: talker, an average reader, above average reader, and speed reader. the score from reading speed was analyzed by using spss statistics program to get the result of frequency data and descriptive statistics. in descriptive statistics, number of sample, the score of minimal, the score of maximal, mean, standard deviation, and standard error of mean were obtained. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 209 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi after that, reading comprehension achievement was analyzed. there were 20 items of the questions; each correct answer was multiplied by 5 to make the highest score reach 100. the result was classified into two categories. those students who reached the score above 70% was classified as good comprehension and for those who got the score below 70% was classified as bad comprehension. findings the result of students’ english reading speed after the study was conducted, the table below showed that the reading speed of the participants (wpm) was grouped by their categories which were the sixth semester students of the english education study program of one indonesian state islamic university. there were 49 students whose reading speed were about 1-200 wpm, 38 students who were average reader with reading speed which was about 200-300 wpm. however, there was no student in the range of 300-700 and above 700 wpm. the percentage of the reading speed of sixth semester english education study program of one indonesian state islamic university, it could be seen in table below: table 1. students’ reading speed categories no category wpm category students percentage (%) 1 talker 1 to 200 wpm 49 56 2 average reader 200 to 300 wpm 38 44 3 above average reader 300 to 700 wpm 4 speed reader 700+ wpm total 87 100 thus, based on the table, there were 49 students who reached talker category (56% from the data) and 38% students who reached average reader category (44% from the data). however, there was no student in the range of 300-700 and above 700 wpm. somehow, the score range of the students were as good as the range level of college students since the score word per minute of the efl students was on the range 100-300 wpm. moreover, the total number of the sample was 87 students, the minimum score of the students’ english reading speed was obtained 108 wpm while the maximum score was 277 wpm. the mean score was 197,66 with the standard deviation was 31,84. the result of students’ reading comprehension achievement the result of descriptive statistics analysis of reading comprehension achievement was shown in the table below. for each category, 67 students had good reading comprehension achievement, and 20 students had bad reading comprehension achievement. table 2. distributions of students’ reading comprehension achievement no score range category number of students percentage (%) 1 at least 70% good comprehension 67 77,1 2 below 70% bad comprehension 20 22,9 total 87 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 210 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi result of normality test the data are concluded normal if p>0.05, and then, if p<0.05. it showed that the distribution of the data was not normal. kolmogorov-smirnov was used to see the normality. the results of the data showed that each variable were all normal, so it could be continued for further data analysis. reading speed and reading comprehension achievement were concluded that significant value for the reading speed was about 0.2. since the result of the reading speed was greater than 0.05, it meant that the students’ reading speed was normally distributed. thus, the result of the reading comprehension achievement of the students was greater than 0.05 which was 0.6 it indicated that the students reading comprehension achievements were distributed normal. after all, the data of the english reading speed of the students and their reading comprehension achievement were normally distributed, thus the data was processed to correlational analysis. the correlation between students’ english reading speed and students’ reading comprehension achievement at this stage, this section answered the first research problem by analyzing the result of students’ english reading speed test and their reading comprehension achievement. table 3. correlation between students’ english reading speed and reading comprehension achievement reading_speed reading_comprehension reading_speed pearson correlation 1 .031 sig. (2-tailed) .778 n 88 87 reading_comprehension pearson correlation .031 1 sig. (2-tailed) .778 n 87 87 based on the table above, the result of the data which was shown by using pearson product moment correlation coefficient indicated that correlation coefficients of both variables were 0.031, the level of correlation was very slight and the correlation was in the negative direction hence the correlation coefficient almost reached zero point. hence, it also inferred that approximately there was no correlation between the variables. moreover, from the statistical analysis, it was also unveiled that the p-value was .778 which was greater than .05 (.778 > .05). thus, these scores explicitly indicated that there was no correlation between students’ english reading speed and their reading comprehension achievement. additionally, there was no correlation between students’ english reading speed and their reading comprehension achievement. students’ reading speed were analyzed and correlated with the reading comprehension achievement by the same formula, pearson product moment correlation coefficient. still, the same results were obtained, then there was no significant correlation. therefore, since there was no correlation between the variables, there was no need to continue to do regression test which aimed to find out the contribution of reading speed to students’ reading comprehension. hence, the answer for the second question was that there was no influence of reading speed to students’ reading comprehension. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 211 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion based on the result of pearson product moment correlation, it was found that there was no significant correlation between students’ english reading speed and reading comprehension achievement of undergraduate efl students of one indonesian state islamic university. it could be assumed that reading speed had no relation to their reading comprehension achievement. this finding was in line with chang and college (2010). the correlation between reading speed and reading comprehension achievement did not exist. somehow, this finding was on contrary to the findings of humairah, komariah, and inayah (2017). they found a significant correlation between students’ reading speed and their reading comprehension students of class xii at sman 3 banda aceh. eventhough, some researchers found that reading speed was correlated to reading achievement, this study believed that reading speed did not give any contribution to reading comprehension achievement. moreover, although from the beginning of the semester the study participants had been involved in english reading book and assignments or explore english reading materials from printed textbook, online media, english environment and their social network, as the result those reading materials did not always support their reading speed and their reading comprehension achievement. i claimed that there were other factors that influenced their reading comprehension. since reading was an activity to get information from the text, when reading it must be understood the implicit and explicit meaning from the text. perfetti, yang and schamalhoffer (2008) explained that some readers fail to effectively integrate words with prior context. furthermore, this integration failure may involve word processing not decoding, but the ability to link word meanings appropriately in sentence contexts. the successful readers indicated that they were more efficient at gaining unfamiliar word meanings from texts because they had a greater existing vocabulary, more experience using context clues, and greater background knowledge since difficulty of the text was affected by the vocabulary, grammatical constructions, discourse, and background knowledge. in other words, the lack of students’ vocabulary was decreased of the students’ comprehension. moreover, the other reason to support this finding was students’ reading ability. the students who read faster did not get the higher comprehension as well as their fast reading rate, so that is why if somebody read fast with 450 words per minute, but he cannot comprehend the text, or if he can comprehend the text but he reads very slowly, he cannot be said having a good reading ability. when reading absorbing very spesific details or merely grasping a general concepts, personal understanding is the key. other reasons, wolley (2011) mentioned that students’ attitudes to reading had a considerable bearing on their persistence and success in reading. moreover, he also added that students with reading difficulties often had negative affective and motivational variables that impacted upon the reading process. as an instance, many less skilled readers had experienced failure over a considerable period of time, leading to low levels of future expectations and a reduced motivation to try. if readers involved in the selection of texts and focused on their reading tasks, their approach to reading should be free from extraneous and competing distractions. actually, it was important for learners to supervise their own learning process, hansen (2016) explained that it might be valuable for teachers to be able to distinguish the learners with good opportunities to become high proficiency readers from those who were likely to struggle more with reading comprehension. this emotional reaction also contributed to improve attitudes, engagement and enjoyment with reading. however, it is noted for a text to be motivating and involving, it is desirable that it was not be too difficult or too easy while at the same time providing choice related to the interests of the reader. additionally, in my point of view, others factors also had a big role in influencing reading comprehension achievement of the students through reading speed since the reading speed was issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 212 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi looked on the rate of the reader. moreover, long and doughty (2009) explained that the pressure to go faster was a source of stress. such pressure reduced the enjoyment that learners got from reading. it was best to see the skill of reading faster as providing a wider range of choices for a reader. sometimes, the fastest of the reading depended on what readers’ need. being able to make the choice was an advantage. readers might have different goals what their needed in their reading process, some readers read just for fun and others read for specific information which depended on the readers’ reading material. conclusions and recommendations from the data analysis, i concluded that there were three conclusions which were drawn in this study based on the findings and interpretations. from the data analysis, the p-value was .778 which was higher than .05. as the result, it was found that there was no statistically correlation between students’ english reading speed and their reading comprehension achievement. second, the correlation did not exist between students’ english reading speed and their reading comprehension achievement, the studyer did not continue this study to the second research problem. so, it was worthed that students’ english reading speed did not give any influence to students’ reading comprehension achievement. consequently, it could be inferred that students with bad reading speed were not guaranteed that they were bad in reading comprehension achievement. in that case, it was other factors that had relation in pursuing students’ english reading speed and reading comprehension achievement. based on the conclusions above, the suggestions in this study were provided for the students, lecturers, and other researchers who were interested in the future research. first, to the students, since reading ability of the students was important, they have to be aware and have to explore more on their own role so they could strengthen their strangeness in many aspects of their lives. second, to the lecturers, especially in english education study program, it was suggested that all the lecturers needed to consider the solution to develop students’ reading comprehension achievement. this study revealed the current conditions and teaching learning outcomes especially in reading subject at english education study program. finally, for future researchers who had interest in this subject, reading speed was actually quite challenging research, since it was the first project. i suggested that other future researchers need to promote the local and target language cultural contents in reading text for students who learnt english as a foreign language as like indonesia. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9 arab, o. (2009). enhancing reading speed for efl classes: the case of first year lmd students (master’s thesis). university of constantine, aljir, aljazaere. astrid, a. (2011). pembelajaran tata bahasa inggris secara komunikatif dengan penyajian induktif dan pengintegrasian keterampilan berbahasa: studi kasus dikelas bahasa inggris i di iain raden fatah palembang. jurnal ta’dib, 16(02), 175-206. beale, a. m., & mullan, p. (2008). the complete idiot’s guide to speed reading. new york, ny: alpha. chang a. c. s., & college h. w. (2010). the effect of a time reading activity on efl learners: speed comprehension, and perception. foreign language journal, 22(2), 284-303. retrieved from http://www.eric.ed.gov/ericwebportal/recorddetai?accno=ej901548 https://nsuworks.nova.edu/tqr/vol23/iss1/9 http://www.eric.ed.gov/ericwebportal/recorddetai?accno=ej901548 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 213 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi courbron, c. (2012). the correlation between the three reading fluency subskills and reading comprehension in at-risk adolescent reader (unpublished master’s thesis). lynchburg, va: liberty university. fraser, c. a. (2004). reading fluency in a second language. the canadian modern language review. 61(1), 135-160 gerald, m., & vivienne, m. (1976). practical faster reading. london, england: cambridge. grellet, f. (1981). developing reading skills. london, england: cambridge university press. hansen, j. e. (2016). masteropgave: reading comprehension. master fremmedspråki skolenavdeling for økonom, 24(5), 1-69. harmer, j. (2001). the practice of english language teaching. london, england: longman. humairah, s. e., komariah, e., & inayah, n. (2017). the correlation between students’ reading speedand their reading comprehension. research in english and education (read), 2(4), 144152. julie & deborah. (2009). american english: history, structure, and usage. cambridge university press. retrieved from http://www.cambridge.org. kong, a. (2006). connection between l1 and l2 readings: reading strategies used by four chinese adult readers. the reading matrix, 6(2), 19-45. lestari, a., & holandyah, m. (2016). the correlation between reading attitude and writing achievement of the eleventh-grade students of sma muhammadiyah 6 palembang. jurnal pendidikan dan pengajaran. 3(1), 45-52. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/627/553. long, m. h., & doughty, c. j. (2009). the handbook of language teaching. new jersey, nj: willyblackwell. mawadda, m. (2015). teaching reading comprehension to the eighth-grade studentsof smp negeri 12 palembang by using story pyramid. jurnal pendidikan dan pengajaran, 2(1), 55-67. misa, m. (2014). the use of guided metacognitive strategy to improve students’ reading comprehension. jurnal pendidikan humaniora, 2(4), 304-310. nation, k., & angell, p. (2006). learning to read and learning to comprehend. london, uk: review of education. nation, i. s. p. (2009). teaching esl/efl reading and writing. new york, ny: routledge. nordquist, r. (2016, september 20). reading speed: glossary of grammatical and rhetorical terms [blog post]. retrieved from https://www.thoughtco.com /reading-speed-1691898. perfetti, c., yang, c. l., & schamalhoffer, f. (2008). comprehension skill and word-to-text integration processes. applied cognitive psychology, 2(22), 303–318. putra, h., & marzulina, l. (2014). teaching reading comprehension by using content-based instruction (cbi) method to the second-year learners at mts al-furqon prabumulih. jurnal edukasi pendidikan dan pengajaran, 2(2), 185-197. susiana, s. (2016). improving students’ reading comprehension by using redw (read, examine, decide, and write) strategy to the tenth-grade students of ma al-muawwanah gunung megang muara enim summatera selatan. jurnal pendidikan dan pengajaran, 3(1), 63-71. sharifian, f. (2008). english as international language (challenges and possibilities). australian review of applied linguistic, 31(3), 1-16. wolley, g. (2011). reading comprehension: assisting children with learning difficulties. springer science and business media. retrieved from: http://www.springer.com/978-94-007-1173-0 yusthi, e. (2014). teaching reading comprehension in recount text by using zooming in and zooming out (zizo) strategy grade students of smp sriguna palembang. jurnal edukasi pendidikan dan pengajaran, 2(2), 132-146. http://www.cambridge.org/ https://www.thoughtco.com/reading-speed-1691898 1 teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang hendri saputra lenny marzulina uin raden fatah palembang abstract: the objective of this study was to find out whether or not there is significant difference on students’ writing achievement taught by using process genre approach and teacher’s strategy at the eighth grade students of smpn 22 palembang. the population of this study consisted of 277 eighth grade students of smpn 22 palembang in academic year of 2014/2015. there were 72 students taken as sample. each class consisted of 36 students from class viii.5 as control group and viii.6 as experimental group. the sample of this study was taken by using convenience sampling method. in this study, the writer used quasi experimental design using nonequivalent pretest and posttest design. the instrument used in collecting the data was written test. the test was administered twice, as the pretest and posttest for both control and experimental group. the results of the test were analyzed by using ibm spss (statistical package for the social science) statistics 20. the result showed that teaching writing by using process genre approach had significant difference on the students’ writing mastery. it can be seen from the result of pretest to posttest of each group. the achievement of experimental group was higher than the achievement of control group. based on the result analysis of means significant difference from students’ posttest scores in control and experimental groups, it was found that t-obtained (0.000) was lower than t-table (0.05). so, the ho (the null hypothesis) was rejected and ha (the alternative hypothesis) was accepted. it means that there was significant difference on students’ writing achievement taught by using process genre approach than students who are taught by using strategy that used by teacher. keywords: teaching writing, process genre approach introduction english is one of international languages. sharifian (2009, p. 2) defines that english as an international language refers to a paradigm for thinking, research and practice. as international language, english is taught in every country all over the world, including indonesia. according to lauder (2008, p. 10), english is widely recognized that english is important for indonesia and the reason most frequently put forward for this is that english is a global international language. in indonesia, the teaching of english has become increasingly important as a foreign language. it is taught in schools, from junior high school to senior high school. sari and saun (2013, p.255) state that english has become an important subject from junior high school up to senior high school. 2 in teaching english there are four language skills which learned by students. they are listening, speaking, reading, and writing. aydogan and akbarov (2014, pp. 673-674) explain that the four basic skills are related to each other by two parameters: the mode of communication: oral or written and the direction of communication: receiving or producing the message. listening comprehension is the receptive skill in the oral mode. speaking is the productive skill in the oral mode. it is like the other skills which is more complicated, seems at first and involves more than just pronouncing words. reading is the receptive skill in the written mode which can develop independently of listening and speaking skills, but often develops along with them, especially in societies with a highly-developed literary tradition. reading also can help build vocabulary that helps listening comprehension at the later stages, particularly. writing is the productive skill in the written mode which is more complicated and seems to be the hardest of the skill, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way. in studying the four english languages skills, writing skill is very important skill to be learnt in learning a foreign language which includes the development of an idea, knowledge, and experience. according to pasand and haghi (2013, p. 75), writing is one the most important skills in learning a foreign language the nature of which has become clearer nowdays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects. however, in learning writing some students still have difficulties to start writing. based on the writer’s informal interview with the teacher of english subject and some students of eighth grade in smp negeri 22 palembang, the writer found many students of eighth grade got difficulties in learning writing skill. for examples, some students lack of knowing different text types or genres which make them get difficulties in starting writing and making a paragraph or a composition. then, they are confused in selecting or deciding suitable grammar. beside that, the students have less vocabulary and like to imitate or rewrite the text which given in the book or rewrite their friends’ work. further, they lack of motivation in learning writing. considering to these problems in writing, the teacher of english should be creative in choosing an appropriate strategy or approach in order to improve students’s 3 writing ability in composing a paragraph in each text type or genre. there are many strategies or approaches that can help teacher in teaching writing. one of them is process genre approach. process genre approach is derived from combination of process approach and genre approach in improving the learners’ writing. yan (2005, p. 22) states that process genre approach is combinations of process and genre approach, which helps students use their individual writing process to construct a text in a familiar genre. therefore, the writer has interested to solve the problems by implemented process genre approach for students of smpn 22 palembang in teaching writing. concept of writing writing is a process of transfering and expressing our ideas or thought in words. according to mora-flores (2009, p. 12), writing is a process by which we transfer our thingking, our ideas, and our experiences into written form. similarly, leo et al., (2007, p. 1) state that writing is a process of expressing ideas or thoughts in word should be done our leisure. on the other hand, writing is very complex communication process which includes a number of cognative and metacognative. richardson and morgan (2003, p. 286) state that writing may be the most complex communication process within the communicative arts. similarly, according to negari (2011, p. 299), writing is a complicated process which involves a number of cognitive and metacognative, for instance; brainstorming, planning, outling, organazing, drafting, and revising. further, writing isn’t only complex but also hard to teach where we need to master the grammatical and other components of writing. approaches in teaching writing there are some approaches in teaching writing. they are: (a) the product approach, (b) the process approach, (c) the genre approach, and (d) process genre approach. a. product approach the product approach came earliest and was popular in the 1960s till 1970s which focused on assignment. according to nunan (1999, p. 273), product-oriented 4 approach to writing focuses on tasks in which the learner imitations, copies, and transforms models provides by the teacher or the text book. boyle and scanlon (2010, p. 224) state that product approach placed a great deal of pressure on students to produce a “perfect draft” that would allow them to meet the length requirements of the assignment and move on to the next text paper in which as students worked on paper using this product approach, they often placed excessive pressure on themselvbes and, as a result “blocked” when it came to put ideas on paper. b. process approach the process approach started in the 1970s which focused on varied classroom activities. according to hasan and akhand (2010, p. 79), a process approach tends to focus more on varied classroom activities which promote the development of language use: brainstorming, group discussion and rewriting. the process approach is also an effort to get advantage of the nature of written code. brown (2007, p. 392) states that process approach is an attempt to take advantage of the nature of the written code (unlike conversation, it can be planned and given an unlimited number of revisions before its “release”) to give students a chance to think as they write. in other words, process approach is a process which includes some stages to writing. they are prewriting, drafting, revising, and publishing. sun and feng (2009, p. 150) state that the process approach to writing should be a process including several stages, namely prewriting or invention activities (brainstorming, group discussion, and assessing ideas); drafting; seeking feedback from peers or the instructor; revising on the whole-text level (looking at the overall focus, reconsidering organization, deciding whether there is enough evidence, etc.); followed by revising at the paragraph or sentence level, proofreading, and “publishing” the final text. c. genre approach the genre approach was developed that learners could benefit from learning different genres or text types. according to yan (2005, p. 20), in the 1980s the genre approach became popular along with the notion that student writes could benefit from studying different types of written texts. the use of particular structure and grammatical form in different genres can reflect the goal of the genre. nunan (1999, p. 280) explains, 5 different genres of writing are typified by a particular structure and by grammatical forms that reflect the communicative purpose of the genre in other words, the genre approach is grouping text. according to hyland (2004, p. 4) genre is term for grouping text together, representing how writers typicaly use language to respond to recurring situation. similarly, lee (2012, p. 8) states that genre is a grouping of similar kinds of text types. there are many kinds of text types, such as; narrative, recount, procedural, report, explanation, and persuasive. according to lewis and wray (2002, p. 2), there are six main genres, they are recount, report, procedure, explanation, persuasion, and discussion. d. process genre approach the process genre approach is acquired from combination betweeen process approach and genre approach which helps students’ writing skill. according to babalola (2012, p. 1), the process genre approach to the teaching of writing is combination of the process models and the genre theories which came about with the realisations of the limitations of both the process and the genre approaches in developing learners’ writing skills. additionally, goa (2007, p. 4) defines a process genre approach, as the term suggests, combines process models with genre theories, in which the concept not only draws on ideas from genre approaches, such as knowledge of context, the purpose of writing, certain text features, but retains part of process philosophy such as writing skill development and learner response. in other words, the students may learn the relationship between purpose and form for a particular genre. according to deng, chen, & zhang (2014, p. 10), this approach allows students to study the relationahip between purpose and form for a particular genre as they use the recursive processes of prewriting, drafting, revision, and editing, in which use these steps develop students’ awareness of different text types and of the composing process. however, this approach helps students’ writing skill which relates to studens’ real-life situation. yan (2005, p. 22) states the process genre approach will help students relate strongly to real-life situation, motivate students and prepare them to write for audiences outside the classroom. 6 teaching procedure by using process genre approach typically, the teaching procedure for the process genre approach is divided into the following six steps: (1) preparation, (2) modeling and reinforcing, (3) planning, (4) joint construcying, (5) independent constructing, and (6) revising (yan, 2005, pp. 2022). a. preparation the teacher begins preparing the students to write by defining a situation that will require a written text and placing it within a specific genre, such as a persuasive essay arguing for or against an issue of current interest. this activates the schemata and allows students to anticipate the structural features of this genre. b. modeling and reinforcing in this step the teacher introduces a model of the genre and lets students consider the social purpose of the text, including who the audience will be. for example, the purpose of an argumentative essay is to persuade the reader to act on something. next, the teacher discusses how the text is structured and how its organization develops to accomplish its purpose. the students may do some comparisons with other texts to reinforce what they have learned about the particular genre. c. planning in this step many meaningful activities activate the students’ schemata about the topic, including brainstorming, discussing, and reading associated material. the aim is to help the students develop an interest in the topic by relating it to their experience. d. joint constructing during this step, which will facilitate later independent composing, the teacher and students work together to begin writing a text. while doing so, the teacher uses the writing processes of brainstorming, drafting, and revising. the students contribute information and ideas, and the teacher writes the generated text on the blackboard or computer. the final draft provides a model for students to refer to when they work on their individual compositions. e. independent constructing at this point students have examined model texts and have jointly constructed a text in the genre. they now undertake the task of composing their own texts on a related topic. class time can be set aside for students to compose independently so that the 7 teacher is available to help, clarify, or consult about the process. the writing task can be continued as a homework assignment. f. revising students eventually will have a draft that will undergo final revision and editing. this does not necessarily mean that teachers have to collect all the papers and mark them one by one. students may check, discuss, and evaluate their work with fellow students, as the teacher again guides and facilitates. the teacher may make an effort to publish the students’ work, which will impart a sense of achievement and motivate the students to become better writers. method of the study the method used in conducting this study was an experimental design. experimental design is the blueprint of the procedures that enable the researcher to test the hypothesis by reaching valid conclusion about the relationships between independent and dependent variable (best and khan, 1993, p. 146). in this research, the writer applied one of quasi experimental research design, quasi experiment to provide control of when and to whom the measurement is applied, but random assigment to experimental and control treatments has not been applied. in this study, the pretestposttest nonequivalent groups design is used by the writer which suggested by best and khan (1993, p. 151) as follows: o1 x o2 o3 c o4 population and sample fraenkel and wallen (1990, p. 68) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. the population of this study were all students in the eighth grade of smp negeri 22 palembang. according to fraenkel, wallen, & hyun (2012, p. 91), a sample in a research study is the group on which information is obtained. in other words, best and kahn (1993, p. 13) state that a sample is a small propotion of population selected for 8 observation and analysis. in this study, the writer used convenience sampling. according to creswell (2012, p. 145), in this technique sampling, the researcher selects the participants because they are willing and available to be studied. in this study, the samples were viii 5 and viii 6. validity test in this study, the writer concerned with construct validity and content validity. brown (2004, p. 25) states that construct validity is a major issue in validating largescale standardized tests of proficiency. to estimate the construct validity, expert judgments are required. in this research, the writer asked his english lecturers to estimate the validation form. the result of instrument test and lesson plan from his three lectures were good and very good with slight revision. after the research instruments had been revised, the research instruments were appropriate to be used for research treatments. meanwhile, cohen, manion, & morrison (2007, p. 131) define that content validity is achieved by ensuring that the content of the test fairly samples the class or fields of the situations or subject matter in question, achieved by making professional judgements about the relevance and sampling of the contents of the test to a particular domain, and concerned with coverage and representativeness rather than with patterns of response or scores. reliability test reliability is a measure of degree to which a test gives consistent result or scores. according to fraenkel and wallen (1990, p. 133), realibility refers to the consistency of the scores obtained-how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. in this study, the writer used spearman rank order method. the test would be reliable if the result of the data measurement was higher than 0.70. in this study the test was reliable where the p-output was 0.95. normality test normality test was used to measure the normality of the obtained data. the data could be classified into normal when the p-output is higher than mean significant 9 different at 0.025 (basrowi and soenyono, 2007, p. 85). in measuring normality test, the writer used one sample kolmogronov smirnov. in this study, the normality test was used to measure the students’ pretest score in control and experimental group, and students’ posttest score in control and experimental group. from the statistical analysis using normality test of kolmogrove smrinov in pretest of control group was found that the kolmogorov-smirnov z was 1.149. and the significant value of the pretest in pretest of control group was 0.143. then, the normality of the experimental group was found that the kolmogorov-smirnov z was 1.089 and the significant value of the pretest in experimental group was 0.187. it can be said that the scores from pretest of control and experimental group were categorized normal since the p-output was more than mean significant different at 0.025 level. in addition, the normality of the posttest of control was found that the kolmogorov-smirnov z was 0.773, and the significant value of control group was 0.589. meanwhile, the normality of the posttest of experimental group was found that kolmogorov-smirnov z was 1.089, and significant value was 0.187. it can be considered that the scores in the data of posttest in control and experimental group were normal since the p-output exceeded the mean significant different at 0.025 level. homogeneity test homogeneity test was used to measure the scores obtained from students’ pretest in control and experimental group, and students’ posttest score in control and experimental group. in measuring homogeneity test, the writer used leneve statistic. according to basrowi and soenyono (2007, p. 106), the score is categorized homogeneous when the p-output was higher than mean significant difference at 0.05 level. leneve statistic found in spss was used to determine whether data were homogeneous or not. homogeneity test was done to the students’ pretest and posttest in control and experimental group. the data were considered homogeneous whenever the p-value was higher than mean significant difference at the 0.05 level. from the result analysis of homogeneity test in pretest control and experimental group was found that the p-output was 0.973. whereas, the result of homogeneity test in posttest of control and experimental group was found that the p-output was 0.084. because the p-outputs in pretest and posttest both groups were higher than the mean 10 significant level at 0.05 level, it means that the data taken from the experimental and control group were categorized homogeneous. result of the testing of hypothesis in this study, independent t-test was conducted to measure the significant difference on students’ writing achievement scores taught by using process genre approach and strategy that used by teacher of smp negeri 22 palembang. it was found that the p-ouput is 0.000 and the t-value is 5.217. since the p-ouput was lower than 0.05 level and t-value was higher than value of t-table (2.000) at the significance level p < 0.05, so that the null hypothesis (ho) was rejected and alternative hyphotesis (ha) was accepted. it can be stated that there was significant difference on students’ writing achievement taught using process genre approach. conclusion the writer concluded that there was significant difference between students’ writing achievement who were taught by using process genre approach and those who were taught by using strategy that used by teacher of smp negeri 22 palembang. it could be proven in the research findings that the t-output was higher that t-table. then, the significant 2-tailed was lower than the mean significant difference at 0.05 level which could reject the null hypothesis (ho) and accepted the alternative hypothesis (ha). on the other hand, it was because the students in experimental group were more active and more confident than students in control group. further, the students were more familiar with different genres or text types and they could anticipate the structural features of particular genres. the process genre approach was applicable for the students which helped them felt enthusiasm and prepared their thoughts, ideas, experiences, and sentences before making a paragraph or a composition and the students could overcome their difficulties in starting of making a composition. references aydogan, h., & akbarov, a. a. (2014). the four basic language skills, whole language & integrated skill approach in mainstream university classrooms in turkey. mediterranean journal of social sciences, 5(9), 672-680. 11 babalola, h. a. l. (2012). effect of process-genre based approach on the written english perfomance of computer science students in a nigerian polytechnic. journal of education and practice, 3, 1-2. basrowi & soenyono. (2007). metode analisis data sosial. kediri: cv jenggala pustaka utama. best, j. w., & khan, j. v. (1993). research in education. needham heights, ma: allyn and bacon. boyle, j., & scanlon, d. (2010). methods and strategies for teaching students with mild disabilities. belmont, ca: wadsworth. brown, h. d. (2004). language assessment principles and classroom practic.. white plains, ny: pearsson education,inc. brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy. white plains, ny: pearson education, inc. brown, h. d. (2007). principles of language learning and teachin.. white plains, ny: pearson education, inc. cohen, l,. manion, l., & morrison, k. (2007). research methods in education. new york, ny: routledge falmer. creswell, j. w. (2012). educational research planning, conducting and evaluating quantitative and qualitative research. boston, ma: pearson education, inc. deng, l., chen, q., & zhang, y. (2014). developing chinese efl learners’ generic competence: a genre-based & process genre approach. new york: springlerverlag berlin heidelberg. fraenkel, j. r., & wallen, n. e. (1990). how to design and evaluate research in education. united states of america: mcgraw hill. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education. new york, ny: mcgraw-hill companies. gao, j. (2007). teaching writing in chinese university: finding an eclectic approach. the asian efl journal, 18, 1-2. hasand, m. k., & akhand, m.m. (2010). approaches to writing in efl/esl context: balancing product and process in writing class at tertiary level. journal of neita, 15(1-2), 77-86. hyland, k. (2004). genre and second language writing. united states of america: university of michigan press. lauder, a. (2008). the status and function of english in indonesia: a review of key factors. makara, sosial humaniora, 12(1), 9-20. lee, m. (2012). teaching genre-based writing to korean high school students at a basic level (unpublished paper), university of wisconsin–river falls, korea. leo, s., groth, c., yugianingrum, lilyana, s,. kendara, i. l., & lukman, e. a.. (2007). english for academic purpose: essay writing. yogyakarta. cv andi offset. lewis, m., & wray, d. (2002). writing frames scaffolding children’s non-fiction writing in a range. uk: exeter extending literacy project. mora-flores, e. (2009). writing instruction for english learners. united states of america: corwin press. negari, g. m. (2011). a study on strategy instruction and efl learners’ writing skill. international journal of english linguistics, 1(2), 299-305. nunan, d. (1999). second language teaching and learning. boston, massachusetts: heinle & heinle publisher. 12 pasand, p. g., & haghi, e. b. (2013). process-product approach to writing: the effect of model essays on efl learners’ writing accuracy. international journal of applied linguistics & english literature, 2(1), 75-79. richardson, j. s., & morgan, r. f. (2003). reading to learn in the content areas. united states of america: wadsworth. sharifian, f. (2009). english as an international language perspectives and pedagogical issues. salisbury, uk: mpg books ltd. sun, c., & feng, g. (2009). process approach to teaching writing applied in defferent teaching models. english language teaching, 2(1), 150-151. yan, g. (2005). a process genre model for teaching writing. english teaching forum, 43(3), 18-26. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning strategy towards students’ descriptive writing achievement taught by using pick – list – evaluate – active – supply – end strategy lenny marzulina state islamic university of raden fatah palembang lennymarzulina_uin@radenfatah.ac.id abstract this study is an experimental study with a factorial design. the aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using please strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by please and teacher’s strategy, (4) the significant difference in very good and fair categories taught by please strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy, and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher’s strategies. in conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. the results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using please strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by please and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova was found since the p-output (0.000) smaller than the significance level at 0,05. sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova was not found since the p-output (0.115) higher than the level of significance level at 0.05. the last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova was not found since the p-output (0,430) was bigger than the significance level at 0,05. keywords: strategy, language, learning, writing, descriptive, please strategy manuscript submitted: july 11, 2017 manuscript revised: december 5, 2017 accepted for publication: january 12, 2018 mailto:lennymarzulina_uin@radenfatah.ac.id issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction language is a means of communication to connect people. without language, it is difficult for people to communicate with others. english is as one of the international languages and its position as a foreign language in the teaching system in indonesia so that english is taught from elementary to university level (abrar & mukminin, 2016; azkiyah & mukminin, 2017; habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012; kamil & mukminin, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). in addition, the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). in learning english, students have to learn four language skills. one of the skills that has an important function for students is writing. writing is part of the language skills and is an important aspect of language learning (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). richard and renandya (2002) say that writing is the most difficult skill for language learners to master, the difficulty is not only in generating and organizing ideas but also in translating ideas into text. furthermore, he also mentions that writing is a difficult skill for native language speakers and non-active speakers, as writers must balance complex issues such as content, organization, goals, readers, vocabulary, punctuation, spelling and mechanics. in addition, pasand and haghi (2013) said that writing is one the most important skills in learning a foreign language the nature of which has become clearer nowadays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects (as cited in saputra and marzulina, 2015) from the description, it reveals that writing needs many aspects to be mastered since it was involved three activities such as: generating, organizing and translating ideas into a written text. besides the above factors in language learning, learning strategy is one of an important factors to help students successfully learn the language. it deals with abhakorn (2008) that learning strategies are one of the determining variables that have a profound effect on how learners approach in language learning and learning strategies are essential for teachers and learners in acquiring foreign languages. oxford (2003) claims that learning strategies make learning easier, faster, more fun, more independent, more effective, and more diverted to new situations. it is also supported by many studies that the use of language learning strategies may affect the ability of the students in foreign languages especially in english language skills. it is related to a study conducted by ou-chun (2011) who found that efl students' language learning strategies have a significant relationship with their english proficiency. this means that using language learning strategies can help students to achieve their goals of getting english well. based on the interviews with teachers and students at smp nurul iman palembang, many students encountered many difficulties in writing, especially in writing descriptive text. they still seem confused about what they should write and how they should organize in their writings. this happened because they had so many things to write, but were unable to express their ideas in written form well. in addition, the students also have low ability in grammar, so it makes their writings difficult to understand. then, there are some students also had difficulties to start their writing because they just translated their thoughts from their native language into english. they did not know what kind of tenses were used in descriptive text. in relation to the above problem, this study is aimed at helping students improve their ability to write using the please strategy and define language learning strategies that make students learn easier, faster, more fun, more independent and more effective. in please strategy, students should consider who will read their writing select the appropriate topic begin collecting data about what they will write and start their writing activities. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review language learning strategy macaro (2011) defines a language learning strategy as what learners engage in learning that involves behavior and thoughts. so, it can be said that language learning strategy is a step or action consciously chosen by learners. furthermore, oxford (1990) defines comprehensively about language learning strategies as a specific action, behavior, step or technique that students use to improve their own progress in developing skills in the acquisition of a second or foreign language. this strategy can facilitate students taking or using a new language. based on some of the above explanation, it can be concluded that the definition of language learning strategy is not only as a tool to help students learn the language, but also used as a tool to serve many other purposes both in learning and using second language by understanding about learning strategy in directing students to get their target language. types of language learning strategy linguists distinguish the categorization of learning strategies into several types. o'malley and chamot (1995) defines learning strategies into three types; metacognitive, cognitive, and social-affective strategies. a. metacognitive this strategy involves processes such as planning for learning, thinking about their learning process, self-correcting, and evaluating learning after the activities are completed. an example of this strategy is planning and self-monitoring. b. cognitive this strategy involves the process of learning directly about the learning material itself and has limited certain learning tasks. an example of this strategy is repetition and conclusion. c. social affective this strategy has a close relationship with social activities and interacts with others. an example of this strategy is social-affective cooperation in questioning for clarification. the concept of teaching teaching means helping and sharing knowledge to others and can also provide information to do something. brown (2007) defined teaching as showing or helping someone to learn how to do something, give instruction, guide in study something, give knowledge, cause to know or understand. teaching can also be interpreted by facilitating the students to be able to learn the material. then, brown (2000) states that teaching is guiding and facilitating for learning, setting conditions for learning. teaching also provides some information from the subject to the students in the classroom. etymologically, the word learning is translated as "instruction". the word learning itself is the development of the term teaching and learning or teaching process that has long been used in formal education (school). substitution of the term from "teaching and learning activities" to "learning", of course not just change name or term, but also accompanied by the development of way of view of the meaning or paradigm contained therein. the term learning is used today as the development of the term teaching-learning, which is much influenced by the flow of holistic cognitive psychology. in essence, learning activities put students as a source of learning activities. the concept of writing writing is a very complex communication process that includes both cognitive and metacognative elements. richardson and morgan (2003) state that writing is the most complex communication process activity in communicative art. similarly, negari (2011) states writing is a issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi complex process involving a number of cognitive and metacognative elements, for example; brainstorming, planning, outling, drafting and revision. from that view, it can be assumed that writing is not only complicated but also difficult to teach where we need to master grammatical and other components. furthermore, harmer (2004) states that writing has mechanical components like other skills such as: handwriting, spelling, punctuation, and good sentence patterns, paragraphs, and texts. teachers who teach writing are aware that students must have qualified mastery of the intended component before before moving on to the writing process itself. in addition, there are several components of the writing process proposed by clark (2007). prewriting, at this stage, the author generates ideas, brainstorming topics, web ideas together, or talking or thinking about ideas. the teacher explains that students can get to write ideas from personal experiences, stories, pictures, magazines, newspapers, television, and various other sources. then, drafting, students start to place their ideas on paper. in writing activities at this stage, students need to keep in mind the genre or format, reader, and purpose. revising, revisions are seen in the organization and structure of writing. when revising, students analyze their writing in the form of sorting words, descriptive language in science fiction, topic sentences and supporting details in a persuasive essay. in the process of editing, see the writing mechanism. thus, students can understand what is done in both activities. publishing, at this stage, the teacher allows students to appreciate the results of their hard work. at this stage, students are ready to produce final copies, which can be handwritten or typed on a word processor. reflecting, at this stage is a key element in the writing process. this encourages writers to think about their writing. reflection also allows authors to look back at brainstorming and early writing activities to see if the original purpose is met. the concept of please strategy please strategy is one of the mnemonic strategies that provides students with a roadmap to write a paragraph. welch (1992) assumes please strategy is used as a management strategy in solving problems in writing paragraphs steps in the please strategy as described by akincilar (2010). they are: choose topics, readers and paragraph types, list your ideas on the topic, evaluate your list, enable paragraphs with topic sentences, provide supporting sentences and end with closing sentences and evaluate your writing. please strategy can help to improve students' writing skills especially in writing a paragraph. this strategy can be used not only in writing descriptive text but also essays. this strategy helps students to start writing and help them to write step by step until they finish writing descriptive text. in applying please strategy, students should know who will read their writing and select appropriate topics and begin collecting data or information about what they will write and start writing them. teaching procedure using please strategy graham and harris (2007) mentions several teaching steps writing using the please strategy as follows: step 1. pick : the first step of mnemonic is to remind the students about the topic, the reader and the type of paragraph they are going to write. step 2. list : the second step is to remind students to create a list of ideas they will write. step 3. evaluate : at this stage, students evaluate their list to see if the stages are complete or need additional ideas. step 4. activate : the students activate the paragarap by composing the topic sentence. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi step 5. supply : students give sentences to support topic sentences using the topic of ideas. they are expected to turn their ideas into sentences and describe their ideas appropriately. step 6. end : the last step of mnemonic is to remind students to end their writing with conclusions. students are expected to evaluate their work by revising their ideas and correcting the mistakes they make. methodology research design this research is a class experiment research. in this study, classes were divided into two groups: experimental groups who were taught by please strategy and control groups who taught by teacher strategy. in the control class, they were only given pretest and posttest. then, in conducting my research activities, all population were given a questionnaire to determine the categories of students’ language learning strategies. the result of category analysis of students’ learning strategy is divided into five categories: memory, cognitive, compensation, metacognitive and social-affective. in this study, a factorial design was used. fraenkel and wallen (1990) states that a factorial design is an experimental design that includes two or more independent variable groups (at least one manipulated variable) to see the effects of the variables and the interaction effects of one with the other against the dependent variable. the diagram of the factorial design can be illustrated in the following table. table 1. diagram dari factorial design experimental r o1 x1 y1,2,3,4,5 o2 control r o1 y1,2,3,4,5 o2 experimental r o1 x1 y1,2,3,4,5 o2 control r o1 y1,2,3,4,5 o2 note: r : random sampling technique o1 : pre-test o2 : post-test x1 : teaching descriptive writing using please y1 : memory language learning strategy y2 : cognitive language learning strategy y3 : compensation language learning strategy y4 : metacognitive language learning strategy y5 : social language learning strategy research site, sampling, and participats frankel, wallen and hyun (2012) state that the population is a group where the reseracher will describe the results of the research. in this study, the population was all the eighth grade students of smp nurul iman palembang in academic year of 2016/2017. there were 150 students consisting of 77 males and 72 female students. in this study, two stage cluster random sampling technique was used. questionnaires on student language learning strategies were given to all population to determine the number of samples. then, each class was taken randomly consisting of 3 students for the memory, 3 students for the cognitive, 3 students for the compensation, 3 students for the metacognitive, 3 students for affective and 3 students for the social category. there were 18 students based on each category for each class taken as a sample issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the study, so the total sample used in this study were 72 students. furthermore, the sample was divided into two groups. the first group is the experimental class group who were taught descriptive writing by using please strategy with 36 students consisting of: 6 students in memory, 6 students in cognitive, 6 students in compensation, 6 students in metacognitive, 6 students in affective and 6 students in social language learning strategies. then, the second group was the control class group who were taught by using teacher’s strategy consisting of 36 students: 6 students in memory, 6 students in cognitive, 6 students in compensation, 6 students in metacognitive, 6 students in affective and 6 students in social language learning strategies. data collection in collecting the data, test and questionnaire were used. descriptive writing test was given to the experiment and control groups. the experimental group who were taught descriptive writing using please strategy. while, the second group is a control group who were taught descriptive writing using teacher’s strategy. there are two test given. they are (pretest) given before treatment is given and (posttest) is given after the treatment. then, questionnaires was provided to classify the students’ categories in language learning strategies into five types; memory, cognitive, compensation, metacognitive, and social strategies. there are 50 items of questions with five categories of assessment including: (a) the memory strategy is an effective way of remembering, (b) the cognitive strategy is to use mental processes, (c) the compensation strategy is used to see lost knowledge compensation, (d) strategy metacognitive is to organize and evaluate learning, and (e) social strategy is related to learning with others. in answer to the question in the questionnaire, five choices of answers are given to the students (1 = strongly disagree, 2 = disagree, 3 = average, 4 = agree, 5 = strongly agree). in choosing the answer, students were asked to choose one option according to the questions given in the questionnaire where the students were given 25 minutes to complete all the questions in the questionnaire. data analysis validity and reliability fraenkel, wallen and hyun (2012) assume validity test as the suitability and accuracy of research data used valid or not. in conducting validity test, there are three types of validity tests conducted namely the validity test construct, the test item question, and the content validity test. hughes (1989) states that tests are said to have a construct of validity when measuring what should be measured. furthermore, sugiyono (2010) states that to measure the construct of the validity, expert judgments is necessarily used to measure the construct validity test. the construct validty test provides an assessment of the instruments in pretest, posttest and lesson plan which were used in this research activities. in construct validity test, an assessment of three validators to assess whether or not a research instrument can be used or not in this study. three validators were lecturers who teach writing in english education program of state islamic university of raden fatah palembang. hughes (1989) states that tests are said to have content validity if they are representative samples of language skills, structures. there are two content validity tests conducted by the researcher. first is the content validity test of the pretest and posttest questions used in the study to assess whether the content of the test has content validity or not, the skill or structure specification must be made based on the curriculum and syllabus. then, the results of the analysis in making the validity of the content are presented in the test table of the specification including: basic competence, subject matter/discussion, indicator, item test number, total question, test type and answer key. then, a second validity test was performed on the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 69 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi questionnaire used in the study. to facilitate the understanding of the contents of the questionnaires used in the study, 50 items of questionaire were translated into indonesian. then the translation results were validated to the validators to see if the contents of the questionnaire that has been translated in accordance with existing content was standard or not. fraenkel and wallen (1990) state that the reliability test is used to measure the consistency of two values obtained for each individual from one administration of another instrument and from one set of other items. according to cohen et al. (2007), reliability in quantitative research is essentially a synonym for dependability, consistency and replicability over time, over instruments and over groups of respondents (as cited in putra and marzulina, 2015,). then, fraenkel and wallen (1990) suggest that scores are considered reliable if the significance score is at least or higher than 0.70. in conducting reliability test, inter-rater reliability test was done by using spearman rank order. in this test, the result of the students 'writing achievement was evaluated by three assessors (raters) with the assessment component of the students' descriptive writing (scoring rubrics). from the inter-rater reliability test results, it was obtained that the p-output (0.78) was higher than (0.70). it was assumed that this research instrument was categorized reliable. normality test normality test is used to measure whether the data obtained is normal or not. data can be stated normal if the p-output is higher than 0.05. in measuring the normality test, 1-sample kolmogronov smrinov was used. the normality test was used to measure the questionnaire on students' learning learning strategy and students' descriptive writing achievement including pretest and posttest scores in experimental and control classes. after conducting the test, the result showed that the data in pretest and posttest were considered normal for both control (pretest: 0.113; posttest: 0.797) and experimental group (pretest: 0.851; posttest: 0.394). homogenity test homogeneity test is used to measure the scores obtained whether homogeneous or not. basrowi (2007) states that scores are categorized homogeneous if p-output is higher than the mean significant difference level at 0.05. in measuring homogeneity test, levene statistics was used. homogeneity test was used to measure the questionnaire on students' language learning strategies and students' descriptive writing achievement including pretest and posttest scores in experimental and control classes. the results of homogeneity test showed that the data were considered homogeneous for both control group (0.395) and experimental group (0.111). findings and discussions the result analysis of measuring significant improvement on students’ descriptive writing achievement taught using please strategy from the result analysis of measuring significant improvement on students’ descriptive writing who were taught by please strategy using paired-sample test, it showed that the result of the p-output (0.000) is lower than the significant level at 0.05. from that result, it can be assumed that there is a significant improvement on students' descriptive writing achievement before and after being taught using please strategy. the result analysis of significant improvement on students’ descriptive writing achievement taught using please strategy was displayed in table 2. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 70 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. result analysis of significant improvement using paired sample test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 score – data 54,40278 18,92287 2,23008 49,95612 58,84943 24,395 71 ,000 measuring significant improvement on students’ descrpitive writing in poor category taught using teacher strategy from the result analysis of measuring significant improvement on students' descriptive writing achievement in poor category taught by teacher strategy using paired-sample test, it was found that p-output (0.000) less than the significance level at 0.05. from the result, it can be assumed that there is a significant improvement in students' descriptive writing achievement in poor categories before and after being taught with teacher strategy. the result analysis of significant improvement on students’ descriptive writing achievement in poor category taught using teacher strategy was displayed in table 3. table 3. result analysis of significant improvement using paired sample test paired samples test paired differences t df sig. (2-tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pai r 1 score – data 33,9714 3 8,08465 ,96630 32,0437 1 35,8991 4 35,15 6 69 ,000 measuring significant difference on students’ descriptive writing achievement taught using please and teacher strategies from the analysis of significant difference on students' descriptive writing achievement taught using please and teacher strategy using independent-sample test, it was found that the p-output (0.013) greater than the significance level at 0,05. from that score, it can be assumed that there is no significant difference on students' descriptive writing achievement taught using please and teacher strategies, in other words, it can be stated that significant difference between teaching descriptive writing taught using please and teacher strategies was not found. the result analysis of significant difference on students’ descriptive writing achievement taught using please and teacher strategy was displayed in table 4. table 4. result analysis of significant difference using independent sample test independent samples test levene's test for equality of variances t-test for equality of means issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 71 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 6,556 ,013 -18,559 70 ,000 -35,11111 1,89187 -38,88434 -31,33789 equal variances not assumed -18,559 60,851 ,000 -35,11111 1,89187 -38,89434 -31,32789 measuring significant difference on students’ descriptive writing achievement in very good and fair categories taught using please strategy from the analysis of significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test, it was found that the p-output (0.286) greater than the significance level at 0.05. from that score, it can be assumed that there is no significant difference on students' descriptive writing achievement in very good and poor categories. or in other words, it can be stated that there is no difference between the teaching of descriptive writing using please strategy in both categories (very good and fair). the result analysis of significant difference on students’ descriptive writing achievement in very good and fair categories taught using please strategy was displayed in table 5. table 5. result analysis of significant difference using independent samples test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1,176 ,286 6,162 34 ,000 9,12381 1,48060 6,11487 12,13275 equal variances not assumed 5,910 25,447 ,000 9,12381 1,54389 5,94695 12,30067 measuring signficant influence on language learning strategy towards students’ descriptive writing achievement in very good and fair categories taught using please strategy from the result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova, it was found that the p-output (0.000) smaller than the significance level at 0,05. from that result, it can be assumed that significant influence on language learning strategy towards students' descriptive writing achievement in very good and fair categories taught using please strategy was found. the result analysis of significant influence on language learning strategy towards students’ descriptive writing achievement in very good and fair categories taught using please strategy was displayed in table 6. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 72 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 6. result analysis of significant influence using one-way anova anova score sum of squares df mean square f sig. between groups 88439,065 2 44219,532 4624,903 ,000 within groups 659,721 69 9,561 total 89098,786 71 measuring significant influence on language learning strategy towards students’ descriptive writing achievement taught using please strategy from the result analysis of the influence on language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova, it was found that the p-output (0.115) greater than the level of significance level at 0.05. from that score, it can be assumed that significant influence on language learning strategy towards students' descriptive writing achievement taught using please strategy was not found. the result analysis of significant influence on language learning strategy towards students’ descriptive writing achievement taught using please strategy was displayed in table 7. table 7. result analysis of significant influence using one-way anova anova ss_scores sum of squares df mean square f sig. between groups 1,855 5 ,371 1,955 ,115 within groups 5,695 30 ,190 total 7,550 35 measuring the interaction effects of language learning strategies towards students’ descriptive writing achievement taught using please and teacher strategies from the result analysis of interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova, it showed that the p-output (0,430) is bigger than the significance level at 0,05. from the score, it can be assumed that there is no interaction effect between language learning strategy towards students' descriptive writing achievement taught using please and teacher strategies. the result analysis of interaction effect of language learning strategy towards students’ descriptive writing achievement taught using please and teacher strategy was displayed in table 8. table 8. result analysis of interaction effect using two-ways anova tests of between-subjects effects dependent variable: ss_scores source type iii sum of squares df mean square f sig. corrected model 2,465 a 11 ,224 1,517 ,149 intercept 715,067 1 715,067 4839,655 ,000 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 73 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lls 1,618 5 ,324 2,190 ,067 writingstrategies ,001 1 ,001 ,008 ,931 lls * writingstrategies ,733 5 ,147 ,992 ,430 error 8,865 60 ,148 total 956,730 72 corrected total 11,330 71 a. r squared = ,218 (adjusted r squared = ,074) conclusion from the findings above, some conclusions can be drawn as follows. first, the result analysis of measuring significant improvement on students’ descriptive writing taught using please strategy using paired-sample test showed that a significant improvement on students' descriptive writing achievement before and after being taught using please strategy was found. it can be concluded that alternative hypothesis is accepted and null hyopthesis is rejected. second, the result analysis of measuring significant improvement on students' descriptive writing achievement in poor category taught by teacher strategy using paired-sample test was found. therefore, it can be concluded that alternative hypothesis is accepted and null hypothesis is rejected. third, the analysis of measuring significant difference on students' descriptive writing achievement taught using please and teacher strategy using independent-sample test was not found. this means that alternative hypothesis is rejected and null hypothesis is accepted. fourth, the next analysis of measuring significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test was not found. this result suggests that alternative hypothesis is rejected and null hypothesis is accepted. fifth, the result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova was found. therefore, the alternative hypothesis is accepted and null hypothesis is rejected. sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova was not found. so, it can be concluded that alternative hypothesis is rejected and null hypothesis is accepted. and the last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova was not found. thus, it can be concluded that alternative hypothesis is rejected and null hypothesis is accepted. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. https://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi akincilar, v. (2010). the effect of “please” strategy training through the self-regulated strategy development (srsd) model on fifth grade efl students’ descriptive writing: strategy training on planning. midle east technical university. retrived from http://etd.lib.metu.edu.tr/upload/3/12611947/index.pdf on friday. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta, indonesia: pt rineka cipta. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. basrowi & soenyono. (2007). metode analisis data sosial. kediri, indonesia: cv. jenggala pustaka utama. brown, h. d. (2000). principles of language learning and teaching. englewood cliffs, nj: prentice hall. brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy. new york, ny: routledge. clark, s.k (2007). writing strategies for science. huntington beach, ca: shell education. fraenkel, j. r., & wallen, n. e. (1990). how to design and evaluate research in education. san fransisco, ca: mc. graw hill. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw hill companies. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. harmer, j. (2004). the practice of english language teaching (rev.ed). london, uk: longman. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hughes, a. (1989). testing language teachers. london, uk: cambridge university press. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. ou-chun, o. (2011). influence of english proficiency on postgraduate students’ use of language learning strategies. sino-us english teaching, 8(12), 766-772. oxford, r. l. (1990). language learning strategies: what every teacher should know. new york, ny: newbury house publishers. oxford, r. l. (2003). language learning strategies: what every teacher should know. new york, ny: newbury house publishers. o’malley, j. m., &chamot, a. u. (1995). learning strategies in second language acquisition. new york, ny: cambridge university press. putra, h., & marzulina, l. (2015). teaching reading comprehension by using content-based instruction (cbi) method to the second year learners at mts al-furqon prabumulih. http://dx.doi.org/10.17985/ijare.45901 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592. richard, j. c., & renandya , w. a. ( 2002). meethodology in language teaching. new york, ny : cambridge university press. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592. sugiyono. (2010). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung, indonesia: alfabeta. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 40 teaching descriptive reading by using survey, question, read, write and (sqrw) strategy to the tenth grade students of sma muhammadiyah 1 palembang marlen rahmawati uin raden fatah palembang marlen.rahmawati@yahoo.com abstract the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the tenth grade students‟ reading comprehension scores of sma muhammadiyah 1 palembang by using sqrw strategy and to find out whether or not there is a significant difference on the tenth grade students‟ reading comprehension scores of sma muhammadiyah 1 palembang between the students who are taught by using sqrw strategy and those who are not. this study used quasi-experimental design using nonequivalent pretest-posttest design. there were 68 students from class x mipa 4 and x mipa 6 chosen as the sample. in collecting the data, test was used. the test was given twice to experimental and control groups, for pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in spss 18 program. the findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05, and t-value 11.294 was higher than t-table (34-1) with df=33 (2.034). the result of p-output from independent sample t-test was 0.003 which was lower that 0.05 and the t-value 3.104 was higher than t-table (68-2) with df=66 (1.996). therefore it could be stated that teaching reading descriptive text by using sqrw strategy had significant improvement and showed significant difference on the students‟ reading comprehension scores. keywords: sqrw strategy, reading comprehension, descriptive reading introduction many experts believe that language is the core of communication. the language mechanism causes human beings to exchange their idea at all of shape that led to develop whole aspects of life. richards and schmdt (2010, p. 311), language is the system of human communication which consists of the structured, arrangement of sounds (or their written representation) into larger units. therefore, language is very important means of communication among humans. furthermore, the use of language is very effective as an individual needs to communicate with others both by written and spoken. crystal (2003, p. 1), english is the global language. this reality encourages many countries to put english into formal school curriculum that will be taught from mailto:marlen.rahmawati@yahoo.com 41 elementary school up to university level, especially in indonesia. in other words, english plays very important role almost in every aspects of life, especially in term of education. it becomes one of compulsory subjects which determine the students can continue their education to the higher level or not. it can be proven by national examination. based on kemendikbud (2013, p. 13-15), english has been compulsory subject which is learned from junior high school to university that it is classified into one of the most important subjects to both junior high school (smp/mts) and senior high school (sma/ma/smk/mak). the objective of teaching and learning english is to bring up students to have better understanding in using the language itself. in learning english, there are basic skills which are very important to be mastered. brown (2000, p. 232), english has “four skills”listening, speaking, reading and writing as of paramount importance. each language skills must be corelated to each other. thus, it is perfectly appropriate to identify language performance. the human race has fashioned two forms of productive performance, oral and written, and two forms of receptive performance, auditory and reading. one of the paramount language skill is reading. mcnamara (2007, p. xi), reading can be challenging, particularly when the material is unfamiliar, technical or complex. moreover, anderson (2003, p. 2), reading is an essential skill for learners of english. it means that reading is a crucial skill to be mastered in learning english. based on the explanation above, it can be concluded that reading plays very important role for the process to achieve a proficiency in english. therefore, the students must have ability in reading comprehension. based on the curriculum of 2013, there are several types of reading text have to be comprehended, especially in the tenth grade, they are descriptive, recount and narrative. the descriptive text is chosen because it has been set as a competence standard that must be taught to the tenth grade students as the demand of curriculum 2013. after conducting a small test to the tenth grade students of sma muhammadiyah 1 palembang, the researcher found that the averages score of students reading comprehension in descriptive text was lower than narrative and recount. it was proved that out from 68 students there were only 30 students can reach kkm level (≤ 75). therefore, the researcher assumed that the students had difficulties in learning descriptive text. for this reason the researcher will focused on the study in descriptive reading text. 42 after conducted a small test, the lack of understanding reading passage is one of the factors causing not good enough reading descriptive score to the tenth grade students at sma muhammadiyah 1 palembang. to solve the problems, teachers should have an innovative strategy that can be applied to motivate students to „‟be more interested in reading. the researcher intended to apply certain strategy in teaching reading at sma muhammadiyah 1 palembang. one of the strategies that can be used by a teacher of english is sqrw strategy. sqrw (surveying, questioning, reading and writing) is a reading strategy which is done among pre-reading, whilereading and post-reading activity. it test students comprehension skill in a reading passage related to the specific information intended. according to mayer and strengman (2002, p. 20), sqrw is a strategy used for reading and taking notes from textbook. it focuses on the steps that supposed to develop students reading descriptive in detail. the sqrw strategy can help student easier in analyzing descriptive text since identification and description are the generic structure of descriptive text. it supported by mayer and strangman who state that using sqrw will help the students to understand what they read and to prepare a written record of what they learned. based on those facts, doing the research entitled “teaching descriptive reading by using sqrw strategy to the tenth grade students of sma muhammadiyah 1 palembang” seemed interesting, therefore the study was conducted. literature review a. concept of reading as a receptive skill, reading involves highly complex thinking processes. alyousef (2005, p.144) states that reading can be seen as an “interactive” process between a reader and a text which leads to automaticity or (reading fluency). reading involves recognizing and comprehending words and sentence patterns (cohen et al., 2007, p. 161). it means that comprehension is the important role to recognize the words and sentence pattern in order to get the interpretation well. wooley (2011, p. 15) adds reading comprehension is process of making meaning from text. the goal, therefore, is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. the readers require comprehension to be an active constructor of meaning. 43 the concept of reading has ever been explained in the holy qur‟an as stated in surah (al-„alaq 1-5): “read the name of god that creating. creating humans are from clodblood. read, god is honor that had preached us. god preached human to read some lesson that they don’t know yet”. based on those verses, the words “read” are repeated in the imperative forms to emphasize that as people want to explore any knowledge they need to read, because reading is an essential tool for lifelong learning for all learners. moreover reading has enormous benefits for people because it contains a lot of good reading for them. even reading a single word can give kindness. a lot of words are better, such as a paragraph. it makes readers become good readers and gives a lot of information for them. the people demanded to enrich knowledge through reading, in order to broaden insight and get much information. maharaj (2008, p. 11) assumes that there are five components of teaching reading. they are phonemic awareness, word recognition, comprehension, vocabulary and fluency. first, phonemic awareness is the ability to notice, think about, and work with individual sounds in spoken words (maharaj, 2008, p. 11). second, word recognition refers to the skills that reader needs in order to read unknown words. according to alyousef (2005 p.151) word recognition is an essential component in the mastery of reading. third, comprehension means understanding and interpreting what reader read. fourth, vocabulary is wide range of words from the context of the text understand, and the last is fluency in reading is the ability to read the text smoothly, accurately and with understanding, fluency is the key indicator of comprehension (maharaj, 2008, p. 17). the teacher is supposed to follow the principle in teaching reading in order to achieve the purpose teaching learning process. harmer (2003, p. 70) states that teaching reading consists of three principles such as; (1) reading is not a passive skill, (2) students need to be engaged with what they are reading, and (3) students should be encouraged to respond to the content of a reading text, not just to the language. it means that the teacher and students have strong relationship in teaching reading process. based on the explanation above, it can be concluded that in teaching reading, appropriate and possible principle strategies should be applied based on the purpose of reading in order to get the comprehension. 44 b. the concept of descriptive text according to kane (2000, p. 352), description is about sensory experience— how something looks, sounds, tastes. mostly it is about visual experience, but description also deals with other kinds of perception. related with kane‟s opinion descriptive text is a text which tell experience connect with the sense, such a visual, feeling, smell and others. in addition, darjis, et. al. (2013, p. 232) define descriptive text is used to create a vivid impression of person, place, object, or event. such as describe a special place and explain why it is special, describe the most of important person in your life, describe the animal habitat in your report. the purpose of descriptive text is to admire something, to introduce, criticize or promote something. according to doddy, et. al. (2008, p. 117), the structure of descriptive text is divided into two parts; identification and description. the identification part is the part where writers of descriptive text identifies phenomenon to be described. the description part describes parts, qualities, and characteristics. description text focuses on specific participants. it normally uses simple present tense. c. the concept of sqrw strategy there are some steps of sqrw strategy, according to strichart and mangrum (2002, p. 20), the procedures of sqrw strategy are: 1. survey: the first step, before starting the reading a chapter should be surveying that the chapter such as title, introduction, headings and summary or conclusion at the end of the chapter. and also survey if also any picture, graphs, maps, or tables in the chapter and caption. the purpose of surveying the chapter is to quickly learn what the chapter is about before reading it in its entirety. brown (2000, p. 315) also states that survey the text of an overview of main ideas is one effective series for approaching a reading text. in addition by nicoleta state that “surveying will make the reader feel comfortable and familiarize with the text (2008, p.61). 2. question: the second steps, the reader should formulate questions. ask questions about title, headings and subheadings by changing them into question-forming words such wh questions, i.e. question that start with who, what, why where, when and how (strichart, et. al,. 1998, p. 19). according to eggen and kauchak (2009, p. 172), basic principles in the whole effective teaching strategy is create some questions or questioning related with the study contentment in the class. in 45 addition according to scarino and liddicoat (2009, p. 42), questioning is a central part of developing interactive language in the classroom. students‟ questions tend to be less frequent and are often restricted to clarification or confirmation functions. therefore, questioning is one of the effective teaching strategy can be apply in any subjects. in addition, the experts also states that by creating questions also help the student force to create studentcentered learning environment and oversee a goal-focused activity. 3. read: in this step, the students find the answers of the questions. they need to read the information that follows each paragraph to find the answer to each question they formed. as the students do this, they may decide they need to change a question or turn it into several questions to be answered. they need to stay focused and flexible so they can gather as much information as they need to answer each question. nicolate states that the reader should read attentively. concentrate on what readers are reading, and then read the information that comes after each heading. next, try to find answers to the question you asked. finally, if necessary, change your questions or add other questions. 4. write. it is final step in the sqrw reading strategy for reading textbooks is write. make sure to write each of the questions you form along with its answer in a notebook. after written down each question as well as the answer to each question review each question again to make sure you have completely answered each question. method of study a. research method in this research, quantitative research design based on experimental methods was used. experimental research is the most conclusive of scientific methods, because the researcher actually establishes different treatments and then studies their effects, results from this type of research are likely to lead to the most clear-cut interpretations (fraenkel, et. al., 2012, p. 11). this study used quasi-experimental designs or the design that manipulates the independent variable to observe the effect on dependent variable and the type used was pretest-posttest non-equivalent group design. cohen, et. al. (2007, p. 283) formulate pretest-posttest non-equivalent group design as follows: 46 diagram key: o1 = pretest for experimental group design x = treatments (sqrw strategy) o2 = posttest for experimental group design o3 = pretest for control group design o4 = posttest for control group design -- = dashed line (non random) b. variables of research variable is a characteristic or attribute of an individual or an organization that (a) researchers can measure or observe and (b) varies among individuals or organizations studied creswell (2012, p. 112). there are two kinds of variables; independent and dependent variable. according to marczyk, et. al. (2005, p. 42), independent variable is the factor that is manipulated or controlled by the researcher. creswell also mentions that dependent variable is an attribute or characteristic that is dependent on or influenced by the independent variable (creswell, 2012, p. 115). in this research, the independent variable is sqrw strategy and dependent variable is student descriptive reading achievement. c. population and sample the term of population is whole number of research objects which is going to be investigated in a research study (creswell, 2012, p. 29). the population of this research is the tenth grade students of sma muhammadiyah 1 palembang. the total of population is 497 students consist of fourteen classes. a sample in a research study is the group on which information is obtained (fraenkel, et. al., 2012, p. 106). this research needed two classes as a sample to collect the data. one was for experimental group and another class was for control group. in this study the researcher used non random sampling type of convenience sampling. fraenkel, et. al. (2012, p. 99) state that a convenience sampling is a group of individuals who (conveniently) are available for study. then, the researcher o1 x o2 experiment group o3 o4 control group 47 determined the class of sample by using teacher recommendation. the teacher recommended to take x mipa 4 class and xmipa 6 class as sample. the number of students of xmipa 4 class was 34 students and x ipa 6 class was 34 students. so, the total number of sample was 68 students. then, the sample was divided into two groups, xmipa 4 class as the experimental group and xmipa 6 class as the control group. d. techniques for collecting data in collecting the data, the test was used; test is method of measuring a person‟s ability, knowledge, and performance in a given domain. in this study, there were two kinds of test that were given to the students. the purpose of giving test is to know the situation, knowledge, ability and performance of the students. they were pre-test and post-test. the pre-test was given before doing the treatment to the experimental and control groups. pre-test was given to find out the students ability in responding the conducted before the treatment was given. post-test was given at the end of treatment to the experimental and control groups. post-test was given to find out the students ability in responding the conducted after the treatment was given. e. validity and reliability of the research e.1 validity test the analysis is done to the instrument of the research before used in pretest and posttest activity. the researcher did construct validity of the test to judge or measure whether or not a test instrument well to measure student ability. the format of the instrument test was measured by three validators before doing tryout. fraenkel et al. (2012, p.150) assumes that a common way is to have someone look at the content and format of the instrument and judge whether or not is appropriate. the “someone” of course, should be an individual who knows enough about what is to be measured the format of the instrument test. the validators measured including such things as the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the tenth grade students. 48 validity of each question item test is used to indicate whether the test items of each question are valid or not. to find out the validity of each question item by analyzed the items of the test by doing try-out. to know whether the instruments of each questions valid or not, the score of significance (r-output) should be compared with the score of r-table product moment. in this case pearson product moment in spss 18.0 was used. to find out the validity of the test each question items, the researcher analyzed the items of the tests by doing try-out. the try-out of the test was carried out on friday, 03 rd of june 2016 at 09.50-10.20 a.m. the instrument of the test was tested to 33 students (x.2) of the tenth grade students at sma nurul iman palembang. there were 60 multiple choice items that were given to the students. the result analysis of validity in each question items in the table, it was found that there were 18 questions considered invalid since the score of significant (routput) were lower than 0, 344 and 42 questions item are considered valid, since the score of significant were higher than (rtable) 0, 344. the last kind of measuring validity is content validity, to know if the content of the test item given are appropriate, the test material to the curriculum was checked. the validity of the content can be done by comparing the contents of the instrument with the subject matter that has been taught, (sugiyono, 2012, p. 177). in order to judge whether or not the test has content validity, a specification of the skill or structures were made based on the curriculum and syllabus. validity of each question item was identified by number and the correct option indicated. the group of the students taking the test was divided in tryout to the basis of students‟ score on the test. the researcher did tryout to find validity of question items. the tryout of the test was held on tuesday, 4 th of august 2015 at 12.40 p.m14.00 p.m. the instruments of the test were tested to 37 students (viii. 4) to the eighth grade students of smp nurul iman palembang. if the result of the test shows that rcount is higher than rtabel (0,325), it means that the item is valid. it was found that there were 42 test items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher that 0,325. the result indicated that 18 items were invalid and 42 items were valid. e.2 reliability test to know the reliability of the test used in this study, calculated the using spearman brown formula prophecy formula found in spss program version 18.0 was 49 used to calculate students‟ scores. the scores of reliability were obtained from tryout analysis which. the school where the tryout analysis is different from the school where the research study will be done. in this part, split half test method was used to obtain the scores of tryout analysis. to measure the reliability test using split half method, the result shows that poutput of gutman split half coefficient was 0,881 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be concluded that reading test was reliable for this study. f. techniques for analyzing data before analyzing the data, distribution of the data will use to see distribution of frequency data and descriptive statistics. in distributions of frequency data, the students‟ score frequency, percentage will be achieved. the distributions of frequency data are obtained from students‟ pretest score in control group, students‟ posttest score in control group, the students‟ pretest score in experimental group, and students‟ posttest score in experimental group. meanwhile, in descriptive statistics, number of sample, the score of minimal, maximal, mean, standard deviation, and standard error of mean are obtained. descriptive statistics are obtained from students‟ pretest and posttest scores in control and experimental groups. in prerequisite analysis, there were two analyses to be done. they were normality test and homogeneity test were analyzed. the function of normality test is to know whether the sample is normal or not. in this study to know the normality of the sample was used one sample kolmogronov-smrinov in using spss 18. the data are obtained from students‟ pre-test and post-test scores in control group, pre-test and post-test scores in experimental group. the researcher used 1-sample kolmogorovsmirnov test to analyze the normality. the result showed that the pretest in control and experimental groups were 0.680 and 0.911 and posttest in control and experimental groups were 0.495 and 0.771. it can be concluded that the data were considered normal since they are higher than 0.05. meanwhile, the function of homogeneity test is to determine the students‟ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 18. the homogeneity test to measure students‟ pretest and posttest score in control and experimental group in analyzing the homogeneity, the researcher used levene statistic. the result showed that the pretest scores was 1.192 and posttest 50 scores 2.856 it can be concluded that the data was homogeneous since the score was higher than 0.05. a significant improvement is found from testing students‟ pretest to posttest scores in experimental group, and a significant different is found from testing students‟ posttest to posttest score in control and experimental group using paired sample t-test, and a significant different is found from testing student‟s posttest to posttest score and significant difference on students‟ reading comprehension score taught by using sqrw strategy and strategy that usually used by teacher at sma muhammadiyah 1 palembang. it was found that the p-output is 0.000 with df=33 (2.034), and t-value=11.294. it can be stated that there is a significant improvement from students‟ prettest to posttest score in experimental and control group taught by using sqrw strategy since output is lower than 0.05 and t-value was higher than ttable(34-1) df=33 (2.034). it can be stated that the null hypothesis (ho) is rejected, and alternative hypothesis (ha) is accepted. and it was found that there was significant difference on students‟ reading comprehension score before taught by using sqrw strategy since the p-output was higher than 0.05 and t-value was lower that t-table(68-2)=df 66=1.996). therefore, it was concluded that the null hypothesis (ho) was accepted, and the alternative hypothesis (ha) was rejected. conclusions based on the findings and interpretations presented in the previous chapter, it can be drawn two conclusions. first, based on the result of prettest to posttest, sqrw strategy significantly improves students‟ reading comprehension achievement to the tenth grade students of sma muhammadiyah 1 palembang. second, there was a significant difference on students‟ reading comprehension score who were taught by using sqrw strategy and those who were taught by using strategy that usually used by the teacher of english at sma muhammadiyah 1 palembang. therefore, it can be inferred that teaching reading comprehension taught sqrw strategy can be considered as one of the alternative strategy to be used in teaching english, especially to the efl students. 51 references alyousef, h. s. (2005). teaching reading compreension to esl/efl learners. the reading matrix.5(2), 143-145. retrieved from http://www. reading matrix.com. anderson, j. n. (2003). scrolling, clicking, and reading english: online reading strategies in a second/foreign language. the reading matrix,3(3), 1-33. retrieved from http://www.reading matrix.com. brown, h. d. (2000). principles of language learning and teaching. white plains, ny: addison wesley longman, inc. coe, r., aloisi, c., higgins, s., & major, l. e. (2014). what makes great teaching: review of underpinning research. washington, wa: centre for evaluating and monitoring, durham university, the sutton trust. cohen, l., lawrence, m.,&keith, m. (2007).research method in education (6th ed.). new york, ny: routledge. creswell, j. w. )2012(.educational research: planning, conducting, and evaluating quantitative and qualitative research (4thed.). boston, ma: pearson education, inc. crystal, d. (2003). english as a global language (2nd ed.). new york, ny: cambridge university press. dardjis,d., fanany,s &anwar, a. (2013). english sma/ma grade x. jakarta, indonesia: pt.bumi askara. dody, a.,sugeng, a., & effendi.(2008). developing englishcompetenciesfor senior high school sma/ma., jakarta, indonesia: pusat perbukuan departemen pendidikan nasional. fraenkel, j. r., wallen, n. e., & hyun, h. h.(2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw-hill. greer, r. d. (2002). designing teaching strategies: an applied behavior analysis systems approach. florida, fl: academic press. harmer, j. (2003). the practice of english language teaching (4th ed.). cambridge, uk: longman. harmer, j. (2007).how to teach english, new edition. cambridge, uk: longman. kane, t. s. (2000). the oxford: essential guide to writing. new york, ny: berkley publishing group. mayer & strangman. (2002). teaching study skills and strategies to students with learning disabilities, attention deficit disorders, or special needs (3 rd. ed.). boston, ma: allyn& bacon, inc. maharaj, c. (2008). teaching reading in the early grades: a teacher handbook. pretoria, sa: department of education. marczyk, geoffrey.,dematteo, d., &festinger, d. (2005). essentials of research design and methodology. new jersey, nj: john wiley & sons, inc. mcnamara, d. s. (2007).reading comprehension strategies theories, interventions and technologies. london, uk: laurence erlbaum associates, inc. richard, j.c., & schmidt, r. (2010).dictionary of language teaching and applied linguistics (4th ed.). harlow,uk: pearson education, ltd. scarino, a., & liddicoat, a. j. (2009). teaching and learning language. carlton south, au: geon impact ltd. stichart, s.s., &mangrum, c. t. (2002).teaching study skills and strategies to students with learning disabilities, attention deficit disorders, or special needs (3 rd. ed.). boston, ma: allyn& bacon, inc. http://www/ http://www.reading/ 125 improving the eleventh grade students’ speaking achievement through whole brain teaching method at smk farmasi bina medika palembang dini aulia dwintan uin raden fatah palembang dini_dwintan@yahoo.com abstract: the objectives of this study were to find out: (1) whether or not there was a significant improvement in speaking achievement between before and after the students were taught by using whole brain teaching method, and (2) whether or not there was a significant difference on speaking achievement between the students who were taught by whole brain teaching method and those who were not. the sample of this study was 58 eleventh grade students of smk farmasi bina medika palembang, which were divided into control and experimental groups, and each group has 29 students. the technique of selecting the sample was convenience sampling. to collect the data, each group was given a pretest and a post test. the data analyses used paired sample and independent sample t-test. the results of this study showed that (1) that the p-output (sig. 2 tailed) was 0.000 and t-obtained was 14.376 at the significance level at 0.05 in two tailed testing with df=28. it means that there was significant improvement in students’ speaking achievement after the students were taught by using whole brain teaching method, and (2) the t-obtained was 3.387 and p-output was 0.01 at the significance level 0.05 in two tailed testing with df=56. it means that there was significant difference in students’ speaking achievement between who were taught by using whole brain teaching method and those who were. in conclusion, teaching speaking through whole brain teaching can improve students’ speaking achievement. keywords: improving, speaking achievement, whole brain teaching method. introduction communication related to oral and speaking skill is a productive skill in the oral mode. speaking is used when someone wants to communicate with others through message orally. hughes (2006, p. 144) comments that speaking is the first mode in which children acquire language, it is part of the daily involvement of most people with language activities, and it is the prime motor of language change. it also provides our main data for understanding bilingualism and language contact. speaking is one way to communicate which ideas and thought delivered through message orally. to enable students to communicate, we need to apply the language in real communication. according to rickheit and hans (2008, p. 207), speaking is speech or utterances with the purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intentions. speaking is one of the most important parts in communication. the speaker should communicate in order to transfer the message to the listener. brown (2004, p. 140) defines speaking as a productive skill that can be directly and empirically observed, those mailto:dini_dwintan@yahoo.com 126 observations are invariably colored by the accuracy and effectiveness of a test-taker’s listening skill, which necessarily compromises the reliability and validity of an oral production test. from those statements above, it can be concluded that speaking is an utterance involving people with language activities to enable the speaker to communicate in order to tell the speaker’s intentions. the use of english is very needed for the students who are studying in vocational high school so that the students can compete in international level. vogt and kantelinen (2012, p. 62) suggest that an increasingly international working life means that the need for foreign languages, and english in particular, is clear both for vocational and academic students. the goal of vocational high school is to help students to master the particular skills for their specific working fields and enable them to join the employment market after graduated. many graduates of vocational expected to plunge into the world of work or even create their own jobs. in order to compete in globalization era, english is used to communicate with people from different countries, while communication places great emphasis on the speaking capacity. in addition, many jobs require ability in english both passive or active. having a good english especially for communication becomes a necessary requirement. in this case, it needs to be trained in order to have good english especially in speaking skill. then, there should be a special course for them to improve their english. teaching english for the students of vocational high school is focus on using english for communication. the approach and method are specially formulated to meet the students need. also, the goal and objectives are set up to achieve the language competence. english skills especially speaking is useful for students in pharmacy because there are so many terms in health and drugs using english. the students need it to serve the english language needs of professionals studying and practicing pharmacy. diaz (2009, p. 2) states that knowing vocabulary words in pharmacy is very important to communicate with professors, fellow students, patients, and co-workers. in pharmacy, lack of good communication skills can lead to misspellings of words and drug names, medication errors, and much more. for pharmacy students, pharmacy technicians, and practicing pharmacists whose first or best language is not english, assessing patients, counseling patients, and documenting subjective information from patients who sometimes use idiomatic expressions can be challenging. assessing, counseling, and documenting require a good command of spoken and written language and acceptable 127 pronunciation and listening comprehension skills, as well as a solid knowledge of pharmacy. however, speaking is not an easy skill to be mastered because it needs vocabularies, grammar, and a lot of practice. zhang (2009, p. 91) argues that speaking remains the most difficult skill to master for the majority of english learners, and they are still incompetent in communicating orally in english. the most difficult aspect of spoken english is that it is always accomplished via interaction with at least one other speaker and this is one reason why many learners were shocked and disappointed when learners used their second or foreign language for the first time in real interaction: they had not been prepared for spontaneous communication and could not cope with all of its simultaneous demands (segura and junio, 2011, p. 21). in addition, rabab’ah (2005, p. 192) points out that there are many factors that cause difficulties in speaking english among efl learners. for example, many learners lack the necessary vocabulary to get their meaning across, and consequently, they cannot keep the interaction going. inadequate strategic competence and communication competence can be another reason as well for not being able to keep the interaction going. as a foreign language in indonesia, many factors that make students have difficulties in speaking english. for example the psychological factors from the students, as stated by haidara (2014, p. 518), students who had learned english for many years are still confronting some barriers in their english speaking performance, that came to prove the researcher’s assumption in the firstplace. most of the problems they were complaining were; being anxious, being nervous, being worried of making mistakes, feeling shy, and feeling frustrated while performing in english speaking. based on the preliminary research, the researcher has been experienced taught the tenth grade students in smk farmasi bina medika palembang for one semester. the researcher found that the students’ ability of speaking skill in smk farmasi bina medika was still lack. the students sometimes get confused when they hear the teacher speaks in english. most of the students also can not answer what has been asked by the teacher in english. the students have difficulties to speak up because it was hard for them to express about what they want to say in english and they were not confident enough with their speaking ability. from 20 students, only 20% who got score above the standard score (77) while others got score below 77 in english subject. the students were not accustomed to speak in english in their daily life, they could speak 2 or 3 words and simple sentences in english but tend to combine it with their mother tongue. it can be 128 concluded that the students’ speaking achievement was lack, it can be seen from the students’ scores. the students’ speaking achievement was still low based on the researcher’s observation. because of the researcher nature of the world of education, the whole brain teaching method (wbt) method emerged as an alternative to instruction. this method proposed by biffle (2010) engages students throughout the whole learning process by activating both brain hemispheres. the author continues to say that wbt method draws on theories and methods (such as total physical response, cooperative learning, and behaviorism), in order to create a method in which both hemispheres can work simultaneously when the essential principles of wbt method -class-class, teach-ok, mirror, hands and eyes, and scoreboardare applied in the classroom, taking into account the use of imagination and fun. wbt method uses visualization and dramatization in order to develop comprehension. this method is relatively new; and it has been tested in mathematics, social studies, arts, dentistry, and also in kindergarten. the theories, methods and techniques that support wbt method have been implemented at some point in an isolated way, but wbt method combined them in order to have a successful method to teach young learners, adolescents and adults (helena, diana, and mila, 2012, p. 10). it is supported by biffle (2009, p. 1) who expressed that wbt is one of the fastest growing, education reform movements in america. it rests upon the principle that teachers at every level share the same difficulties: students lack discipline, background knowledge and fundamental problem solving skills. from kindergarten to college, teachers face students who have difficulty with reading and writing. wbt method injects fun back into the classroom for both teacher and students. the research problems in this study are: 1) is there any significant improvement on the eleventh grade students’ speaking achievement who are taught by using wbt method at smk farmasi bina medika palembang? 2) is there any significant difference on the eleventh grade students’ speaking achievement between those who are taught by using wbt method and those who are not at smk farmasi bina medika palembang? 129 literature review the islamic concept of teaching speaking the importance of education has been emphasized repeatedly in the qur’an, which is the ultimate source of guidance for muslims. to seek knowledge is a sacred duty; it is obligatory on every muslim, male and female. the five verses that were first revealed are associated with teaching and learning (qs. al-'alaq: 1-5): acquiring knowledge is obligatory on every muslim, the knowledge of truth and wisdom. knowledge can be broadly divided into two types, one is the knowledge of religion, and second is the knowledge required by community. it is the duty of every parent that should educate their children with the proper knowledge of both the types. such as in religious knowledge which comes at first is tawheed, offering salah, reading holy book, fasting etc, how to speak to others. learn how to speak to others is an encouragement to speak what is good and beneficial; at the same time, it is a warning, cautioning us to be careful in what we say, lest we say something that is harmful or false. it is part of a muslim's faith to speak the truth and to say things that bring about benefit to others. allah says (qs. al-ahzab: 7071): 130 the elements of speaking according to heaton, 1990, p. 70-71), either four of five components are generally recognized in analyzing the speech process: 1) pronounciation; 2) grammar; 3) vocabulary; 4) fluency; 5) comprehension. types of speaking performances brown (2004, p. 140) describes six categories of speaking skill area. those six categories are as follows: 1) imitative; 2) intensive; 3) responsive; 4) interpersonal (dialogue); 5) extensive (monologue). classroom speaking activities teaching speaking should be taught through attractive and communicative activities. there are many types of classroom speaking activities. harmer (2001, p. 348352) states six classroom speaking activities. they are acting from scripts, communication games, discussion, prepared talks, questionnaires, simulation, and role play. the concept of whole brain teaching method chris biffle established whole brain teaching (wbt) in 1999 after 25 years ofexperience in the classroom (biffle, 2010). wbt method is composed of seven core teaching techniques referred to as the big seven. the director of wbt method claim that teacher use of the techniques improve student academic achievement and self-efficacy (biffle, 2010), he asserts that “whole brain teaching (wbt) method is a set of strategies that combines the best attributes of direct instruction and cooperative learning to create an engaging classroom environment for students and an enjoyable workday for teachers (2010, p. 230-231). the advantages of whole brain teaching method according to battle, he convinced that wbt method is a method designed toward maximizing student engagement, and focusing on the way the brain is really designed to learn. it is an integrated method combining effective classroom management and pedagogically sound approaches to student engagement that are effective with a wide range of student learning populations. whole brain teaching is considered a best practice, because this method of teaching seeks to empower students as learners. 131 the teaching procedures of whole brain teaching there are some wbt procedures contained several techniques used in teaching and learning process which called as big seven; 1) class-yes (attention grabber); 2) 5 classroom rules (follow directions quickly, raise your hand for permission to speak, raise your hand for permission to leave your seat, make smart choices, keep your dear teacher happy); 3) teach-okay (peer teaching 1); 4) the scoreboard (teacher’s motivation); 5) mirror (follow the teacher’s gesture); 6) hands and eyes (students’ behaviour toward the teacher); 7) switch (peer teaching 2). research methodology in this study, the researcher used quasi-experimental design. in this design, a popular approach to quasi-experiments, both group were selected without random assignment. the experimental group was given treatment by using wbt method, but the control group was not. creswell (2012, p. 630) defines quasi experimental design can be diagrammed as shown below; eg o1 x o2 cg o3 ------ o4 this research applied 12 meetings including the pretest and posttest. after the treatment, the researcher gave the posttest which was exactly the same as the pretest. in this research there are two variables, independent variable (x) and dependent variable (y). the independent variable is whole brain teaching method (x) and dependent variable is the students’ speaking achievement (y). population and sample population is all of investigated subject. “population is a group of individuals who have the same characteristics.” (cresswell, 2012, p. 142). the population of this study is 89 students, they are eleventh grade students of smk farmasi bina medika palembang in the academic year of 2016/2017. in this study, the researcher took two classes as a sample to collect the data by using convenience sampling method. eleventh grade students were chosen because it is willing and available to be studied. based on the consultation that has been done by the researcherin the preliminary study in smk farmasi bina medika palembang, the english 132 teacher recommended two classes, xi a & xi b which consist of 29 students for each class. the experimental group was chosen from the class which has the low mean score from the pretest, while another class with higher mean score from the experimental group became the control group. content validity in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the researcher devised a topic in accordance with the objectives of the test that was to measure students’ speaking achievement. in the test of specification, it includes: objective, indicator, item and number of item. it was formulated based on the syllabus for eleventh grade students. the result showed that the topic is appropriate for the test. construct validity to estimate the construct validity, expert judgement is required. there are at least three experts to estimate the instrument form and lesson plan. in this research, it was measured by three validators, they were english lecturers from uin raden fatah palembang. the result showed that the instrument and lesson plan form was appropriate to be used. reliability test to estimate the reliability of the test, inter-rater reliability was applied. three raters did the scoring for the students’ speaking test based on the rubric provided by the researcher. according to fraenkel and wallen (2012, p. 99) “a rule of thumb for reliability coefficient should be at least 0.70 and preferably higher”. the inter-rater reliability was used spearman rank-order correlation (rho) suggested by hatch and lazaraton (1991, p. 451). from the result calculation of students’ speaking achievement using ranking order method, it was found that the reliability score was 0.759. from the score, it can be assumed that the speaking test is reliable since the reliability score is higher than 0.70. normality test in normality test, the total of sample. kolmogorov smirnov z, significant, and the result were analyzed. based on the normality test of the students’ pretest and posttest 133 score in control group. it was found that the significance level of normality test of the students’ pretest score in control group was 0.510 and posttest score was 1.179 while the significance level of normality test of the students’ pretest score in experimental group was 0.812 and posttest score was 0.429. from the result of the output, it could be stated that the obtained data was normal, because it is higher than 0.05. homogeneity test in homogeneity test, the total of sample. levene statistics, significant, and the result were analyzed. it was found that the significance level of homogeneity test of the students’ pretest and posttest score in control group was 0.008 while the significance level of homogeneity test of the students’ pretest and posttest score in experimental group was 0.856. from the scores, it could be stated that the obtained data was homogen, because it is higher than 0.05. finding and discussion in order to answer the first problem, paired sample t-test was used to measure the significant improvement in experimental group. the data was taken from students’ speaking achievement in pretest and possttest in experimental group. the significant of improvement is accepted whenever the p-output (sig.2-tailed) is lower than 0.05 and tobtained is higher than t-table (2.048). while the significant of experimental group is rejected when the p-output (sig.2-tailed) is higher than 0.05 than t-value is lower than ttable (2.048). the further calculation of the paired sample t-test was displayed in the table below: table 1. analysis result in measuring significant improvement experimental group (pretestposttest) mean difference paired sample t-test ho ha df t sig. (2tailed) 14.72414 28 14.376 0.000 rejected accepted as seen in the table 1 above, it can be seen that the p-output 0.000 and t-obtained 14.376 at the significance level p < 0.05 in two tailed testing with df= 28. the p-output was 0.000 < p-value and t-obtained 14.376 > 2.048. it can be concluded that the significant improvement was accepted because the p-output was lower than significant level 0.05 and the t-value was higher than 2.048. the result of hypothesis testing was the 134 null hypothesis was rejected and the alternative hypothesis was accepted. it means that there was a significant difference on the students’ speaking achievement who were taught by using wbt method. to measure the significant difference on students’ speaking achievement between posttest in control and experimental groups. an independent sample t-test was used for testing students’ posttest scores in experimental group and posttest in control group. the significant difference is accepted whenever the p-output (sig.2-tailed) is lower than 0.05 and t-obtained is higher than t-table (2.000) while the significant difference is rejected when the p-output (sig.2-tailed) is higher than 0.05 than t-value is lower than t-table (2.000). the further calculation of the independent sample t-test was displayed in the table 2: table 2. analysis result in measuring significant difference posttest (control and experimental) mean difference independent sample t-test ho ha df t sig. (2tailed) 4.48276 56 3.387 0.001 rejected accepted from table 14, it can be seen that the p-output was 0.001 and the value of tobtained was 3.387 at the significance level p > 0,05 in two tailed testing with df = 56, the critical value of t-table = 2.000 (3.387 > 2.000). the significant difference is accepted whenever the p-output (sig.2-tailed) is lower than 0.05 and t-obtained is higher than ttable (2.000), since the p-output was lower than 0.05 and the value of t-obtained was higher than the critical value of t-table, it means that there was a significant difference on the students’ speaking achievement between the students who were taught by using wbt method in experimental group and those students who were not in control group. in teaching speaking for high school students, an english teacher should be able to use the appropriate way in order to make the students be more enthusiastic and interested in speaking english. according to nunan (2003, p. 54-55), there are some principles for teaching speaking, first is by giving the students practice with both fluency and accuracy, learners must be given opportunities to improve their fluency as well as accuracy. second is by using group work or pair work, pair work and group work can be used to increase the amount of time that learners get to speak in the target language 135 during the lesson. it is in line with nunan, the use of wbt method gives the students time to practice and use pair work in learning activities. conclusion based on the findings and interpretations presented above, it can be concluded that there was a significant improvement on the eleventh grade students’ speaking achievement who were taught by using wbt method and there was a significant difference on the eleventh grade students’ speaking achievement who were taught by using wbt method and those who were not at smk farmasi bina medika palembang. the students who were taught by using wbt method showed better improvement that can be seen from the result of the students in test. the students were enthusiastic with wbt method implementation in learning process, they practiced more to speak english with their peers, the students also could remember the lesson they have learned easily because they did repetition. wbt method can engage the students in learning process because it activates the whole brain. the researcher can concluded that the use of wbt method was very useful as one of the methods to improve students’ speaking achievement. references battle, j. (n.d). whole brain teaching: learning the way the brain is designed. retrieved from http://www.advanced.org/source/whole-brain-teaching-learning-way-braindesigned biffle, c., & vanderfin, j. (2009). first grade: language arts power fix. retrieved from http://www.wholebrainteaching.com//docman/page-2.html. biffle, c. (2010). whole brain teaching for challenging kids (and the rest of your class, too!). yucaipa, ca: crafton hills college. brown, h. d. (2001). characteristic of successful speaking activities. san fransisco, ny: cambridge university press. brown, h. d. (2004). language assessment principles and classroom practices. san fransisco, us: pearson education. cresswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson education. diaz, m. (2009). english for pharmacy writing and oral communication. philadelphia, us: lippincott williams & wilkins. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw hill. 136 haidara, y. (2014). psychological factor affecting english speaking performance for the english learners in indonesia. retrieved from http://eprints.uny.ac.id/24941/1/22.pdf harmer, j. (2001). the practice of english language teaching. edinburgh, ny: pearson education limited. hatch, e., & lazaratton, a. (1991). the research manual: design and statistics for applied linguistics. boston, ma: heinle & heinle. heaton, j. b. (1990). classroom testing: longman keys to language teaching. new york, ny: longman. helena, c. r. p., diana m. h. m., & lina c.c.p. (2012). implementation of the whole brain teaching method in a third grade from a public school in pereira, risaralda. technological university of pereira, pereira, colombia. nunan, d. (2003). practical english language teaching. new york, ny: mcgraw-hill. nurvianti, s. (2013). penerapan metode whole brain teaching dengan pendekatan active learning pada pembelajaran fisika di smp (undergraduate’s thesis). jember university, jember, indonesia. rabab’ah, g. (2005). communication problems facing arab learners of english. journal of language and learning, 3(1),1740-4983. rahmatika, r. (2015). the use of whole brain teaching method to improve students’ reading ability on the eight grade students of mts miftahun falah betahwalang, bonang, demak in academic year 2014/2015 (undergraduate thesis). iain salatiga, salatiga, indonesia. torio, v. (2016).whole brain teaching in the philippines: teaching strategy for adressing motivation and academic performance. international journal of research studies in education, 5(3), 59-70. segura, a., & junio rocío convocatoria de. (2011). the importance of teaching listening and speaking skills. retrieved from https://www.ucm.es/data/cont/119201531712.rocioseguraalonso2013.pdf vogt, k., & kantelinen, r. (2012). vocationally oriented language learning revisited. elt journal, 67(1), 62-69. zhang, s. (2009). the role of input, interaction, and output in the development of oral fluency. english language teaching, 2(4), 91-100. improving students’ reading skill in expository text through kwl reading strategy at sma negeri 4 palembang issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 131 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effects of integrating digital storytelling to students’ motivation reza anggriyashati adara universitas islam “45” bekasi reza.adara@gmail.com aridhotul haqiyyah universitas islam “45” bekasi aridhotulhaqiyah@yahoo.com abstract incorporating technology seems to have positive effects on improving students ’motivation on efl (english as a foreign language) learning. one of strategies that can be used to improve students ’motivation in efl classrooms is incorporating digital storytelling or an amalgamation of audio, text, animation and voice. therefore, the present study aims to analyze the effects of digital storytelling to motivation of a group of indonesian efl learners. the present study applied a quasi-experiment design. the participants of present study are 19 college students who are divided into experimental and control classes. in order to obtain the results, a set of questionnaires adapted toward digital storytelling motivation are distributed to the participants. besides that, semi-structured interviews were conducted to two students to provide deeper insights toward the effects of digital storytelling on students ’motivation. in addition, english tests were given before and after the treatment. the results show that the experimental class shows a slightly higher level of motivation than the control class. in addition, the respondents considered digital storytelling as beneficial for improving their english skills and creativity. besides that, students in the experimental class performed better in english test than the ones in the control class after treatment. thus, it can be said that digital storytelling seems to have positive effects on students. keywords: digital storytelling, efl, motivation, motivational strategy manuscript submitted: august 2, 2020 manuscript revised: october 25, 2020 accepted for publication: december 1, 2020 introduction technology has been used to improve efl (english as a foreign language) learners‟ motivation. one of learning strategies that teachers can employ is by integrating technology to efl classrooms. besides being a vital approach that may influence learning, teaching curricula, and materials (wang & li, 2000), learners‟ interests toward gadgets such as smartphones, tablets, and else (yoon, 2013) can encourage teachers to integrate multimedia devices to the class (byrnes & wasik, 2009; vincent, 2006). teachers should consider changing or extending their traditional learning strategies to virtual ones where students are more familiar with it (burmark, 2004; burn & reed, 1999; chu, 1995; cradler, mcnabb, freeman, & burchett, 2002; pierson, 2001; mailto:reza.adara@gmail.com mailto:aridhotulhaqiyah@yahoo.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 132 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pritchard, 2004). thus, incorporating technology seems important to improve students‟ motivation. besides having positive effects on students‟ motivation, digital storytelling can be considered as an effective outlet to integrate technology to efl learning. it is because digital storytelling includes all skills of digital literacy (dogan & robin, 2007) or an ability to read and analyze media as well as evaluating and applying knowledge obtained from digital environment (jones-kavalier & flannigan, 2008). in addition, digital storytelling can provide students with an opportunity to practice their digital literacy skills, making it effective to improve students‟ motivation and interest (robin, 2006; verdugo & belmonte, 2007). this might lead to the improvement of students‟ motivation (razmi, pourali, & nozad, 2014). based on the above arguments, integrating technology and improving students‟ motivation can be done by employing digital storytelling to the classrooms. in regards of the point mentioned in the previous paragraph, a study which specifically analyses the effects of digital storytelling toward students‟ motivation in efl (english as a foreign language) learning seems important to be conducted. it is because such study might provide better insights on the effects of technology integration and efl students‟ motivation. (aktas & yurt, 2017) analyzed the effects of digital storytelling on achievement, motivation of learners on a group of efl learners in turkey while (krisnawati & julianingsih, 2019) investigated the effects of digital storytelling on students‟ motivation and effectiveness in trigonometric learning on a group of mathematics learners in indonesia. however, there is a lack of studies which specifically investigates the effects of digital storytelling on efl students‟ motivation in indonesia. beath (2010) argues that students‟ motivation from diverse groups of learners need to be conducted due to the complex nature of motivation which depends on its respondents. thus, investigating various groups of learners might provide more details to this elusive concept. hence, the present study needs to be conducted because it will give deeper insights on the effects of digital storytelling on efl students‟ motivation in indonesia. specifically, the present study is guided by following research questions: rq.1. what are the effects of digital storytelling‟ integration toward motivation of a group of fl learners in indonesia? rq.2. how digital storytelling affects students‟ motivation to learn english? literature review the present section aims to discuss theories and studies which serve as the foundation of the present study. in order to provide a better organization, the present section will be divided into two sub-sections; motivational strategy and digital storytelling. motivation although it has an important position in language learning (dörnyei, 2005; gardner, 1985), motivation is a complex phenomenon which may be difficult to be defined by one single theory (petrides, 2006). in this context, motivation refers to a set of efforts, intents, and attitudes to achieve goals in language learning (loewen & reindeers, 2011; gardner, 2005; dörnyei & ottó, 1998). motivation has a cause and effect relationship with students‟ attitudes (bradford, 2007; gardner & lambert, 1972). gardner (1985) in his socio-educational model theory remarked that “motivation has three main variables; attitudes toward learning condition, instrumental factors, and integrative factors” (gardner, 2001, p 6). several studies also show a relationship among those factors (okuniewski, 2012; beath, 2010; nikitina & furuoka, 2006). thus, it seems important to improve those factors simultaneously to maintain students‟ interest in language learning. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 133 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi although gardner‟s theory is considered as one of the most influential ones (taie & afshari, 2015; gu, 2009; & macintyre, 2007), his theory is not one without criticisms (belmechri & hummel, 1998; crookes & schmidt, 1991; oxford & shearin, 1994). gardner‟s theory seems unable to explain various learning contexts in different country (dörnyei, 2005). a study of dörnyei and csizér (2002) toward 953 students of foreign languages (english, german, french, italian, and russian) showed that participants had no intentions to blend with native speakers of those languages, a focal point of gardner‟s integrative motivation. besides considered as an enigma (dörnyei, 2003), integrative motivation cannot explain the conditions in which foreign language learners do not want to integrate with native speakers‟ communities (oxford & shearin, 1994; crookes & schmidt, 1991; & au, 1988). it is why gardner‟s theory seems failed to explain a learning situation in which a language has become a global one, something experienced by english language. in regards of the above point, several theories have sprung up to explain students‟ motivation in fl learning. one of theories used to describe students‟ motivation in fl learning is deci and ryan‟s (1985) self-identification theory or sdt. besides explaining facets of students‟ conditions which influenced by both internal and external factors, this theory is valuable to investigate students‟ motivation because it supports a dynamic view of motivation (beath, 2010). furthermore, to explain students‟ motivation, ryan and deci (2000) divide it into intrinsic and extrinsic motivation. while intrinsic motivation can be defined as a state where a student learns fl because of their own interest or its interesting nature, extrinsic motivation refers to a state where students learn fl because of external factors such as praises, presents, or else. both types of motivation are important because whereas intrinsic motivation can fulfil psychological needs (deci & ryan, 2000), beath‟s (2010) study shows that students can be motivated intrinsically when they are faced with supportive learning environment and obtain suitable extrinsic motivation. thus, teachers need to know ways to build students‟ extrinsic motivation by providing interesting tasks to attract students‟ interests (ryan & deci, 2000). related to the previous paragraph, teachers have important roles in maintaining students‟ motivation. one of ways teachers can do to maintain students‟ motivation is through applying motivational strategies. in this sense, motivational strategies refer to techniques applied by teachers to build students‟ positive attitudes toward fl learning (dörnyei, 2003; dörnyei 2001). teachers have crucial roles in providing motivational strategies (dörnyei, 2007; fives & manning, 2005 & chambers, 1999). by providing a suitable motivational strategy to students, teacher can improve their motivation. thus, a teacher needs to know motivational strategies such as tasks or activities that can be implemented to students. several studies show a positive relationship between tasks given to students and students‟ motivation (cheng & dörnyei, 2007; dörnyei & csizer, 1998). therefore, teachers should give tasks or activities that can nurture students‟ motivation and interests. it is because people will be more willing to spend time for things they consider as interesting (cheng & dörnyei, 2007). thus, teachers need to know students‟ interests outside of the class because it can impact positively to learning and teaching process (hardre´, sullivan, & roberts. 2008; mayer, 1998). based on the above points, a teacher needs to motivate his students by providing them with motivational strategies that are suited with students‟ interests. considering its importance in maintaining students‟ interest, motivational strategies need to be a focus in the analysis of foreign language learning (cheng & dörnyei, 2007). in addition, despite recommendations made by teachers regarding techniques to motivate students, there is still a need to scientifically justify those claims (gardner & tremblay, 1994). it is why analysis toward motivational strategies has become a focus of experts in english language learning (wong, 2014; sugita & osamu, 2010; & chambers, 1999). in addition, identifying contributing factors to the provision of motivational strategies can provide a more effective teaching and issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 134 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning to students (wong, 2014). hence, conducting studies related to motivational strategies might be valuable to analyze its success in fl learning. digital storytelling one of motivational strategies used to improve students‟ motivation is integrating digital storytelling to fl learning. if it is used properly, storytelling can have positive impacts on teaching (mcdrury & alterio, 2002; clandinin & connelly, 1998; & mcewan & egan, 1995). digital storytelling is one of storytelling forms that can be used in efl learning and teaching. in this sense, digital storytelling can be defined as a practice to share stories through various mediums such as images, texts, voice, music, video and animation (lambert, 2002). digital storytelling has several benefits when it is implemented to language classroom. in addition to improving fluency, both written and oral, digital storytelling can be an interesting students‟ project (vinogradova, linville, & bickel, 2011). besides allowing students to recreate various stories and manage diverse sources to create contents, digital storytelling helps improving their collaboration and interpersonal communicative skills when students are tasked to create digital stories in pairs or groups (moradi & chen, 2019). several studies show the merits of digital storytelling in improving students‟ linguistic skills in foreign language classrooms (bell, 2008; castaneda, 2013; ono, ishihara, & yamashiro, 2012; & dal, 2010). wang and zhan (2010) also found that students whom are familiar with digital storytelling can remember materials quicker and apply knowledge easily. in addition, digital storytelling seems effective to improve students‟ motivation by giving chances to students to practice their digital knowledge (verdugo & belmonte, 2007; & robin, 2006). the integration of digital storytelling in language learning can help improving language learners‟ critical thing, digital literacy, collaboration, their ability to make decisions, and their language skills (ahmed, 2019; kim & lee. 2018). based on the above points, integrating digital storytelling to fl classroom seems beneficial to students. furthermore, several studies suggest the benefits of integrating digital storytelling to fl classroom. xie‟s (2016) study suggests positive relationship between integrating digital storytelling and students‟ motivation as well as efficiency. in addition, the results of aktas and yurt‟s (2017) study indicate a positive impact of digital storytelling toward the success of students‟ academic achievements, motivation, and retention. specifically, a study of lobello (2015) toward a group of students in new york, the usa shows a positive effect of digital storytelling toward level of students‟ motivation and writing skills. in addition, it is argued that digital storytelling is capable to improve students‟ motivation to write „unconsciously‟ and encourage them without no tendencies to write (xu, park & baek, 2011). besides that, digital storytelling may have positive effects on students‟ speaking skills. two studies show that less confident students who rarely talked in the classroom were more motivated to improve their english when creating digital storytelling (ono, 2014; ono et al, 2012). the above studies indicate positive effects of integrating digital storytelling to language classroom. methods the present study used a quasi-experiment design to obtain the results. the research instruments are questionnaires and semi-structured interviews. two set of questionnaires adapted from deci and ryan‟s (2002) self-determination theory (sdt) and yoon (2013) about the effects of digital storytelling to students‟ motivation were distributed to the respondents. the questionnaires use a likert scale with following responses, strongly disagree, disagree, agree, strongly agree. while the experimental class was given both sets of questionnaires, the control class was only given the adapted version of deci and ryan‟s (2002) questionnaires. the latter was given before and after the treatment to see the changes in learners‟ motivation. in addition, interviews were conducted to two students to explore the effects of digital storytelling to issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 135 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students‟ motivation. the interviews were conducted in indonesians and translated to english. in addition, english tests were conducted before and after the treatment to see the effects of digital storytelling toward students‟ english skills. the respondents were initially twenty students of english literature and language department of one of private universities in bekasi who were divided into experimental and control classes. however, one student from the control class dropped out in the middle of experiment. the treatment was given for seven weeks. the respondents of present study took advanced listening and speaking class. for the experimental class, each lesson had different theme. for example, in week 1, the lesson was about cyber-bullying. digital storytelling related to what is cyber-bullying and how to manage it was presented in the beginning of the lesson. students would discuss what they watched and teachers would monitor how students produced language. in the end of lesson, students were paired or grouped to produce digital storytelling within theme they learned that week. to analyze the results, the present study used two techniques. while quantitative data is analyzed by using spss, qualitative data will be coded to find similarities of responses. in order to ensure the validity and reliability of questionnaire, a pilot study was conducted by using pearson product moment and cronbach‟s alpha (>0, 65) to measure the questionnaires adapted from deci and ryan (2002). in this regard, r=0.900, p<0,05 and n=2. findings this sub-section will discuss the results of present study. firstly, questionnaires‟ results of experimental and control classes will be compared to see the differences in the level of students‟ motivation. next, the effects of digital storytelling toward motivation of experimental class‟ students will be discussed. the interviews‟ results will be used to provide more discussion. in addition, the results of pre-test and post-test results will be discussed to see the effects of digital storytelling on students‟ achievements. following table describes the results of questionnaires adapted from deci and ryan (2002). table 1. before and after treatment before treatment after treatment experimental class control class experimental class control class variable mean med std. dev mean media n std. dev mean med std. dev mean med std. dev extrinsic motivation 4.00 4.00 0.000 3.90 4.00 .316 4.00 4.00 0.000 4.00 4.00 0.000 intrinsic motivation 4.00 4.00 0.000 3.90 4.00 .316 4.00 4.00 0.000 4.00 4.00 0.000 amotivation 1.20 1.00 .422 1.40 1.00 .699 2.00 2.00 0.000 1.40 1.00 .966 the above table shows relatively high level of extrinsic motivation from experimental class (m=4.00) compared to control class (m=3.90). intrinsic motivation of experimental class is also higher before treatment (m=4.00) than control class (m=3.90). this suggests how experimental class is more extrinsically and intrinsically motivated than control class. in addition, amotivation is shown lower in experimental class (m=1.20) than control class (m=1.40). after treatment, extrinsic and intrinsic motivation of experimental class did not change (m=4.00). on the other hand, control class shows an increase (m=4.00). in addition, experimental class shows higher issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 136 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi level of amotivation (m=2.00) while control class (m=1.40) does not show any increase. following table shows the results of yoon‟s (2013) questionnaires toward the effects of digital storytelling. table 2. students‟ attitudes change with digital storytelling no items mean median std. deviation 1. digital storytelling makes me curious about the story. 3.4000 3.0000 .51640 2. digital storytelling makes me more interested in learning process and activity. 3.3000 3.0000 .67495 3. digital storytelling makes me understand the story better. 3.2000 3.0000 .78881 4. digital storytelling makes me confident when i was assigned to read or speak. 2.9000 3.0000 .56765 5. digital storytelling provides me with the opportunity to think creatively and critically. 3.4000 4.0000 .84327 6. digital storytelling makes me know more from sharing ideas with classmates. 3.6000 4.0000 .69921 7. digital storytelling makes english learning fun and pleasant. 3.6000 4.0000 .69921 8. digital storytelling makes me more engaged in the lesson. 3.1000 3.0000 .73786 9. digital storytelling makes me happy with english activity. 3.6000 4.0000 .69921 10. digital storytelling makes the class atmosphere more enjoyable. 3.7000 4.0000 .48305 11. digital storytelling makes me like english study more. 3.4000 3.5000 .69921 12. digital storytelling makes me familiar with the story. 3.4000 3.5000 .69921 the above table shows that majority of learners agree that class atmosphere is better (m=3.70) and they become more interested to share their ideas (m=3.60). next, learners think digital storytelling makes english lessons becoming more fun (m=3.60) and they are happier to learn english (m=3.60). besides making learners more interested in english (m=3.40), digital storytelling seems to make them critical and creative (m=3.40). then, majority of learners think digital storytelling makes them more interested in english language learning (m=3.40) and familiar with the stories (m=3.40). however, the above table shows that digital storytelling does not have any significant role in making learners more involved in learning (m=3.30) or more issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 137 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi confident in using english (m=2.90). following table is the results of english tests before and after the treatment: table 4. the average results of english test before and after treatment experimental class control class n before after before after mean 3.6500 4.2000 3.6750 3.9750 median 3.6250 4.0000 3.7500 4.0000 std. deviation 1.29207 1.11056 .73645 2.03255 table 4 shows the results of english tests conducted before and after the treatment. the results suggest that both classes experienced increases in test results. however, experimental class showed higher scores than control class. although the increase is not too significant, the results suggest experimental class‟ improvement in english test. in addition, despite showing lower scores than control class before treatment, experimental class could perform better than control class after treatment. discussions the above section suggests positive effects of digital storytelling toward motivation, comprehension, and english skills of learners. although the results of experimental class do not show significant increase in motivation level of learners, the high level of learners‟ motivation in the beginning of treatment can be one of the reasons of why digital storytelling do not cause significant increase in their motivation. however, digital storytelling seems to have an impact toward the participants‟ english skills. they are shown from the results of table 3. majority of learners in experimental class think digital storytelling has positive impacts toward class atmosphere and make english lessons becoming more fun. below shows how a participant thought about digital storytelling and its impact toward her motivation to learn english: “digital storytelling motivates me to learn english because we need correct words to make an interesting story…[i need] new vocabulary and [digital storytelling] motivates me to learn english.” student b student b thought digital storytelling motivated her to look for new dictions in order to make an interesting digital story, making her more motivated to learn english. both points suggest a positive effect of digital storytelling toward participants‟ motivation. in regards of the improvement in learners‟ motivation, there are several factors which may lead to it. firstly, tasks which involve technology such as digital storytelling motivates learners (ushioda, 2005; & olsen, 1980). learners are more interested to join the lesson when technology is involved. in the present study, the integration of digital storytelling might increase learners‟ motivation. therefore, digital storytelling can be considered as one of successful motivational strategies for efl learners. in addition, because of digital storytelling‟s nature which can be consumed widely, it seems to encourage learners to produce attractive contents. this indirectly motivates them to learn english so they can better contents. the above points suggest the positive impact of digital storytelling toward learners‟ motivation. the results of present study correspond with the results of other studies. majority of participants of aktas and yurt‟s (2017) study on the effects of digital storytelling toward issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 138 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achievement, motivation and retention of learners think that digital storytelling makes english lessons becoming more fun, resulting in the increase in learners‟ motivation and interests. similarly, a study of hung, hwang, and huang (2012) on a group of elementary students in southern taiwan indicated the benefits of digital storytelling toward students‟ motivation, problem-solving competence, and learning achievement. foelske (2014) also thinks that digital storytelling can increase learners‟ motivation and involvement in english learning. in their study toward the effects of digital storytelling toward the improvement of writing skills of third graders in turkey, yamaç and ulusoy‟s (2016) results demonstrate the improvement in interaction and motivation to write. similar results were shown in the studies (lobello, 2015; bumgarner, 2012; hung et al, 2012; & dakich, 2008). the above studies show the merits of digital storytelling toward the improvement of students‟ motivation. the results of present study also indicated positive effects of digital storytelling toward learners‟ comprehension. following are comments of participants related to the effects of digital storytelling toward english learning. “as a visual learner, digital storytelling really motivates to learn because the materials are easy to be understood and structured with pictures or visual that might help me in remembering the materials.” student a. the above comment shows how digital storytelling affects his motivation because as a visual learner, he thought digital storytelling makes english lessons easier to be understood. burmark (2004) study also shows how digital storytelling can improve learners‟ comprehension toward lesson materials. burmark (2004) argues that integrating visual images with texts seems successful to enhance learners‟ comprehension. in this regard, digital storytelling is a good technology because it collects, creates, analyses and combines visual images with written texts. thus, it can be said that there is a positive correlation between digital storytelling and learners‟ comprehension. in addition to comprehension, student a‟s comment also suggested that digital storytelling helps him to learn better because it caters his needs as a visual learner who needs to be visually motivated. in this regard, digital storytelling provides visually motivating materials to students, especially ones who learn better when they are faced with attractive looking materials. digital storytelling improves visual literacy, as claimed by robin (2008), which defines the latter as the ability to understand, create and communicate through visual images. besides that, integrating images to texts as practiced in digital storytelling can improve and accelerate learners‟ understanding (burmark, 2004). it can be said that digital storytelling seems beneficial to improve learners‟ literacy and make them comprehend the lesson better. besides the above points, the present study indicates positive impacts of digital storytelling to learners‟ creativity. student a commented, “digital storytelling helps me in vocabulary learning. in addition, it makes us becoming more creative and allows us to make our own stories.” the previous comment suggests positive impacts of digital storytelling toward learners‟ creativity. lotherington and ronda (2014) remark how digital storytelling provides opportunities to learners to involve in a non-hierarchical way, encouraging them to be more creative, critical and daring. by using digital storytelling, an unseasoned learner can be whatever they want to express their creativity and become experts through participation and experiments. a study of lim and noor (2019) on the effects of digital storytelling as a creative teaching method in promoting secondary school students‟ writing skills suggest how students performed better after four treatments of digital storytelling. the above points suggest positive impacts of digital storytelling toward learners‟ creativity. regarding learners‟ english skills, the present study shows how learners could improve their own through digital storytelling. a study of nassim (2018) on the effectiveness of digital storytelling on improving students‟ language skills showed that digital storytelling can help enhancing the participants‟ performance in language classrooms. similar point is also shown in issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 139 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi several studies (yuksel, robin, & mcneil, 2011; & ballast, stephens, & radcliffe, 2008). ohler (2008) claimed that digital storytelling can help english learning because it involves four skills (writing, reading, listening, speaking). in this sense, learners can learn and practice their english skills through digital storytelling. therefore, if it is used effectively (suited to learners‟ interests and existing curriculum), digital storytelling can improve learners‟ english skills. conclusion the present study aims to investigate effects of integrating digital storytelling to learners‟ motivation to learn english as a foreign language. several studies show how digital storytelling can be used as one of effective motivational strategies to improve learners‟ motivation. the present study is a quasi-experimental one because the participants were divided into two groups; experimental and control classes. in addition, the present study used questionnaires and interviews to obtain its data. in addition, english tests were conducted before and after treatment to see learners‟ improvements in english skills. the results of present study show positive effects of digital storytelling toward learners‟ motivation, understanding, creativity and skills. although the results of first set of questionnaires of experimental class did not show significant impact, the results of second questionnaire and interviews indicate how digital storytelling impacted learners positively. in addition, test results of experimental class are relatively higher than control class. therefore, the results indicate positive impacts of digital storytelling toward english classes. despite efforts to reduce its limitation, the present study is not without one. firstly, the present study might yield more insightful results if it was provided with bigger number of participants and more time to observe them. secondly, it might gain better results if it is equipped with more diverse research instruments such as class observation or learners‟ journals which might provide the present study with deeper insights on learners‟ take on digital storytelling. despite its limitations, the present study can be a milestone of similar research toward motivational strategies and technology integration in efl classrooms. further studies can discuss learners‟ retentions after integrating digital storytelling and learners‟ attitudes toward technology. in addition, a future study might not only analyze learners‟ motivation but also demotivation toward digital storytelling. besides that, it seems important to investigate teachers‟ perceptions of the effectiveness of digital storytelling in improving students‟ motivation. by investigating both teachers and students, there will be more detailed insights on how digital storytelling can influence motivation. in addition, it will provide information on why teachers are motivated or reluctant to use digital storytelling in language classrooms. such information will be valuable for teachers, researchers and educational institutions. nevertheless, despite the positive effects of digital storytelling shown in the present study, it does not mean that digital storytelling can be given to all students unconditionally. there are several conditions need to be met by educational institutions, teachers and students. firstly, the integration of digital storytelling needs to be supported by the presences of suitable technology devices such as computer, lcd projector, or else in language classrooms, something which might be not provided by every educational institution. similar to the presence of technology devices, digital storytelling seems better to be equipped with internet. although digital storytelling can be created using offline software, internet can provide better sources for students to elaborate their stories. a study of rahimi and yadollahi (2017) on the differences in literacy skills between students who used offline and online digital storytelling showed that online digital storytelling made students produced more creative digital stories and performed better than ones with offline software. in addition to technology, teachers need to be equipped with needed skills to effectively use or teach students with digital storytelling. moradi and chen (2019) argue that it is challenging to prepare teachers or practitioners with these technological skills. thus, it can be said that digital storytelling can only be successful in motivating students when the classrooms issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 140 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi are equipped with technology devices, internet and skilled teachers. besides the provision of technology devices, it is also important to train teachers with technological skills so that they can use digital storytelling in language classrooms optimally. thus, a research which specifically analyses on how to improve teachers‟ technological skills may be valuable in solving this problem. acknowledgments the present research was fully supported by dprm ristekdikti as a part of their penelitian dosen pemula (grants for novice lecturers). we are thankful for dikti‟s support. we are also grateful for great assistance from our colleagues in universitas islam 45 bekasi. we also have to express our gratitude toward indonesian endowment fund for education who have funded our studies. references ahmed, a. k. (2019) socially orientated digital storytelling among saudi efl learners: an analysis of its impact and content. interact. technol. smart educ. 16(1), 130–142. aktas, e., & yurt, s. u. (2017). effects of digital story on academic achievement, learning motivation, and retention among university students. international journal of higher education, 6(1), 180-196. au, s. y. (1988). a critical appraisal of gardner’s socio-psychological theory of second language (l2) leaning. language learning, 38(1), 75-100. ballast, k. h., stephens, l. & radcliffe, r. (2008). proceedings of society for information technology & teacher education international conference, san diago,ca: teacher education. beath, o. (2010) “i want to be more perfect than others”: a case of esl motivation, paper presented at the faculty of education and ieri hdr conference, university of wollongong, 12 november 2010. bell, n. (2008). visualizing and verbalizing for language comprehension and thinking. retrieved from http://www.psllcnj.com/visualizing_and_verbalizing.htm. belmechri, f. & hummel, k. (1998). orientations and motivation in the acquisition of english as a second language among school students in quebec city. language learning, 48(1), 219244. bradford, a. (2007). motivational orientations in under-researched fll contexts: findings from indonesia. relc journal. 38(1), 302-323. bumgarner, b. l. (2012). digital storytelling in writing: a case study of student teacher attitudes toward teaching with technology (doctoral dissertation). retrieved from https://eric.ed.gov/?id=ed550372. burmark, l. (2004). visual presentations that prompt, flash and transform. media and methods, 40(6), 4-5. retrieved from http://dx.doi.org/10.1111/j.1754-8845.1999.tb00720.x. burn, a., & reed, k. (1999). digi-teens: media literacies and digital technologies in the secondary classroom. english education, 33(3), 5-20. retrieved from http://dx.doi.org/10.1080/00094056.2009.10523090 http://www.psllcnj.com/visualizing_and_verbalizing.htm http://dx.doi.org/10.1111/j.1754-8845.1999.tb00720.x file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20%20http:/dx.doi.org/10.1080/00094056.2009.10523090 file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20%20http:/dx.doi.org/10.1080/00094056.2009.10523090 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 141 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi byrnes, j., & wasik, b. (2009). picture this: using photography as a learning tool in early childhood classrooms. childhood education, 85(4), 243-248. retrieved from http://dx.doi.org/10.1080/19388079509558191 castaneda, m. a. (2013). i am proud that i did it and it’s a piece of me: digital storytelling in the foreign language classroom. calico journal, 30(1), 44-62. chambers, g. n. (1999). motivating language learners. clevedon: multilingual matters. cheng, h & dörnyei, z (2007) the use of motivational strategies in language instruction: the case of efl teaching in taiwan, innovation in language learning and teaching, 1(1), 153-174. chu, m. l. (1995). reader response to interactive computer books: examining literary responses in a non-traditional reading setting. reading research and instruction, 34(4), 352-366. clandinin, d.j., & connelly, f.m. (1992). handbook of research on curriculum. new york,ny:: macmillan. cradler, j., mcnabb, m., freeman, m., & burchett, r. (2002). how does technology influence student learning?. learning and leading, 29(8), 46-49. crookes, g., & schmidt, r. w. (1991). motivation: reopening the research agenda. language learning, 41(4), 469-512. dakich, e. (2008). rethinking education with ict: new directions for effective practices. china:sense publishers. dal, m. (2010). digital video production and task based language learning. ráðstefnurit netlu – menntakvika 2010. menntavísindasvið háskóla íslands. retrieved from http://netla.khi.is/menntakvika2010/alm/021.pdf. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. new york, ny: plenum. dogan, b. & robin, b. (2008). implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. in k. mcferrin, r. weber, r. carlsen and d. willis (eds.), proceedings of site 2008--society for information technology & teacher education international conference, 902-907. las vegas, nevada, usa: association for the advancement of computing in education (aace). retrieved july 31, 2018 from https://www.learntechlib.org/primary/p/27287/. dörnyei, z., (2003). motivational strategies in the language classroom. 3rd. edition. cambridge: cambridge university press. dörnyei, z., & k. csizer. (1998). ten commandments for motivating language learners: results of an empirical study. language teaching research 2(3), 203-229. dörnyei, z. (1990). conceptualizing motivation in foreign-language learning. language teaching, 31(3), 117-135. dörnyei, z. (2001) teaching and researching motivation. harlow: longman. dörnyei, z. (2003b). attitudes, orientations, and motivations in language learning: advances in theory, research, and applications. language learning, 53(1), 3-32. dornyei, z. (2005). the psychology of the language learner: individual differences in second language acquisition. mahwah: lawrence erlbaum associates. dörnyei, z. (2009). the l2 motivational self system. in z. dörnyei and e. ushioda (eds.) motivation, language identity and the l2 self. bristol: multilingual matters. file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20%20http:/dx.doi.org/10.1080/19388079509558191 file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20%20http:/dx.doi.org/10.1080/19388079509558191 http://netla.khi.is/menntakvika2010/alm/021.pdf http://netla.khi.is/menntakvika2010/alm/021.pdf https://www.learntechlib.org/primary/p/27287/ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 142 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dörnyei, z. (1998). motivation in second and foreign language learning. language teaching, 31(1), 117-135. fives, h., & manning, d. k. (2005). teachers' strategies for student engagement: comparing research to demonstrated knowledge. washington, d.c.: the 2005 annual 53 meeting of the american psychological association. retrieved february 10, 2009, from http://netdrive.montclair.edu/~fivesh/research_files/fives&manning_2005_apa.pdf. foelske, m. . (2014). digital storytelling: the impact on student engagement, motivation and academic learning. (master thesis), university of northern iowa, usa. gardner, r. c., & tremblay, p. f. (1994). on motivation, research agendas and theoretical frameworks. modern language journal, 78(1), 359-368. gardner, r. c. (1985). social psychology and second language learning: the role of attitudes and motivation. london,uk: edward arnold. gardner, r. c. (2001). integrative motivation and second language acquisition. in z. dornyei and r. schmidt (eds), motivation and second language acquisition. honolulu: university of hawai'i press. gardner, r. c. (2005) integrative motivation and second language acquisition. (joint plenary talk), canadian association of applied linguistics/canadian linguistics association. gardner, r. c. (2010). motivation and second language acquisition: the socio educational model. new york, ny: peter lang. gardner, r. c. (2012). integrative motivation and global language (english) acquisition in poland. studies in second language learning and teaching, 2(2), 215-226. gardner, r. c. & lambert, w. e. (1972. attitudes and motivation in second language learning. rowley, ma: newbury house. gu, m. (2009). the discursive construction of second language learners' motivation: a multilevel perspective.. bern: peter lang ag, international academic publishers. hardre´, p. l., sullivan, d. w. & n. roberts. (2008). rural high school teachers ’best motivating practices. the rural educator 30(1), 19-31. huang, c. (2007). why do university students want to learn english?. retrieved from https://journal.uny.ac.id/index.php/lingua-pedagogia/article/view/18541 hung, c. m., hwang, g. j. & huang, i. (2012). a project-based digital storytelling approach for improving students' learning motivation, problem-solving competence and learning achievement, educational technology & society, 15(4), 368–379. jones, k, b., & flannigan, s. l. (2008). connecting the digital dots: literacy of the 21st century. teacher librarian, 35(3), 13-16. julianingsih, d., & krisnawati, e. (2020). efektivitas video digital storytelling terhadap hasil belajar siswa kelas x materi trigonometri. journal of medives: journal of mathematics education ikip veteran semarang, 4(1), 129-139. retrieved from doi:10.31331/medivesveteran.v4i1.975 kim, h.& lee, j.h. (2018) the value of digital storytelling as an l2 narrative. asia pac. educ. res., 27, 1–9. lambert, j. (2002). digital storytelling: capturing lives, creating community. berkeley: digital diner press. http://netdrive.montclair.edu/~fivesh/research_files/fives&manning_2005_apa.pdf http://netdrive.montclair.edu/~fivesh/research_files/fives&manning_2005_apa.pdf issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 143 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lim, p. & noor, n. (2019). digital storytelling as a creative teaching method in promoting secondary school students ’writing skills. international journal of interactive mobile technologies. 13, 1-12. retrieved from 10.3991/ijim.v13i07.10798. lobello, c. (2015). the impact of digital storytelling on fourth grade students ’motivation to write. education and human development master's theses. 573. retrieved from https://www.semanticscholar.org/paper/the-impact-of-digital-storytelling-on-fourthgrade-lobello/f030298c9f9fa0a3578e683b31d2237ec13258dd?p2df loewen, s. & reinders, h. (2011). key concepts in second language acquisition. basingstoke: palgrave macmillan. lotherington, h., & ronda, n. (2014). 2b or not 2b? from pencil to multimodal programming: new frontiers in communicative competencies. digital literacies in foreign and second language education 12(1),227-244. calico. retrieved from https://www.researchgate.net/publication/279840004_digital_literacy_in_academic_l anguage_learning_contexts_developing_information-seeking_competence macintyre, p. d. (2007). willingness to communicate in second language: understanding the decision to speak as a volitional process. the modern language journal, 91, 564-576. mayer, r. e. (1998). cognitive, metacognitive, and motivational aspects of problem solving. instructional science, 26(2), 49-63. mcdrury, j & alterio, m. g (2002) learning through storytelling: using reflection and experience in higher education contexts. palmerston north: dunmore press. mcewan, h & egan, k (1995) narrative in teaching, learning and research. new york,ny: palmerston north: dunmore press. moradi, h., & chen, h. (2019). digital storytelling in language education. behavioral sciences 9(12), 147. retrieved from https://doi.org/10.3390/bs9120147 nassim, s. (2018). digital storytelling: an active learning tool for improving students ’ language skills. pupil: international journal of teaching, education and learning. 2(1), 14-29. retrieved from 10.20319/pijtel.2018.21.1429. nichols, r. (2014). motivating english language learners: an indonesian case study. master of education program theses. (published thesis). university of texas, arlington. nikitina, l & furuoka, f. (2006). integrative motivation: how perceptions of the target language country influence students ’motivational pattern. online submission, paper presented at the science and art of language in teaching international conference (malaysia, nov 20, 2006). viewed 24 may 2015. ohler, j. (2008). digital storytelling in the classroom: new media pathways to literacy, learning, and creativity.. thousand oaks, ca: corwin press. okuniewski, j. (2012). polish secondary school students learning german: motivation, orientations and attitudes. psychology of language and communication, 16(1), 53-65. ono, y., ishihara, m., & yamashiro, m. (2012). technology enhanced movie presentation with focus on foreign language anxiety and pbl skills. in g. biswas et al. (eds.), proceedings of the 20th international conference on computers in education (584588). singapore: asia-pacific society for computers in education. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 144 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ono, y. (2014). motivational effects of digital storytelling on japanese efl learners, proceedings of the sixth cls international conference clasic 2014, 414-431. oxford, r., & shearin, j. (1994). language learning motivation: expanding the theoretical framework. the modern language journal, 78, 12-28. pae, t (2017) effects of the differences between native and non-native english-speaking teachers on students ’attitudes and motivation toward learning english, asia pacific journal of education, 37(2), 163-178. petrides, j. r. (2006). attitudes and motivation and their impact on the performance of young english as a foreign language learners. journal of language and learning, 5(1), 120. pierson, m. e. (2001). technology integration practice as a function of pedagogical expertise. journal of research in computing in education, 33, 413-430. pritchard, a. (2004). introducing new students to ict: giving a purpose to it all. active learning in higher education, 5(3), 248-262. retrieved from http://dx.doi.org/10.1177/1469787404046846 rahimi, m. & yadollahi, s. (2017). effects of offline vs. online digital storytelling on the development of efl learners ’literacy skills. cogent education. 4(1), 1-13. retrieved from 10.1080/2331186x.2017.1285531. razmi, m., pourali, s., & nozad, s. (2014). digital storytelling in efl classroom (oral presentation of the story): a pathway to improve oral production. procedia social and behavioral sciences, 98 (proceedings of the international conference on current trends in elt), 15411544. retrieved from https://www.sciencedirect.com/journal/procedia-social-andbehavioral-sciences/vol/98?page-size=100&page=2 robin, b. r. (2006). the educational uses of digital storytelling. in c. crawford et al. (eds.), proceedings of society for information technology & teacher education international conference 2006, 709-716. chesapeake, va: aace. ryan, r. m., & deci, e. l. (2000). self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. american psychologist, 55(1), 68. sugita, m., & osamu, t. (2010). what can teachers do to motivate their students? a classroom research on motivational strategy use in the japanese efl context. innovation in language learning and teaching, 4(1), 21-35. taie, m., & afshari, a. (2015). a critical review on the socio-educational model of sla. theory and practice in language studies, 5(3), 605-612. ushioda, e. (2005). the role of students ’attitudes and motivation in second language learning in online language courses. calico journal, 23(1), 49-78. verdugo, d. r. & belmonte, i. a. (2007). using digital stories to improve listening comprehension with spanish young learners of english. language learning & technology, 11(1), 87-101. vincent, j. (2006). children writing: multimodality and assessment in the writing classroom. literacy, 40(1), 51-57. http://dx.doi.org/10.1111/j.1467-9345.2006.00426.x vinogradova, p., linville, h. a., & bickel, b. (2011). listen to my story and you will know me: digital stories as student-centred collaborative projects. tesol journal , 2(2), 173-202. file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20http:/dx.doi.org/10.1177/1469787404046846 file:///d:/uin%20raden%20fatah/uin%20raden%20fatah/edukasi%20jurnal/edukasi%20edisi%20dec%202020/hasil%20edit/retrieved%20from%20http:/dx.doi.org/10.1177/1469787404046846 http://dx.doi.org/10.1111/j.1467-9345.2006.00426.x issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 145 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi wang, c.s & li, c.c. (2000) an assessment framework for information technology integrated instruction. in proceedings of the international conference on computers in education/international conference on computer assisted instruction, taipei, taiwan, 21–24 november 2000. wang, s. & zhan, h. (2010). enhancing teaching and learning with digital storytelling. international journal of information and communication technology education (ijicte), 6(2), 76-87. https://doi.org/10.4018/jicte.2010040107. wong, r. m. h. (2014) an investigation of strategies for student motivation in the chinese efl context, innovation in language learning and teaching, 8(2), 132-154. xie, j. (2016) digital storytelling to promote efl students ’motivation and efficiency in content-based classroom. education journal , 5(6), 166-173 xu, y., park, h., & baek, y. (2011). a new approach toward digital storytelling: an activity focused on writing self-efficacy in a virtual learning environment. educational technology & society, 14, 181–191. yamaç, a. & ulusoy, m. (2016). the effect of digital storytelling in improving the third graders ’ writing skills. international electronic journal of elementary education. 9(1). 59-86. yoon, t. (2013). are you digitized? ways to provide motivation for ell’s using digital storytelling. international journal of research studies in educational technology, 2(1), 25-34. https://doi.org/10.5861/ijrset.2012.204. yuksel, p., robin, b. & mcneil, s. (2011). educational uses of digital storytelling all around the world. in m. koehler & p. mishra (eds.), proceedings of site 2011--society for information technology & teacher education international conference (1264-1271). nashville, tennessee, usa: association for the advancement of computing in education (aace). retrieved may 6, 2020 from https://www.learntechlib.org/primary/p/36461/. https://doi.org/10.4018/jicte.2010040107 https://doi.org/10.4018/jicte.2010040107 https://doi.org/10.5861/ijrset.2012.204 https://doi.org/10.5861/ijrset.2012.204 https://www.learntechlib.org/primary/p/36461/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning to listen: listening strategies and listening comprehension of islamic senior high school students desma yulisa state islamic university of raden fatah, palembang, south sumatra desmayulisa54@gmail.com abstract the purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. the eleventh grade students were selected as participants of this study. the instruments used in this research were listening strategies questionaire adapted from lee (1997) and modified by ho (2006) (as cited golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. pearson product moment, regression analysis, r-square were used to find out the correlation and the influence between variables. the result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. this study could have implications for english language teachers, course designers, learners, and text book writers. keywords: listening strategies, listening comprehension, islamic senior high school students manuscript submitted: september 3, 2017 manuscript revised: january 2, 2018 accepted for publication: march 15, 2018 introduction it has been acknowledged that english has been used all over the world. it means that english is a means of communication that is used internationally by people to communicate with others to transfer ideas, thoughts, feelings, attitudes, or messages (abrar & mukminin, 2016; azkiyah & mukminin, 2017; haryanto & mukminin, 2012; habibi, sofwan, & mukminin, 2016; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015). nowadays, people need to be able to use english in order to challenge globalization. it is in line with what crystal (2003) said that english is as a global language (as cited in ariesca & marzulina, 2016) which is widely used in various countries and in various fields. it can be at least understood almost everywhere among scholars and educated people. english first [ef] (2011) reported that english proficiency of indonesia positioned in the 34 from 44 countries which is english is not as main language. it is in line with what komaria (1998) states that the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). in english, there are four basic language skills that teachers have to teach and students have to learn; they are reading, listening, writing, and speaking (erlina, marzulina, pitaloka, mailto:desmayulisa54@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi astrid, fikri yansyah, & mukminin, 2018; habibi, mukminin, sofwan, & sulistiyo, 2017; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017). one of the essential skills is listening. brown (2004) states “listening performance is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain” (p. 118). mastering listening comprehension is the first step towards fully acquiring the english language (liu, 2008). when people communicate with others, people spend the largest proposition of time, about 45% in listening, but only 30 % in speaking, 16 % in reading, and 9 % in writing (huy, 2015). golchi (2012) reveals “poor listening ability results from many factors, such as insufficient emphasis on listening, immature teaching methodologies, ineffective listening strategies, and students’ lack of vocabulary” (p. 115). although listening is one of the difficult aspects to mastered, but by using appropriate strategies in learning, it will be easier. listening strategies as well as linguistic knowledge are necessary to successful listening comprehension. o’malley and chamot’s (1990) state that learning strategies were categorized as meta-cognitive, cognitive, and socio-affective strategies are steps taken to contribute learners to acquire, store, retrieve, and use information. furthermore, gilakjani and sabouri (2016) suggested that teachers should encourage their students to develop listening strategies. predicting, asking for clarification, and using non-verbal cues are some examples of these strategies that improve learners’ listening comprehension ability. furthermore, after having informal interview to the teacher and some students, it revealed that listening is the hardest among others skill to be acquired. they said that many difficulties came up when practicing listening such as the audio speed which is too fast, different context in daily life, different accent, meaningless of words and lack of strategies. these factors made listening skill complicated. in addition, based on my observation toward the learning facilities, sometimes, teachers brought speaker to conduct listening lesson. however, the quality of speaker was unstandard and the class was to large. sometimes, the electricity did not support the listening processes as well. the teachers also expressed that students had not had known about any strategies applied in listening class, and teacher also did not know how to use and apply the listening strategies. some researchers have previously explored those related variables; students listening strategies and listening comprehensio, but it is still confront found upon the results. golchi (2012) found negative correlation between listening strategy used and the students’ listening comprehension. in contrast, eslakonha and amiri (2014) revealed that there was a statistically significant relationship between the listening strategies (meta-cognitive, cognitive and, socio-affective) and their listening comprehension ability. based on the explanation above, so it is logical to pay more attention on listening comprehension and its strategies in efl educational program and sla research. therefore, this study was conducted in order to find out whether or not there is a significant correlation between listening strategies and listening comprehension of the eleventh grade islamic senior high school students of babussalam payaraman. in addition, it was also conducted to know if listening strategies influenced listening comprehension achievement of the eleventh grade students at the same school. literature review ho (2006) states that “listening strategies refer to skills or methods for listeners to directly or indirectly achieve the purpose of listening comprehension of the spoken input” (p.25). o’malley and chamot’s (1990) expressed that there are three types of strategies in listening comprehension; they are cognitive, metacognitive, and socio-affective. first is cognitive strategy. richard (2008) defines, “cognitive strategy is mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval” (as cited in huy, 2015, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p. 11). huy (2015) defines, “cognitive strategies were used to help students to obtain knowledge, understand of linguistic system, for example, learners could understand the meaning of words from contexts, link new information with existing schema” (p. 25). next is meta-cognitive strategy. ratebi (2013) defines, “metacognitive learning strategies are those which involve knowing about learning and controlling learning through planning, monitoring and evaluating the learning activity” (p. 141). the third is socio-affective strategy. it was combined from socio and affective. “affective strategies could help listeners handle their feelings, emotions, motivation or attitudes in learning listening skills” (huy, 2015, p. 26). in addition, gonen (2009) explains “socialaffective dimension of listening strategies include individual or group activities such as cooperation, recasting and clarification of meaning (p. 45). afshar and hamzavi (2014) state “listening comprehension is regarded as a multifaceted active process which is affected by a multitude of factors including differentiating sounds, recognizing vocabulary and grammatical structure, understanding stress and intonation and relating it to the given context” (p. 243). methodology research design in conducting this research, correlational research with the explanatory design was used to find out the correlation between variables and explain and interpret the appeared results. the procedures were, first; the student’s listening strategy was identified by using questionnaire. second; by using listening test, the student’s listening comprehension was obtained. then the correlation and the influence between variables were analyzed through statistical package for social and science (spss) 21.00 based on the results of the questionnaires and listening test. last, explanation and interpretation of the results were discussed. research site, sampling, and participants according to creswell (2005), “population is a group of individuals who have the same characteristic” (p. 145). in addition, fraenkel and wallen (1990, p. 68) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study (as cited in saputra & marzulina, 2015, p.7). the population of this study is all the active islamic senior high school students of babussalam payaraman in the academic year 2016-2017, which consisted of three classes. the total population of this study was 68 students. the sample of this study was taken by using purposive sampling method. “purposive sampling (judgmental sampling) is used in both qualitative and quantitative research” (johnson & christensen, 2012, p. 235). creswell (2005) adds “in this method, the researchers select individuals and sites to learn and understand about the topic whether they are information rich” (p. 204). moreover, johnson and christensen (2012) explain, “in purposive sampling, the researcher specifies the characteristics of a population of interest and then tries to locate individuals who have those characteristics” (p. 204). in this research, the eleventh grade students were chosen as population because the classes described the characteristics which researcher needed to study. students’ listening strategies among three classes varied and the ability of their listening comprehension was different each other and they had experienced a lot in learning listening skill based on schools’ curriculum. besides, there was no research related to listening strategies conducted in this school before. according to creswell (2012), “at least 30 participants for a correlational study that relates variables” (p. 146). meanwhile, according to fraenkel, wallen, and hyun (2012), “for correlational studies, a sample of at least 50 is deemed necessary to establish the existence of a relationship” (p.103). so the sample of this research was all active students in the academic year 2016-2017 which consisted of 68 students from 3 classes. http://www.businessdictionary.com/definition/group.html http://www.businessdictionary.com/definition/individual.html issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection there were two kinds of instrument used to collect the data; listening strategies questionnaire and listening test. to obtain the information about students’ listening strategies, questionnaire developed by lee (1997) and modified by ho (2006) (as cited golchi, 2012) was obtained. there were 18 items in the questionnaire consisting of types of listening strategy. the classification of each types are cognitive (6 items), metacognitive (6 items), and socio-affective (6 items). the questionnaire has likert scale (never, seldom, sometime, often, and always) with the score 1 until 5. the questions were responded by students in about 20 minutes. to obtain the students’ listening comprehension, listening test was taken from toefl junior. it is a standard test which is an objective and reliable measure of english communication skill. this kind of test measures the english proficiency of students that age 11+ years old. however, this test may be appropriate for other students. the appropriateness is based on the english-language proficiency of the students (toefl junior handbook, 2015). it consists of 42 items in multiple choice forms. the time for the test administration was 40 minutes. toefl junior test scores were determined by the number of questions students has answered correctly. there is no penalty for wrong answers. the number of correct responses on listening section was scored by using schools’ scoring system. the correct answers was be given score 1 (one), other ways incorrect is 0 (zero). data analysis in analyzing the data, there were some analyses related to research problems in this research. the data analyses in this research were questionnaires’ analysis, listening tests’ analysis, correlation’s analysis by using pearson product moment to find out the correlation between variable and the last, regression analysis by using regression analysis was used to achieve the influence related. in analyzing the questionnaire from listening strategies, there are three kinds categories of listening strategy, they are cognitive, metacognitive and socio affective strategies. so those strategies were described in term of the descriptive statistics. in analyzing listening test, there are five categories in listening test, they are excellent, very good, good, fair and poor level. so those levels were described in term of the descriptive statistics. as the matter of fact, it was essential to do pre-requisite test since the study was in the notion of parametric statistics, correlation and regression. thus, before analyzing the data, i tried to find out whether the data distribution from each variable was normal and linear or not. normality test was used to determine whether sample data drawn from a normally distributed population or not. it was conducted due to many parametric statistical methods, including pearson correlation test and regression test. therefore, kolmogorov-smirnov test by using spss 21 was applied. the linearity test was conducted in order to recognize whether the data between the variables were linear or not. test for linearity was conducted in order to recognize whether the data of the variables was linear or not. next, correlations’ analysis was applied after analyzing the data from questionnaire, and student’s listening test. in order to find out the correlation between students’ listening strategies as a whole and their listening comprehension, pearson product moment correlation was used. since there was a significant correlation between variables, it was continued to find out the influence between two variables. all calculation was done by using the statistical package for social and science (spss) 21 st version computer program findings and discussion listening strategies and listening comprehension sixty-eight students participated in this study. the descriptive statistical analysis of listening strategies questionnaires for the participants indicated that the maximum score was 85, and the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lowest score was 21. the mean of the listening strategies was 64.51 and the standard deviation was 1.30. the range was 64. it revealed that from the questionnaire, the three category of listening strategies were all perceived by the students with different numbers; “metacognitive” as the least perceived level and “socio affective” as the most perceived one. there were 14 students who have cognitive listening strategies, 10 students have metacognitive, and 44 students have socio affective of listening strategies. the details are as follow: table 1. distribution of students’ listening strategies no categorize number of categories percentage 1 cognitive 14 20.5 % 2 metacognitive 10 14.7 % 3 socio affective 44 64.7 % total 68 100% the descriptive statistical analysis of listening for the participants indicated that the maximum score was 38, and the lowest score was 5. the mean of the listening scores for the participants was 16.82, and the standard deviation was 6.18. the range was 33. for each category, 1 student had excellent listening comprehension level. 2 students had very good listening comprehension. 19 students had average listening comprehension. 28 students had fair level and 36 students had poor listening comprehension. the details are as follow: table 2. distribution of students’ listening comprehension no. categories score number of students percentage 1 excellent 100-81 1 1.47% 2 very good 71-80 2 2.94% 3 good 61-70 4 5.88% 4 fair 51-60 7 10.29% 5 poor <50 54 79.41% total 68 100% the results of normality test and linearity test normality test and linearity test were conducted prior to data analysis through spss 21st version for windows. as parametric statistics, in term of correlation and regression, total sampling technique were used in this research. the data are interpreted normal if p> 0,05. if p< 0.05. it means the data are not normal. kolmogorov-simonov was used to see the normality. the results of normality test indicated that the data from each variable were all normal and appropriate for data analysis with coefficients .065 for listening strategies and .073 for listening comprehension. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. the results showed that, the deviation from linearity between listening strategies and listening comprehension was .139. to sum up all the data were linear for each correlation and regression. correlation between listening strategies and students’ listening comprehension based on pearson product moment correlation coefficient, the result indicated that the pattern of correlation between listening and listening comprehension was positive. the correlation coefficient or the r-obtained (.516) was higher than r-table (.235). then, the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. thus, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi there was a significant correlation between the students’ listening strategies and listening comprehension. the details are as follows: table 3. correlation between listening strategies and listening comprehension correlations listening strategies listening comprehension listening strategies pearson correlation 1 .516 ** sig. (2-tailed) .000 n 68 68 listening comprehension pearson correlation .516 ** 1 sig. (2-tailed) .000 n 68 68 **. correlation is significant at the 0.01 level (2-tailed). influence of listening strategies on students’ listening comprehension in addition, since there was a significant correlation between the listening strategies and listening comprehension. it can be inferred that students’ listening strategies had significant influence on their listening comprehension. however, regression analysis was still used to find out if students’ listening strategies influenced their listening comprehension. the results indicated that the students’ listening strategies influenced listening comprehension significantly with sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between students’ listening strategies toward their listening comprehension of eleventh grade islamic senior high school students of babbussalam payaraman. it means that there was a significant influence of listening strategies on listening comprehension. table 4. the regression analysis of students’ listening strategies and listening comprehension coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) .991 3.302 .300 .765 listening strategies .245 .050 .516 4.889 .000 a. dependent variable: listening comprehension in addition, to know the percentage of listening strategies influenced on listening comprehension, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .266. it means that students’ listening strategies gave significant effect in the level of 26.6 % toward listening comprehension, and 74.4% was unexplained factors value. the following table 5 shows the result of model summary. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. model summary model r r square adjusted r square std. error of the estimate 1 .516 a .266 .255 5.34225 a. predictors: (constant), listening strategies based on the result of pearson product moment correlations, it was found that there was a positive and significant correlation between listening strategies and listening comprehension with (r.516). then, further analysis was conducted and it was also found that there was significant influence of listening strategies on listening comprehension with 26.6 %. it could be seen from the beginning of the first class that the participants had been involved in english listening practices or assignments, and they had been explored to english listening materials and interactions from printed textbooks, online media, and social networks. some students stated that they liked to listen english songs which affected their comprehension. equally important, some students had been joining english course and they had a lot of prior knowledge or experience about the topics given in the listening test. furthermore, it might be because eleventh grade students were aware of their listening strategies. they tried to think about the ways in which they could plan, make decisions, monitor, and evaluate their listening. it means that students tried to cover their listening strategies in facing listening comprehension test. bidadabi (2011) states, “students tend to employ repetition, resourcing, note-taking, deduction, translation, differencing, and elaboration on comprehending the listening texts” (p.28). besides, he adds that learners cooperate, ask questions, and self-talk to achieve high listening score. it showed the importance of the listening stategies in the success of the listening comprehension. this study is in line with the finding of amin, aly, and mohammed (2011) which showed a statistically significant positive correlation between students' strategies in listening and their listening comprehension. in other words, the findings revealed a positive correlation between students’ knowledge and use of listening strategies and their listening comprehension development. it can be concluded that the more effective strategy in listening, the better the result of listening comprehension will be. bidadabi and yamat (2011) had the same idea who revealed that there was significant correlation between listening strategies use and listening comprehension of iranian efl fresh university students. it made each strategies cognitive, metacognitive, and socio-affective give different contribution to listening performance. the students had many different kinds of strategy to face listening. they add that the use of listening strategies make them able to plan to use both top-down or bottom-up processing and employment-cognitive strategies such as thinking about the learning process, planning strategies for learning, paying attention to the main points in the listening task, and paying attention to details in the listening task. in short, the total contribution of students’ listening strategies and their listening comprehension showed significant correlated and influenced. however, the unexplained factors also had contribution on students’ listening comprehension. the findings of the study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. conclusions based on the findings and interpretations, some conclusions could be presented. first, all students’ listening strategies gave significant correlation to students listening comprehension with r = .516. it means it is in the level of average correlation. it could be proved that different level of listening-strategies gave significant effect to the students’ listening comprehension. second, it can be concluded that students’ listening-strategies gave significant influence on students’ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi performance in listening. it can be seen that student’s listening-strategies gave 26.6% contribution to their listening performance. it indicated that one of non-linguistic factors had essential contribution in improving students’ listening comprehension. this study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. afshar, h. s., & hamzavi, r. (2014). the relationship among reflective thinking, listening anxiety and listening comprehension of iranian efl learners: does proficiency make a difference? issues in language teaching (ilt), 2(3), 237-261. amin, i. a. r., aly, m. a. s., & mohammed, a. m. (2011). a correlation study between efl strategic listening and listening comprehension skills among secondary school students (unpublished masters’ thesis). benha university, benha, egypt. ariesca, a., & marzulina, l. (2016). teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625 bidabadi, f. s., & yamat, h. (2011). the relationship between listening strategies used by iranian efl freshman university students and their listening proficiency levels. english language teaching, 4(1), 26-32. brown, h. d. (2004). language assessment: principles and classroom practices. london, england: longman, inc. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). upper saddle river, nj: pearson education, inc. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. gilakjani, a. p., & sabouri, n. n. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123-133. golchi, m., m. (2012). listening anxiety and its relationship with listening strategy use and listening comprehension among iranian ielts learners. international journal of english linguistic, 2(4), 115-128. http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gonen, m. (2009). the relationship between fl listening anxiety and fl listening strategies: the case of turkish efl learners. international conference on educational technologies. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. huy, l. h. t. (2015). an investigation into listening strategies of efl students within the high school setting. asian journal of educational research, 3(4), 21-34. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.). thousand oaks, ca: sage publications, inc. liu, h. j. (2008). a study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. arecls, 5(4), 84-104. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. o’malley, j. m., & chamot, a. u. (1990). learning strategies in second language acquisition. cambridge:cambridge university press. retabi, z., & amirian, z. (2013). use of metacognitive strategies in listening comprehension by iranian university students majoring in english: a comparison between high and low proficient listeners. journal of studies in education, 1(3), 140-154. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 zhang, y. (2012). the impact of listening strategy on listening comprehension. theory and practice in language studies, 2(3), 625-629. http://dx.doi.org/10.17985/ijare.45901 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 247 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gender representations in efl textbooks fren dwiyan saputra frendwiyan303@gmail.com teacher of english in madrasah in palembang, south sumatra abstract this study aimed at finding out the proportion of gender representation in efl textbook: when english rings a bell vii whether it showed equal proportion or not. the design of this research was content analysis research with 1896 characters and 1344 pictures as the study’s data. the procedure of analyzing the data started by classifying the data into male and female division, then it was analyzed based on brugeilles & cromer aspects, while the pictures were simply classified into male or female category. the presentation of male and female category was made by drawing the inferences by the researcher. the result of the analysis was made in the form of percentage and inferences. the result of the study showed the percentage of characters of male was 71% and 29% for female category. under picture analysis, 55% was male category and 45% was female category. it indicated that when english rings a bell vii did not have a balance proportion or an equal representation between male and female category, both under characters and pictures analysis. keywords: efl textbook, gender, gender representation manuscript submitted: february 22, 2019 manuscript revised: march 10, 2019 accepted for publication: april 16, 2019 introduction to achieve a successful of language program especially english, there are some key points which are very important. the process of teaching and learning the language includes many major components. one of the most important aspects is gender equality. outlowski said gender awareness process is very important in the world of education by straightening up several aspects such as curriculum, teaching method, teaching guidelines and textbooks (as cited in gailea, 2013, p. 52). it is important to do textbook analysis from a gender perspective because textbooks are usually the most visible component of a curriculum and also very often the only learning resource teachers and students use. in many parts of the world, textbooks are still effectively driving teaching and learning, instead of being used as only one possible resource among others. next, textbooks play a significant role in society by directly or indirectly transmitting models of social behavior, norms and values (brugeilles and cromer, 2009a, p. 14). they are means of socialization presenting representations of the world that can influence students’ attitudes and orientations (crayenest, 2015, p. 7). in addition, an equitable education system prepares girls and boys equally to be productive and empowered citizens. once in school, their education must be free of gender based stereotypes, bias, and discrimination. in many countries, education systems provide examples of curricula and teaching materials that reinforce stereotypes of teachers with mailto:frendwiyan303@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 248 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi biased expectations and other different means that contribute to gender inequity promoted through the teaching and the learning processes (bursuc, 2013). gender equality does not imply that women and men are the same, but that they have equal value and should be accorded equal treatment (craynest, 2015, p. 11). at utmost, equality of rights between men and women, especially as it applies to access to education, has contributed to the development of the concept of the right to education for all (brugeilles & cromer, 2009). in contrast, based on the results of some experts of research related to this field, most of the textbooks which were analyzed did not have equal presentation related to gender equality. the research which was conducted by craynest (2015) in belgium for advance level textbooks showed imbalance presentation. it also happened to the research that was conducted by gailea (2013) in indonesia for senior high school students’ textbooks which also showed unequal presentation for the gender. as the government promotes the new curriculum, there must be a question related to the materials which is also promoted by that curriculum, whether the material (textbook) is having an equal presentation of gender or not. i found one series of textbook for junior high school students of k13 curriculum which is published by the government, “when english rings a bell.” regarding all the notions above, we investigated the presentation of gender equality in english textbook which is promoted by the indonesian government of k13 curriculum. therefore the research problem is follow (1) what is the proportion of male characters to female characters in texts and images? and (2) is there a difference between the proportion in the texts and in the images? literature review the concept of gender gender is related to culture and the social division into “masculine” and “feminine”. gender, therefore, pertains to the qualities, tastes, aptitudes, roles and responsibilities associated with men and women in a society. definitions of masculine and feminine vary enormously – demonstrating their social origin – since every society develops its classification on the basis of its own criteria and principles. the concepts of masculinity and femininity are not developed independently of each other but are mutually dependent (brugeilles & cromer, 2009). the concept of gender equality gender equality is a crucial facet of social justice, inclusiveness and social cohesion based on the values and practices of human rights, such as the fundamental respect of human dignity and the right to equal and fair treatment regardless of differences such as gender differences among people. regardless of where people live in, gender equality is a fundamental human right. advancing gender equality is critical to all areas of a healthy society, from reducing poverty to promoting the health, education, protection and the well-being of girls and boys. investing in education programs for girls and increasing the age at which they marry can return $5 for every dollar spent. according to unesco (2016), investing in programs improving incomegenerating activities for women. gender and education an equitable education system prepares girls and boys equally to be productive and empowered citizens. once in school, their education must be free of gender based stereotypes, bias, and discrimination. however, ensuring gender equity within schools is a challenge for policy makers, curriculum planners and teachers throughout the world. as stated by bursuc (2013), education systems provide examples of curricula and teaching materials that reinforce issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 249 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi stereotypes of teachers with biased expectations and other different means that contribute to gender inequity promoted through the teaching and the learning processes in many countries. quality education for all is a fundamental human right, a protection mechanism and a catalyst for personal and social development. in crisis contexts, a gender-responsive education system is crucial to ensure male and female learners of all ages have access to quality, relevant and protective educational opportunities. ensuring equitable and gender-responsive education might seem very difficult during emergency preparedness, response or recovery activities. however, emergencies can often provide unexpected opportunities for change if we look for them. according to inne (2010), looking at education systems or programs with a gender lens – considering the participation, needs and realities of girls, women, boys and men – and finding ways to make small changes to better meet the educational rights of everyone is possible, whatever the context or phase of an emergency. gender and educational inputs (curricula, textbooks, pedagogy, and teacher training) are rarely associated explicitly. similarly, the strong connections between gender inequities, inputs and outcomes are not acknowledged sufficiently. for instance bursuc (2013) stated that a report of a usaid in malawi stated the focus was on girl’s enrollment and attendance, without taking into consideration the obstacles in the learning process, thus putting girls at a disadvantage. criteria of well-designed material or textbook in designing textbook, there are several criteria that should be accomplished. according to howard and major (2004) the criteria are: (1) english language teaching materials should be contextualized; (2) materials should stimulate interaction and should be generative in terms of language; (3) english language teaching materials should encourage learners to develop learning skills and strategies; (4) english language teaching materials should allow for a focus on form as well as function; (5) english language teaching materials should offer opportunities for integrated language use; (6) english language teaching materials should be authentic; (7) english language teaching materials should link to each other to develop a progression of skills, understandings and language items; (8) english language teaching materials should be attractive; (9) english language teaching materials should have appropriate instructions, and (10) english language teaching materials should be flexible. the concept of textbook according to vrbová (2006), text-book is one of the presentations of the material. text-book provides as a loaded resource of themes, texts, visuals and language as well as help to form program of the course and i n l i n e w i t h w h a t m a h m o o d ( 2 0 1 1 ) s a i d t h a t textbook is developed on the base of printed curriculum. textbooks remain a close within school curriculum universal, presenting teachers and students with the authorized knowledge of school subjects as well as the chosen values, attitudes, skills, and behaviors of experts in those fields. textbook and gender equality a textbook – usually consisting of text and/or illustrations – reviews, structures and renders accessible the state of knowledge in a given subject for a given age group in order to lay the foundations for standard learning and a shared culture. brugeilles & cromer (2009) argues that it thus transmits a society’s cultural capital to its youngest citizens at a particular moment. why is textbook analysis from a gender perspective important? textbooks are usually the most visible component of a curriculum and also very often the only learning resource teachers and students use. in many parts of the world, textbooks are still effectively driving teaching and learning, instead of being used as only one possible resource among others. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 250 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi textbooks allow access to all sorts of information. not only do develop the ability to read and write but those also encourage critical thinking, independence and creativity. for many pupils and their families, textbooks are the only introduction to the written word in homes where there are no books, whatever the reason: the culture, distribution or supply problems, cost, etc. because the poorest children do not have access to teaching aids, they often face the greatest difficulties in learning. thus, brugeilles & cromer (2009) states that access to textbooks is usually one of the first recommendations made by policy-makers. textbooks are not the only factor leading to success in learning. teachers and other actors, such as parents, community leaders as well as the school and community environment play important roles in implementing curricula and textbooks. while acknowledging that textbooks produce their effect in a mediated way, it is nevertheless important to stress the importance of developing high quality textbooks in compliance with clear and relevant quality criteria, among which the promotion of gender equality and the avoidance of gender biases should play a central role. schools and textbooks are fundamental to the learning of gendered roles. presentations of male and female are legitimized here by a high-status medium. once assimilated by children, the “gender system”, that is “the set of norms, beliefs, practices and knowledge that organizes relations between men and women”, will have repercussions on girls’ academic achievement and choices as well as on their experience as a whole. brugeilles & cromer (2009) adds that it is from this angle that textbooks may be investigated as potential vehicles for gender equality. text-books can also play an important role in adult literacy programs, as well as in other forms of community-based and lifelong learning, such as adult education in formal schooling. consequently, learning materials, including textbooks, as well as learning processes that are free from gender biases and promote gender equality are both a good practice in education and may contribute to more inclusive and cohesive societies in the long run. it could be assumed that, textbook is the tool which is very important to display the material of the teaching. however, the material should be equal in gender. guideline to evaluate gender presentation in textbook this guideline is taken from the guideline which prepared by brugeilles & cromer (2009, p. 58). previous related studies some researchers had conducted this study. the first was gailea with the title a study of gender equality values based cross cultural understanding in efl textbooks (a content analysis in efl textbooks at senior high school in serang-banten) in 2013. this study was aimed at investigating the treatment of gender inequality in efl textbooks for tenth and eleventh grade of senior high school, and also to investigate the differences and similarities culture between indonesian and european (american) women who related to the women position in society life. the sources of the data are english textbooks. this research was conducted by using descriptive analysis method to analyze the data on gender in equality content in efl textbooks of senior high school in serang city banten. the result of study showed that efl-electronic textbooks for tenth and eleventh grade of senior high school still present gender bias which represented unfairness and inequality treatment to images of women. it seems that the result showed textbooks still presented unequal right between women and men. the second study was conducted by crayenest in 2015. the main purpose of this study was to assess how men and women are represented in three efl textbooks published in belgium and in the united kingdom. therefore, a quantitative and a qualitative content analysis were carried out. this study focused on how gender norms and values, i.e. the position of men issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 251 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and women in today’s society, were presented in three current efl textbooks, two of which were published in belgium and one in the united kingdom (u.k). the textbooks are advanced level and were published between 2011 and 2013. the results of this study suggested that the three efl textbooks analyzed did not entirely reflect the development of society towards equality between men and women. it could be concluded that both studies showed imbalance presentation of male and female or the textbooks did not show equality in gender presentation. therefore, this study is strongly needed to assess the textbook also in indonesia. methods research design in accomplishing this research, i used content analysis research in terms of analyzing the gender contents in english textbooks for junior high school students. this study aimed at finding out the percentage of gender proportion in english textbook, whether the textbook promoted equal proportion of gender in english textbook or not and how the gender equality was presented in the textbook. the focus data analyzed was contents involving the characters and pictures in the textbooks. data collection the procedures in doing this study were i identified, classified and coded the gender contents into categories and subcategories that had been provided by brugeilles and cromer (2009) while the picture would be simply coded under male or female category. data analysis after the data were identified, classified and coded into the exact categories and subcategories. they were displayed in the percentages. also, it was demonstrated by a table to make it more understandable. after that, i drew inferences based on the results that appeared. findings the findings presented the proportion of gender representation both under characters and picture analysis in when english rings a bell vii textbooks. there were 11 chapters which analyzed from the textbooks entitled when english rings a bell vii. the data were shown separately from each chapter. the data was presented as follows. the proportion of gender representationin when english rings a bell vii textbookof characters analysis chapter 1 there were about 163 characters found under character analysis in chapter 1 in the textbook. about 96 characters were coded under male category and 67 characters were under female category. in short, 58% was for male category and 42% was for female category. from 6 aspects which were analyzed, there were five aspects indicated gender representation under character analysis. the first aspect consisted of category, sex and age of the character. there were 17 characters indicated as gender representation. 9 characters were under male category with 6 men and 3 boys. meanwhile, there were 8 characters were under female category, with 6 characters were under women category, while 2 characters were under girls category. in short, 52% was for male category and 48% was for female category. under designation aspect, there were 23 characters indicated gender representation. there were 13 characters found under male category and 10 characters were under female issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 252 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi category. all the data were discovered from family relationship (mother, uncle, etc.) aspects. thus, 56% was for male category and 44% was for female category. from activities (actions) aspect, there were 84 characters indicated gender representation. there were 50 characters found under male category, with 22 characters under school activity, 1 character was from occupational activity (formal or non-formal), 17 characters were from care or caring activity, 2 were from leisure recreational or sports activity, 2 were from social activity, 5 characters were from routine personal activity, 1 character was from negative activity (making a mistake, breaking something, doing something inappropriate). whereas, 34 characters were found under female category with 19 characters were under school activity, 1 character was from domestic activity, 2 characters were from care or caring activity, 8 characters were buying activity, 1 character was from routine personal activity, and 3 characters were from negative activity (making a mistake, breaking something, doing something inappropriate). in short, 59% was for male category and 41% was for female category. under interaction aspect, there were 39 characters indicated gender representation. there were 24 characters found under male category, with 9 characters were from school interaction, 5 characters were from cooperative interaction (acting together, helping each other) and 10 were characters from social interaction (talking, celebrating, inviting, sharing). while, there were 15 characters under female category, with 10 characters were from school interaction, 3 characters were from cooperative interaction (acting together, helping each other) and 2 characters were from social interaction (talking, celebrating, inviting, sharing). thus, 61% was for male category and 39% was for female category. whereas, no character was found under attributes and location in the lesson aspects. the proportion of gender representationin when english rings a bell vii textbookof characters analysis chapter 2 there were about 95 characters found under character analysis in the textbook. about 56 characters were coded under male category and 39 characters were under female category. in short, 58% was for male category and 42% was for female category. from 6 aspects which were analyzed, there were five aspects which indicated gender representation under character analysis. the first aspect consisted of category, sex and age of the character. there were 9 characters which were indicated as gender representation. 5 characters were under male category with 3 men and 2 boys. meanwhile, there were 4 characters under female category, with 1 character was under woman category, while 3 characters were under girls category. thus, 55% was for male category and 45% was for female category. from activities (actions) aspect, there were 58 characters which indicated gender representation. there were 34 characters found under male category, with school activity 34 characters. whereas, 24 characters were found under female category with 24 characters under school activity. to conclude, 58% was for male category and 42% was for female category. under attributes aspect, there were 8 characters which indicated gender representation. there were 4 characters which were found under male category and 4 characters were under female category. all data were discovered from domestic item aspects. in other words, 50% was for male category and 50% was for female category. under interaction aspect, there were 20 characters which indicated gender representation. there were 13 characters found under male category, with 9 characters from school interaction, while, there were 7 characters under female category, with 10 characters were from school interaction. in other words, 58% was for male category and 42% was for female category. whereas, no character was found under designation and location in the lesson aspects. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 253 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 3 there were about 125 characters found under character analysis in chapter 3 in the textbook. about 82 characters were coded under male category and 43 characters were under female category. thus, 65% was for male category and 35% was for female category. from 6 aspects which were analyzed, there are 4 aspects which indicated gender representation under character analysis. the first aspect consisted of category, sex and age of the character. there were 13 characters which indicated as gender representation. 7 characters were under male category with 4 men and 3 boys. meanwhile, there were 6 characters under female category, with 3 characters under women category, while 3 characters under girls category. in short, 53% was for male category and 47% was for female category. under designation aspect, there were 3 characters which indicated gender representation. there was 1 character under male category and 2 characters were under female category. all the data were discovered from family relationship (mother, uncle, etc.) aspects. in short, 33% was for male category and 67% was for female category. from activities (actions) aspect, there were 101 characters which indicated gender representation. there were 69 characters under male category, with 45 characters under school activity, 2 characters were from care or caring activity, 3 characters were from leisure recreational or sports activity, 19 characters were from routine personal activity. whereas, 32 characters were under female category with school activity 26 characters, 2 were from care or caring activity, 4 were from routine personal activity. overall, 68% was for male category and 32% was for female category. under interaction aspect, there were 33 characters which indicated gender representation. there were 8 characters were under male category, with 5 characters were from school interaction, while, there were 3 characters were under female category. all of them were from school interaction. thus, 65% was for male category and 35% was for female category. whereas, no character was found under attributes and location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 4 there were about 61 characters found under character analysis in chapter 4 in the textbook. about 36 characters were coded under male category and 25 characters were under female category. in short, 59% was for male category and 41% was for female category. from 6 aspects which were analyzed, there were 4 aspects which indicated gender representation under character analysis. the first aspect consisted of category, sex and age of the character. there were 19 characters which indicated as gender representation. 12 characters were under male category with 10 men and 2 boys. meanwhile, there were 7 characters under female category, with 4 characters under women category, while 3 characters under girl category. in short, 63% was for male category and 37% was for female category. under designation aspect, there were 3 characters which indicated gender representation. there were 1 character which was found under male category and 2 characters were under female category. all the data were discovered from family relationship (mother, uncle, etc.) aspects. thus, 33% was for male category and 67% was for female category. from activities (actions) aspect, there were 36 characters which indicated gender representation. there were 22 characters were under male category, 18 characters were under school activity, and 4 characters from occupational activities: formal or non-formal. whereas, 14 characters were under female category with school activity. overall, 61% was for male category and 39% was for female category. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 254 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi under interaction aspect, there was 1 character which indicated gender representation which was found under male category, from cooperative interaction (acting together, helping each other). overall, 100% was for male category. whereas, no character was found under attributes and location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 5 there were about 47 characters found under character analysis in chapter 5 in the textbook. about 26 characters were coded under male category and 21 characters were under female category. in other words, 55% was for male category and 45% was for female category. from 6 aspects which were analyzed, there were 2 aspects which indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 7 characters which indicated as gender representation. 4 characters under male category with 1 man and 3 boys. meanwhile, there were 3 characters under female category, with 1 character under women category, while 2 characters under girls category. it could be said 57% was for male category and 43% was for female category. from activities (actions) aspect, there were 40 characters which indicated gender representation. there were 22 characters found under male category, from school activity. whereas, 18 characters were found under female category from school activity. in other words, 55% was for male category and 45% was for female category. while, no character was found under designation, attributes, interaction and, location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 6 there were about 31 characters which found under character analysis in chapter 6 in the textbook. about 16 characters were coded under male category and 15 characters were under female category. thus, 52% was for male category and 48% was for female category. from 6 aspects which were analyzed, there were 2 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 7 characters indicated as gender representation. 4 characters were under male category with 1 man and 3 boys. meanwhile, there were 3 characters under female category, with 1 character was under women category, while 2 characters were under girl category. it meant 57% was for male category and 43% was for female category. from activities (actions) aspect, there were 40 characters indicated gender representation. there were 22 characters found under male category from school activity. whereas, 18 characters were found under female category. thus, 55% was for male category and 45% was for female category. while, no character was found under designation, attributes, interaction and, location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 7 there were about 61 characters found under character analysis in chapter 7 in the textbook. about 28 characters were coded under male category and 33 characters were under female category. in other words, 46% was for male category and 54% was for female category. from 6 aspects which analyzed, there were 2 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 9 characters indicated as gender representation. 3 characters were under male category with 1 man and 2 boy characters. meanwhile, there were 6 characters under female category, with 1 character issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 255 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was under women category, while 5 characters were under girls category. it meant, 57% was for male category and 43% was for female category. from activities (actions) aspect, there were 46 characters indicated gender representation. there were 21 characters found under male category. from school activity there were 15 characters and from routine personal activity (fishing, eating), there were 6 characters. whereas, 25 characters were found under female category, from school activity there were 15 characters and from routine personal activity (fishing, eating) were 10 characters. to conclude, 46% was for male category and 54% was for female category. under interaction aspect, there were 6 characters indicated gender representation which were found 1 character under male category, from school interaction. whereas, 5 character were found under female category with 1 character from school interaction and 4 from cooperative interaction (acting together, helping each other). therefore, 67% was for male category and 33% was for female category. while, no character was found under designation, attributes, and location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 8 there were about 66 characters found under character analysis in chapter 8 in the textbook. about 35 characters were coded under male category and 31 characters were under female category. thus, 53% was for male category and 47% was for female category. from 6 aspects which were analyzed, there were 3 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 8 characters indicated as gender representation. 4 characters were under male category with 1 man and 3 boys. meanwhile, there were 4 characters under female category, with 1 character under woman category, while 3 characters under girl category. in other words, 50% was for male category and 50% was for female category. from activities (actions) aspect, there were 50 characters indicated gender representation. there were 27 characters found under male category, with school activity 14 characters, 2 from leisure recreational or sports activity, and 11 from social activity. whereas, 23 characters were found under female category with 8 characters under school activity, 1 character from leisure recreational or sports activity, and 14 from social activity. in conclusion, 54% was for male category and 46% was for female category. under interaction aspect, there were 8 characters indicated gender representation. there were 4 characters found under male category and also 4 characters under female category, and social interaction (talking, celebrating, inviting, sharing). in short, 50% was for male category and 50% was for female category. whereas, no character was found under designation, attributes and location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 9 there were about 71 characters found under character analysis in chapter 9 in the textbook. about 28 characters were coded under male category and 47 characters were under female category. in short, 39% was for male category and 61% was for female category. from 6 aspects which were analyzed, there were 3 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 10 characters indicated as gender representation. 4 characters were under male category with 1 man and 3 boys. meanwhile, there were 6 characters under female category, with 1 character under woman category, while 5 characters under girl category. in other words, 40% was for male category and 60% was for female category. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 256 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi from activities (actions) aspect, there were 48 characters indicated gender representation. there were 21 characters found under male category, with school activity 15 characters, and 6 from social activity. whereas, 28 characters were found under female category with school activity 21 characters, 1 character was from care or caring activity, 3 characters were from social activity and 4 charactters were from routine personal activity. in short, 45% was for male category and 55% was for female category. under interaction aspect, there were 15 characters indicated gender representation. there were 3 characters found under male category, with 3 characters from school interaction. while, there were 12 characters under female category, 8 characters were from school interaction, 4 characters were from cooperative interaction (acting together, helping each other). in other words, 20% was for male category and 80% was for female category. whereas, no character was found under designation, attributes and aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 10 there were about 61 characters found under character analysis in chapter 10 in the textbook. about 43 characters were coded under male category and 33 characters were under female category. in short, 46% was for male category and 54% was for female category. from 6 aspects which were analyzed, there were 3 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were10 characters indicated as gender representation. 6 characters were under male category with 2 men and 4 boys. meanwhile, there were 4 characters under female category, with 1 character was under women category, while 3 characters were under girl category. it meant, 60% was for male category and 40% was for female category. under designation aspect, there were 9 characters which indicated gender representation. all the data were discovered from male category, under family relationship (mother, uncle, etc.) aspect. in short, 100% was for male category. from activities (actions) aspect, there were 46 characters indicated gender representation. there were 28 characters found under male category, 15 characters with school activity, 4 characters were from social activity, and 9 characters were from routine personal activity. whereas, 19 characters were found under female category with 13 characters under school activity and 6 characters were from social activities. in short, 60% was for male category and 40% was for female category. whereas, no character was found under attributes, interaction, and, location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of characters analysis chapter 11 there were about 17 characters found under character analysis in chapter 11 in the textbook. about 10 characters were coded under male category and 8 characters were under female category. in short, 56% was for male category and 44% was for female category. from 6 aspects which were analyzed, there were 2 aspects indicated gender representation under character analysis. the first aspect were category, sex and age of the character. there were 5 characters indicated as gender representation. 3 characters were under male category with 1 man and 2 boy characters. meanwhile, there were 3 characters under female category, with 1 character under women category, while 2 characters were under girl category. overall, 60% was for male category and 40% was for female category. from activities (actions) aspect, there were 12 characters which indicated gender representation. there were 6 characters found under male category, with school activity 4 characters, and 2 characters were from routine personal activity. whereas, 6 characters were issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 257 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi found under female category with 13 characters under school activity. it meant, 50% was for male category and 50% was for female category. whereas, no character was found under designation, attributes, interaction and location in the lesson aspects. the proportion of gender representation in when english rings a bell vii textbook of picture analysis there were also 11 chapters which were analyzed from when english rings a bell vii textbook of picture analysis. there were about 154 pictures which indicated gender representation in chapter 1, about 75 pictures were under male category and 79 pictures were under female category. it showed that 49% of the data was under male category and 51% was under female category. in chapter 2, there were about 70 pictures which indicated gender representation, about 40 pictures under male category and 30 pictures under female category. it meant, 57% of the data was under male category and 43% was under female category. next, there were about 115 pictures which indicated gender representation in chapter 3, about 73 pictures were under male category and 42 pictures were under female category. thus, 63% of the data was under male category and 37% was under female category. in chapter 4, there were about 102 pictures which indicated gender representation, about 56 pictures under male category and 46 pictures under female category. thus, 55% of the data was under male category and 45% was under female category. there were about 44 pictures which indicated gender representation in chapter 5. about 25 pictures were under male category and 19 pictures were under female category. in short, 57% of the data were under male category and 43% was under female category. in chapter 6, there were about 25 pictures indicated gender representation, about 14 pictures were under male category and 11 pictures were under female category. in short, 56% of the data were under male category and 44% was under female category. next, there were about 66 pictures indicated gender representation in chapter 7. about 33 pictures were under male category and 33 pictures were under female category. to conclude, 50% of the data was under male category and 50% was under female category. in chapter 8, there were about 128 pictures which indicated gender representation, about 73 pictures under male category and 55 pictures under female category. thus, 57% of the data was under male category and 43% was under female category. there were about 94 pictures which indicated gender representation in chapter 9. about 53 pictures under male category and 41 pictures under female category. in short, 56% of the data was under male category and 44% was under female category. in chapter 10, there were about 95 pictures indicated gender representation. about 53 pictures were under male category and 42 pictures were under female category. in conclusion, 56% of the data was under male category and 44% was under female category. next, there were about 31 pictures which indicated gender representation in chapter 11. about 15 pictures were under male category and 16 pictures were under female category. in short, 48% of the data was under male category and 52% was under female category. all over the chapters, there were about 924 pictures which indicated gender representation, 510 pictures under male category and 414 pictures under female category. in conclusion, 55% of the data were under male category and 45% was under female category. discussion after conducting the analysis, there were 1896 aspects which indicated gender representation, 1344 were considered under male category and 806 were under female category or 71% under male category and 29% under female category. whereas, there was no character issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 258 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was found under the category of location in the lesson aspects. then, all over the chapters, there were about 924 pictures which indicated gender representation, about 510 pictures under male category, and 414 pictures under female category. at all, 55% of the data were under male category, and 45% was under female category. there are some inferences from this research that could be drawn. first, there were about 1896 characters which indicated gender representations from all aspects. 1344 characters found under male category, while 806 characters found under female category. all over the data, 71% of the data were under male category, and 29% under female category. the result of the study is in line with the study from gailea (2013) and also crayenest (2015) that showed most of the content focused on one category only, either male or female category. it also happened to the result of this study, in which it was dominated under male category. secondly, the result did not support the theory from brugeilles & cromer (2009) in which equality of rights between men and women should be put as consideration. the result suggested that the data showed imbalance representation between male and female category. thirdly, under picture analysis, the data also showed the same result, that male category was dominating the data then the female category. there were about 924 pictures which indicated gender representation, 510 pictures were under male category and 414 were under female category, or 55% were for male category and 45% were for female category. this study was in accordance with the result from gailea (2013) and also crayenest (2015) that most of the picture figured pictures under male category. conclusion there were some conclusions related to this study, (1) there were about 1896 characters which indicated gender representations from all aspects. 1344 characters found under male category, while 806 characters found under female category. all over the data, 71% under male category and 29% under female category; (2) under picture analysis, the data also showed the same result which showed that male category was dominating the data then the female category. there were about 924 pictures which indicated gender representation, 510 pictures under male category and 414 under female category or 55% was for male category and 45% was for female category. (3) both characters and pictures analysis showed the imbalance representation of gender in the textbook entitle, “when english rings a bell vii.” references brugeilles, c., & cromer, s. promoting gender equality through textbooks a methodological guide. paris, france: unesco. bursuc, g. c. (2013). achieving gender equality in teaching and learning: identifying problems and searching for solutions. lingua culture, 2(77-91). craynest, f. v. (2015). gender representations in efl textbooks: a quantitative and qualitative content analysis. (unpublished master’s thesis). university ghent, belgia. gailea, n. (2013). a study of gender equality values based cross cultural understanding in efl textbooks (a content analysis in efl textbooks at senior high school in serang-banten). the 2nd international seminar on quality and affordable education (isqae 2013). banten, indonesia. howard, j., & major, j. (2004). guideline for designing effective english language teaching material. retrived from: file:///c:/users/eyestorm/downloads/howard.pdf inne. (2010). gender equality in and through education inne pocket guide to gender. geneva, switzerland: inee. file:///c:/users/eyestorm/downloads/howard.pdf issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 259 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mahmood, k. (2011). conformity to quality characteristics of textbooks: the illusion of textbook evaluation in pakistan. journal of research and reflections in education, 5(2) 101-123. unseco. (2016). sustantable development 12 goals to transform our world. retrieved 18 may, 2018 from http://www.un.org/sustainabledevelopment. vrbová, l. (2006). developing cultural awareness in elt. (undergraduate’s thesis). university of pardubice, ceko. http://www.un.org/sustainabledevelopment issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 260 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi an analysis of politeness strategies of disagreement: the case of students of english education study program in one state islamic university in sumatera, indonesia witria windika witriawindika@gmail.com kinderganden school teacher in lahat, south sumatera, indonesia abstract the pupoposes of this study were (1) to find out the realizations of politeness strategies of disagreement by the sixth semester students of english education students of islamic state university in sumatera, and (2) to figure out the most common types of politeness strategy used by them. the study employed qualitative research. the data were taken through a written test and discourse completion test (dct). the sample was taken by using cluster random sampling method which consisted of 12 male students and 12 female students. the study revealed that female and male english language learners experienced four types of politeness strategy: positive politeness, negative politeness, bald-on-record politeness, and off-record politeness with negative politeness as the most frequent strategy used by female and male english language learners. the result of the study showed that negative politeness was dominant politeness strategy which had value of 63,33%. the second place was bald-on-record (23,33%), the third place was positive politeness (11,67%), and the last one was off-record (1,67%). the conclusion of this study indicated that in expressing politeness strategy for disagreement, both female and male respondents tended to perform negative politeness strategy. keywords: disagreement, face-threatening act, gender, politeness, politeness strategies manuscript submitted: march 4, 2019 manuscript revised: april 4, 2019 accepted for publication: may 16, 2019 introduction the term language can be used to refer to a variety of concepts or things, such as the particular form of words and speech used by the people of a country, area or social group, or the method of human communication using spoken or written words. language has an important role in human life because it was part of communication and culture. it was according to behaviour of the speaker. that is why it will develop the relation between the speaker, even it is good or bad relation. cakrawati also adds that language is an important media for communication. if there is no language so it will be difficult to communicate with others (as cited in nadjmuddin, 2012, p.2086). it will also be complicated and the relation can not be built. language has been used for communication by people from different countries, cultures and many things. according to meyer, language is a different communication system, for example in communicating, humans and animals have different ways of communicating (as cited in imam, 2016, p.104). brown also argued that language is a tool to communicate (as cited in holandyah & utami, 2015, p.15). people should have same language with others in order to they can communicate well. if language is different, the communication will not connect. we, as the human, use language to communicate with people around us although we have some differences such as educational background, age or sex. mailto:witriawindika@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 261 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi there are many kinds of language that people use. one of them is english. puspita (2016) defined that english has been recognized as the first international language in the world. it is supported by abrar, mukminin, habibi, asyrafi, makmur, and marzulina (2018) who stated that in indonesia, an incredibly diverse and multicultural country, english is regarded as one of the most popular foreign languages. besides, crystal asserted that english is the language of the world, which is used in every country and every field (as cited in ariesca and marzulina, 2015, p.25). in short, people all around the world are now familiar with english as it is now used in every field of people‟s lives. students in every school in indonesia have learnt english in their lessons because english is an international language. sharifian (2009) defines that english as an international language refers to a paradigm for thinking, research and practice. in indonesia, english lesson is learnt from primary school. english lesson is included in educational curriculum in indonesia. although, according to wannaruk and amnuai, english is not formally used in people‟s daily communication either orally or in written but the students of university would use full english (as cited in samanhudi, 2017, p.61). as the unifier languages, english can be used by people for communication which is expressed in both linguistic and non-linguistic ways. communication by means of language, may be referred as linguistic communication. meanwhile, the other ways of communication is to use non-linguistic ways which are, for example, laughing, smiling, shrieking, which are learned under the linguistic schools, named pragmatics. according to brown and levinson (1987), pragmatics is the study of the relations between language and context that are basic to an account of language understanding. pragmatics is a branch of linguistics which studies how language is used for communication within a certain context. one of its concerns is politeness strategy. native speakers communicate each other with different purposes and they use politeness strategy in certain context and situation. sedyawati defined that english language, character is translated into morality. morality includes important things like attitude and manner (as cited in janawi, 2001, p.36). we are as the human being should have good moral. when we talk to other people, we should use good words and respect others. when people realize politeness and perform it in human interaction, it is possible for them to maintain their social relationship with others. in addition, yule asserts that politeness is used in communication as the means employed to show awareness of another person‟s face (as cited in rezasanti, 2011, p.29). people can maintain social relationship with others. politeness is also used to decrease the possible conflict will happen. sometimes people are not aware of another person‟s face. then, if speaker does not care for the face of the addressee, he or she might threat the face of speaker or hearer then it is called face threatening acts (henceforth, fta). ftas happen in communication and can threaten both positive and negative face. brown and levinson (1987) state that negative face is the desire of every „competent adult member‟ that his actions be unimpeded by others. positive face is the desire of every member that what he wants be desirable to at least to some others. all people certainly ever showed their positive or negative face. it can certain happen because people is human being. we as the human being should have good moral when talk to others. according to the shihab, “the effort to maintain islamic moral values is to comprehend the values in alqur‟an comprehensively”, (as cited in abdurrahmansyah, 2001, p.70). if people can understand the value and content of alqur‟an as comprehensively, they can have good attitude and moral. when people communicate, they can respect each other. therefore, that is why we as human should have a certain attitude to people, whether they are parents, friend, senior, junior, or the human who more older than us. in addition, according to unal and iseri, attitude is characterized as a learner disposed that individual behaviour in front of people (as cited in lestari & holandyah, 2016, p.48). if people have good attitude and respect others, they will have good relation with people around them. therefore, people should know and learn about politeness strategies. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 262 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi regarding to politeness strategies, native speakers communicate to each other with different purposes and they use politeness strategy in certain context and situation. every politeness strategy has its own function, for example politeness strategy for the purpose to command, request, suggest, remind, threaten, promise, hate, be angry, critic, complaining, disagreeing, etc. among those purposes mentioned above, politeness in expressing disagreemet is interesting to study since it is regularly used and it may cause some negative reactions or feeling in interpersonal communication. in addition, this study also focused on finding out the most common types of politeness strategies that are used by male and female with the reason that politeness is usually connected to gender. gender refers to the attitudes, feelings, and behaviors that a given culture associates with a person‟s biological sex. brown and levinson (1987) state that women usually use simple language when talking to others because of the status they play role in society. woman usually is more polite than man when they speak to others although they disagree. woman usually avoids conflict. regarding the problem above, there have been many studies which have been undertaken to investigate politeness strategy in disagreement. gaspie (2014) in his study showed that male students had higher value than female students in using bald on record (bor) strategy. second study from rezasanti (2010) revealed that female and male english language learners had realized all four types of politeness strategy. based on the study above, the objectives of the study here are (1) to find out the politeness strategy used by male and female students of english education study program of islamic state university raden fatah palembang when they are expressing disagreement; and (2) to figure out the most common type of politeness strategy used by male and female student of english education study program of islamic state university raden fatah palembang when they are expressing disagreement. review of literature the concept of politeness strategies according to fauzi (2010), politeness courtesy as a good application of good manners and ethics while communicating. brown and levinson (1987) stated that linguistic modesty such as efforts to keep each other's feelings both listeners and speakers while interacting. politeness is very important for human because human should have a certain attitude to people, whether they are parents, friend, senior, junior, or the human who more older than us. people should have good relation with other because people as the human being. people need help with people around them. therefore, it can be concluded that, if we, as the human should speak polite to others to maintain social relationship with others. when people realize politeness and perform it in human interaction, it is possible for them to maintain their social relationship with others. there are five types of politeness strategy: positive politeness strategy, negative politeness strategy, bald on-record strategy, and off-record strategy, and no fta. 1) positive politeness this strategy tries to minimize the threat to the audience‟s positive face. this can be done by attending to the audience‟s needs, feeling of belonging to the group, hedging or indirectness. 2) negative politeness this strategy tries to minimize threat to the interlocutor‟s negative face. the negative politeness also recognizes the hearer's face. however, it also admits that the speaker is in some way imposing on the hearer. 3) bald on record this strategy is used when people know each other so there is no need to maintain face. in this strategy, fta is performed “[…] in the most direct, clear, unambiguous, and concise way possible” (brown & levinson, 1987, p.30). 4) off record issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 263 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi this strategy is more indirect. speakers do not impose something on the listeners, so the face is not directly threatened. 5) no fta this strategy is simply that speaker avoid offending hearer at all with this particular fta. the concept of disagreement disagreement often occurs in every days conversation. koczogh believes that the term disagreement is complicated and still requires further research in politeness or not and accuracy or not (as cited in rezasanti, 2011, p.40). ramadhani (2012) stated that, disagreement is used when we have different opinions or ideas about something.we often disagree with people around us such as our parent, friend, sister, brother etc. we often disagree when we have different opinion and sometimes it made our relations tretchable. methods research design and participants of the study this study was a qualitative research with descriptive approach. according to moleong (2014), “it has a descriptive study is an investigation way with compulsory the data by words, pictures, and does not statistics” (p.6). the subject of this study was all of the sixth semester students who had taken pragmatic course. the students in the sixth semester consisted of four class. the sample of this study was 12 male students and 12 female students. i chose the sample by using cluster random sampling. i divided the sample into two groups. there were male groups and female groups. because i analyzed the differences realization politeness strategies in disagreement and the most common type of politeness strategies used by male and female students, i picked three male students and three female students from each class as the sample. data collection i used questionnaire as the method of collecting the data. i used dct as the instrument that was adopted from guodong and jing (2005). the techniques in getting the data were (1) distributing the questionnaire by using dct, and (2) taking notes on their expression in the paper. the procedures of dct questionnaire distribution were, first of all, i gave the sample questionnaire. then, i gave a brief explanation about the questionnaire for making the sample understand about the questionnaire. it consisted of the five scenarios of dct, in which the subjects were expected to disagree with a higher status, three with peers and one with a lower status. the sample were given 45 minutes for answered the questions. i used discourse completion test (dct). in this part, i analyzed the realization of politeness strategies used by male and female english language learners when expressing disagreement. to answer the second research problem, i also used dct to find out the common types of politeness strategies that used by male and female students. the data from dct in this study was categorized based on the samples‟ responses in the questionnaire. in this case, it was about what types of politeness strategy used by samples, whether they were bald-on record, positive politeness, negative politeness, off-record and no fta based on brown and levinson‟s theories (1987). after that, i described the data which were found, and then it was checked by expert whether it was right or not. after that, it was explained. in this research, i obtained data which were valid. this part would show the way to check data by establishing trustworthiness. to check the trustworthiness of the data, i used triangulation. according to moleong (2011), a technique that utilizes data validity that exploits something else is called trangulation. triangulation was a method to enhance researcher‟s understanding about what was being investigated. in this research, i used investigator triangulation. this type of triangulation was done by asking experts or other researchers and issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 264 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi investigators for rechecking the credibility of the data gained from the research. after i analyzed the data, the result was rechecked by three lecturers of english. the process of rechecking the data by experts showed the implementation of investigator triangulation itself. data analysis the data were analyzed to find out the influences of three contextual variables (social distance, relative power, and ranking of imposition) towards the realization of politeness strategy by repondents. it was analyzed by using percentage. to calculate the percentage of types of politeness strategies, there is the formula: p = result of percentage f = result of types of politeness strategies n = all types of politeness strategies findings the realization of politeness strategies used by male and female students both male and female students experienced four types of politeness strategies. there were several differences found in the politeness strategies used by male and female students. the differences of using politeness strategies that could be seen on the table below: table 1. type of politeness strategies no participants type of politeness strategies negative politeness positive politeness bald on record off record no fta 1. male 58,33% 15 % 25 % 1,66 % 2. female 68,33 % 10 % 21,66 % the example of realization of politeness strategies that can see on the table below : female oh, i’m sorry sir but honestly i really do it by myself. i think that you can tell me about the reason why you can directly said that‟s not pure my ideas. negative politeness i agree for your great plan sir, but how about other people who are not placed in the new department ? where we will be placed if the new department that will be opened. can you give a solution for this problem ? positive politeness i’m so sorry. i don’t think so. i think this data is enough and i just need to add more supporting information, don‟t i ? negative politeness i don’t think so. i think it doesn‟t matter to use the technology because it will make people to do anything easier, and for the problems, it can be reduced by the time. so, don‟t worry about it. bald on record ok. it doesn’t matter if you think so. but, you have to know that in that kind of situation man is stronger to survive while a woman will dace the difficulties same as the children. they can‟t do anything. also, they panic. so. it will better to safe the woman and children first. negative politeness 𝑃 = 𝐹 𝑁 𝑥 100 % issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 265 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. the most common types of politeness strategies note : bor : bald on record pp : positive politeness np : negative politeness or : off record based on the chart above, it indicated that the participants used all brown and levinson‟s politeness strategy. negative politeness was the most appeared strategy in situations which were related in social distance between speaker and hearer. negative politeness (np) had an average value of 63,33 %. the participants mostly used np as what brown and levinson said that np is used when the speaker will be imposing on the listener and there was a higher potential for awkwardness or embarrassment. the use of np dominated in all situations which were separated by social distance. off record (or) which had value as 1,66 % was the least value of politeness strategies. or was mostly appeared in equal and lower status. as what brown and levinson say, or can be done where speaker wants to do an face threatening act (fta), but wants to avoid the responsibility for doing it. in equal status, the participants preferred to produce disagreement directly rather than give hints or clues. or was left behind from bor which stood in the second place. bald on record (bor), which stood in the second place, had value of 23,33 %. bor mostly appeared in equal status as 15%. the participants mostly used bor as what brown and levinson (1987) said “bor is used when great efficiency was intended whenever s wanted to do the face threatening act with maximum efficiency more than speaker wants to satisfy hearers face, even to any degree”, (p.95). the use of bor dominated in all situations and status which were separated by social distance. positive politeness (pp) which had value as 12,5 % stood as third place of politeness strategy. pp mostly appeared in equal situation. as what brown and levinson (1987), said “disagreement threats to the positive face of the hearer, pp should be the most appeared value in showing disagreement, but in fact, pp stands as the third appeared strategy” (p.66). the value of pp could be affected by the background knowledge of the speaker. it was also caused by the lack of understanding about the use politeness strategy in showing disagreement. issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 266 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi off record (or) which had value as 1,66 % was the least value of politeness strategies which were affected by social distance. from the participants, it was found that the highest value of or was in lower status as 1,66%. besides, it was also found that the lowest value of np was in 13,33%. in lower situation, the value of or was 1,66%. it could be stated that when speaker has closer distance with hearer, the appearance of or is greater. in equal situation, the participants preferred to produce disagreement directly rather than gave hints or clues. the most appeared strategy of or were overstate and use metaphor. “by using or politeness, speaker could run less risk of his act and could avoid responsibility for the potentially face -damaging interpretation” (brown & levinson, 1987, p.71). the effect of status levels to the type of politeness strategy made the use of np strategy becoming the most appeared strategy in all situations. based on the chart above, it showed that np had an average values as 63,33 %. status level affects someone in producing utterances. people prefer to use more polite sentences when they are talking to someone who has higher level than him. when speaker is in higher situation, the value of negative politeness (np) becomes higher. when speaker was in lower situation, the value of np became lower. np in higher situation had a value as 60% while np in lower situation had a value as 13,33%. off record (or) which had value 1,66 % was the least appeared politeness strategies which were affected by social distance. or mostly appeared in lower and equal situation. or was left behind from bor which stood in the second place. the value of or could be affected by the background knowledge of the speaker. it was also caused by the lack of understanding about the use politeness strategy in showing disagreement. discussion i found some interesting data when analyzing the sentences. negative politeness (np) was the most frequently strategy which was used by the male and female students in almost every situation. np was the most frequently appeared strategy with the value of 63,33 %. in second place, there was bald on record (bor) as 23,33 %. in the third place, there was pp as 12,5%. in the last position, there was or as 1,66 %. as what brown and levinson (1987) say “disagreement threats to the hearer‟s positive face”, (p.66). it means that the used of politeness strategy should stand as the highest values. but in fact, the value of positive politeness (pp) was the third level of all strategy. the use of np was affected by language which was used by the participants in daily conversation. in indonesian context, when showing disagreement, they prefer to say something that they recognizes the hearer‟s face but it is also recognized that they are in some way imposing on them. the use of np could also be affected by the use of dct as an instrument in collecting the data. dct tries to construct the unreal situation. however, in real situation, they should be more reluctant and will consider not using some words which show rudeness as in the following examples: i’m sorry sir, honestly, it‟s real from me i do it by myself. i think i can’t sir. i’m sorry, in my opinion i‟m not appropriate with that position because …….. . thank you for your suggestion bro, but i‟m sure if my data is enough. …………. . in off record (or) strategy, i concluded that when speakers were in a close relationship, the value of or will be used by speaker. in close situation, or had value as 1,66 %. such as strategy in or which appears are strategy 5 (overstate), and 9 (use metaphor). issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 267 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in familiar and equal relationship, there were some sentences which contain pp which is in the form of claiming common ground : seeking agreement : safe topic repetition. the sentence was as follows: thank you for your attention. thank you for your suggestion. the words “thank you” were also classified as pp which is in the form seeking agreement. there were also some sentences which showed rudeness or impoliteness. the examples are as follows: ……. can you give a solution for this problem ? …… you have to democrats boss to be a good boss. …. . those sentences were uttered by female students. those sentences seemed that speaker did not care about maintaining of hearer‟s face. speaker was disposed to act rude and to uttere sentence which is deliberately threaten to the positive face of hearer. female students had higher value than female students in using negative politeness (np) strategy. female students used np as 68,33 % while male students used np as 58,33 %. it indicated that male students preferred to say something directly and sometimes did not care of maintaining the hearer‟s face, while female students preferred to used delicate sentences in disagreement. the next interesting data came from the effect of social distance to the type of politeness strategy used. wardhaugh states “social distance affects to the sentence between speaker and hearer” (as cited in rezasanti, 2010, p.33). it clearly represented the use of np in situations of the dct which were affected by social distance. speaker preferred to use np such as strategy 2 (hedge, question) and strategy 6 (apologizing) in delivering disagreement. it was affected by the background culture of the participants. in indonesian context, when someone wants to show disagreement they sometimes use apologizing words such as “sorry.” even when they do not use “sorry,” they would use some words which showed that there was no pressure of accepting their disagreement. the sentences were often started with “i think” as in the strategy 2 (hedge, question). moreover, in showing disagreement, both male and female students prefered to used np. the major reason for negative politeness strategy (np) usage was due to recognizing the addressees‟ negative face needs. it was assumed that they believed by saying disagreement indirectly, it could soften the disagreeing response from the addressee. in addition, not only it can avoid conflict happens, but can also restrain in making someone feel embarrassed or losing face. in other words, it can maintain the harmony, of the communication between the respondents and the addressee. the students mostly used weak form of disagreement. according to pomerantz, “weak form of disagreement is disagreement that occur in the agreement-plus-disagreement”(as cited in rezasanti, 2010, p.37). the examples were as as follows: well, it’s a great plan, boss but i have another plan …….. ……. i think you did wrong thought. what you are saying right now, it’s not true, these are my idea. ……. . ……. i made it by myself. you can ask me the questions ……. there were some markers which showed that speaker appeared to agree in the beginning of the sentence and to end the sentence by disagreement. those sentences had form of agreement and are then followed by disagreement. weak forms of disagreement which appeared issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 268 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi as in the above sentences were sentences which involved in positive politeness strategy number 6 (avoid disagreement). conclusion as explained previously, this study had investigated politeness strategies in disagreement by the sixth semester students of english education study program of islamic state university raden fatah palembang. i could conclude that the result of the study was the sixth semester students of english education study program of islamic state university raden fatah palembang used four politeness strategies: positive politeness strategy, negative politeness strategy, bald on record politeness strategy, and off record politeness strategy. the most frequently used strategy was negative politeness. it happened for both male and female respondents. since negative politeness was the most frequent strategy used by the students, it was proven that the sample tended to recognize the addressees‟ negative face needs. it was assumed, that they believed that by saying disagreement indirectly, it could soften the disagreeing response to the addressee. in addition, not only it could avoid conflict happens, it could also restrain in making someone feel embarrassed or losing face. in other words, it could maintain the harmony, of the communication between the respondents and the addressee. further research may also employ this study by conducting a similar research with different speech act. here, the further research can observe politeness strategy when expressing apologizing, agreement, and requesting. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn‟t a language, what is it?” indonesian efl student teachers‟ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9 abdurrahmansyah. (2001). sinergi budi pekerti di keluarga, sekolah, dan masyarakat dalam era global. ta’dib, 4(2), 65-81. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/703/628 ariesca & marzulina, m. (2015). teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625/551 brown, p., & levinson, s. c. (1987). politeness: some universals in language usage. cambridge : cambridge university press. fauzi, m. i. (2010). a politeness strategy analysis on the main characters’ dialogues of the movie pirates of the caribbean: dead man’s chest (undergraduate thesis). state islamic university syarif hidayatullah, jakarta, indonesia. retrieved from http://repository.uinjkt.ac.id/dspace/bitstream/123456789/3182/1/91729muhammad%20ihsan%20fauzi-fah.pdf gaspie, r. (2014). politeness strategies in disagreement used by english department students of muhammadiyah university of surakarta (undergraduate thesis). muhammadiyah university of surakarta, surakarta, indonesia. retrieved from http://eprints.ums.ac.id/28260/1/front_page.pdf guodong, l., & jing, h. (2005). a contrastive study on disagreement strategies for politeness between american english & mandarin chinese. asian efl journal, issn |2355-3669| e-issn |2503-2518| volume 6| number 1|june 2019| 269 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 7(1), 155-166. retrieved from https://www.asian-efl-journal.com/1248/quarterlyjournal/a-contrastive-study-on-disagreement-strategies-for-politeness-betweenamerican-english-mandarin-chinese/#squelch-taas-tab-content-0-3 holandyah, m. & utami, p. o. (2015). teaching reading comprehension using “save the last word for me” strategy to the eighth grade students of smp n 7 palembang. edukasi:jurnal pendidikan dan pengajaran, 2(1), 13-24. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/593 imam, s. (2016). morphological errors in narrative writing of eleventh grade students at madrasah aliyah negeri 2 palembang. edukasi:jurnal pendidikan dan pengajaran, 3(2), 101-117. retrieved from http://eprints.radenfatah.ac.id/744/1/sahran%20imam_tarpendbsing.pdf janawi. (2001). format pendidikan budi pekerti dalam proses pembelajaran di sekolah. ta’dib, 4(2), 32-53. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/706/631 lestari, a & holandiyah, m. (2016). the correlation between reading attitude and writing achievement of the eleventh grade students of sma muhammadiyah 6palembang. edukasi:jurnal pendidikan dan pengajaran, 3(1), 45-52. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/627 moleong, l. j. (2014). metodologipenelitiankualitatif (32 nd ed.). bandung, indonesia: pt. remaja rosda karya. nadjmuddin, m. (2012). the use of code-switching and code-mixing in english language teaching at state polytechnic of sriwijaya. ta’dib: j holistics, 4(8), 20854021. retrieved from http://jurnal.polsri.ac.id/index.php/holistic/article/view/271 puspita, d. (2016). the correlation between language learning strategies and reading comprehension achievements of the eleventh grade students of sma n 5 palembang. edukasi:jurnal pendidikan dan pengajaran, 3(2), 118-131. retrieved from http://eprints.radenfatah.ac.id/1075/1/tika%20sari%20%2812250142%29.pdf ramadhani, e. a. (2012). expressions of disagreement in english by indonesian learners of english and australian learners. indonesian journal, 1(1), 34-44. rezasanti, r. n. (2010). the realization of politeness strategies by female and male english language learners when expressing disagreement (undergraduates thesis). university of education indonesia, bandung, indonesia. retrieved from http://aresearch.upi.edu/skripsiview.php?start=12235 samanhudi, u. (2017). introduction of research articles in applied linguistics by indonesian and english academics. irje,1(1), 58-71. retrieved from https://online-journal.unja.ac.id/index.php/irje/article/view/4339 http://jurnal.polsri.ac.id/index.php/holistic/article/view/271 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 136 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching english to visually-impaired students: an analysis of teacher’s problems lenny marzulina universitas islam negeri raden fatah palembang lennymarzulina_uin@radenfatah.ac.id dian erlina universitas islam negeri raden fatah palembang muhamad holandiyah universitas islam negeri raden fatah palembang kasinyo harto universitas islam negeri raden fatah palembang herizal universitas islam negeri raden fatah palembang rizqy dwi amrina universitas islam negeri raden fatah palembang nopalia universitas islam negeri raden fatah palembang abstract the aim of this study was to find out the teachers’ problems in teaching english to visuallyimpaired students. the participants of the study were two english teachers at one special school in palembang, indonesia. a qualitative research design with a case study method was applied in this research. interviews and document analysis were conducted to gain in-depth information and understanding on the subject, while thematic analysis was used to analyze and describe the collected data. triangulation and member checking were used to assess the trustworthiness of the research results. the results indicated that the main problems encountered by the teachers in teaching english to visually-impaired students were associated with time management, students’ attitude and behavior, lack of instructional materials and equipment, and poor classroom condition. keywords: teachers’ problems, teaching english, visually-impaired students manuscript submitted: september 21, 2021 manuscript revised: october 20, 2021 accepted for publication: october 25, 2021 mailto:lennymarzulina_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 137 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction in indonesia, english is intended to be one of the compulsory subjects in junior high schools, senior high schools, and universities. it is widely noted that english is important for the most common reason that english is a global or international language (lauder, 2008). by mastering english, the students might improve their communication skills, widen their opportunities to study from various sources, and pursue their future studies and carriers. furthermore, r. marzano, j. marzano & pickering, (2003), stated that in teaching english as foreign language (efl), teachers as the facilitators of students learning take a variety of roles within the classroom (as cited marzulina, erlina, holandyah, harto, desvitasari, & angreini, 2021). teaching english as a foreign language is a challenging task for teachers, especially to visually-impaired students. teacher is an essential source of strength in the learning process of students with visual impairments. emily and beamish (2012) states that teachers of students with visual impairments are qualified specialist teachers who have the skills and practical experience in the field of visual impairments. their specialized skill and experience establish them as the best qualified individuals to address the unique learning needs to visual impaired students. additionally, riley (2000) states that students who are visually-impaired must be provided with appropriate instruction in a variety of subjects, including language arts, sciences, and mathematics. to educate them in these subjects effectively, they must be taught the necessary skills to enable them to learn to read and use appropriate technology to access and obtain information. several previous studies reported teachers’ problems in teaching english to visually-impaired students. basaran (2012) focused on strengths and problem as well as the techniques and materials used by three efl teachers working in two special primary schools for the visually-impaired students. several teaching problems determined in this study such as problems related to the students and families, curriculum, verbalism, scarcity of resources, and the use of teaching techniques. el-hossary (2018) did his research at al-nour school in egypt. the findings designated the need for allocating extra time for listening and speaking activities and practice inside and outside the classroom to deal with the problems in teaching english to visually-impaired students. audio materials or braille books and supplementary aids, in addition to learning environment which includes the classroom settings, sound isolation aids, and equipment for listening like speakers or microphones were required for successful english teaching and learning. referring to the studies above, it can be inferred that being visually impaired does not necessarily mean being unsuccessful language learners. although human vision serves as a major stimulus for learning, with the assistance of teacher and technology, visually-impaired students actually have potential for learning foreign languages. teaching english in a manner that meets the special learning needs of visual-impared students might be challenging for the teachers. this phenomenon encourages us to conduct a similar research at one special school in palembang. our preliminary study was carried out through informal interviews with two of the english teachers who taught visually-impaired students at one special school in palembang, indonesia. they informed that their visually impaired students were unable to see objects clearly. the students have difficulty to maximize the function of their eyes or even barely can use their eyes at all. it differs from the students with normal condition of eyes that learn english by what they see around them, such as colors, shapes, images, facial expressions, and book illustrations. consequently, teaching english to visually-impaired students’ needs expertise, enthusiasm, and seriousness of the teachers. the result edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 138 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the preliminary study indicated that the teachers in this special school faced several problems in teaching english to visually impaired students, so this issue became the main concern of this research. teaching english that meets the special learning needs of visual-impared students might be challenging for the teacher. this phenomenon encourages us to conduct a research at one special school in palembang. this research is intended to analyze the teachers’ problems in teaching english to visually impaired-students based on teachers’ perspective and experience. literature review visually-impaired students visually impaired is a disorder characterized by poor visual function that cannot be repaired by refractive correction (glasses or contact lenses), medical procedures, or surgery (naipal & rampersad, 2018). the nature and degree of visual impairment may vary significantly, so each student may require individual adaptations to instructional practices and materials in order to learn effectively. according to fuhr and norden (2002), visual impairment refers to the function of the eye and can be measured with tests such as visual acuity, visual field, color vision, and contrast sensitivity. in addition, visually impaired manifest itself in a variety of ways, including photophobia, diplopia, contrast sensitivity or impaired visual acuity, loss of vision, visual perception issues, visual distortion, or some combinations of the aforementioned. not all visual impairments are the same. the word visual impairment also may be used to describe as the consequence of an eye condition and disorder. in conclusion, visual impairment is a condition where a person’s vision is not the same as regular as vision in regular person in general. the visually impaired should be educated in the same general way as the sighted following the same general principles, but teachers must have some teaching strategies for them. students with low vision or those who are legally blind may need help in using residual vision more efficiently and in working with special aids and materials. teaching english to visually-impaired students in teaching visually-impaired students, teachers ultimately should comprehend that students with vision impairment would face different kinds of holdbacks and ways to learn english. davis (2003) claims that teaching english to visually impaired students differs from teaching students with normal condition of eyes. visually-impaired students cannot learn english by seeing objects, colours, shapes, facial expressions, book illustrations, digital images, animals, landscapes, skylines, architecture, transportations, and so on. therefore, teachers who teach visually-impaired students can generally have much more control over learning environments, teaching resources and strategies than they can hope to over the qualities and characteristics of the individuals they teach (webster and roe, 2003). for pupils with visual impairments there will be important questions about how best to encourage mobility, exploration, play, language and learning. many aspects of development are related and depend to a greater or lesser degree on the integrating qualities of vision. students with visual impairment depend on effectiveness in using a language in a world that is becoming increasingly visual. from an early age, pupils with visual impairment should be encouraged to develop their communication and language skills to their full potential (salisbury, 2008). therefore, teachers should have a set of skills and techniques to create a positive and edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 139 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi productive learning environment for the students (habibi, mukminin, sofwan, & sulistiyo, 2017; habibi, mukminin, najwan, sofwan, haswindy, marzulina, sirozi, & harto, 2018). they have to bring proper strategies in teaching english to visually-impaired students such as interactive reading aloud, guided and cooperative learning strategies to ensure that a certain message or lesson is passed from the teacher to the students (emily & beamish, 2012). problems in teaching english to visually-impaired students teaching english to visually-impared students requires several educational considerations to accomodate their special learning needs. kuchah and shamim (2018) mentions that there are several factors to consider that might arise problems in teaching english to visually-impaired students. they are as follows: lesson plan, a lesson plan needs to be made to know what is going to be taught in the class. it is one of the important parts of the teaching and learning process. lesson plan contains several components such as objectives, materials, activities, media, and assessments, and each component should be described clearly. harmer (2007) highlights the function of lesson plan. a lesson serves as a guide for teacher to conduct a set of activities in the classroom, determine what the students will learn and how the lesson will be taught as well as how learning will be evaluated. time management, time management is an inseparable element of a school organization. it is the art of arranging, scheduling and budgeting time to achieve learning objectives (edwards, baglion, & cooper, 2003). it is a process which involves the determination of needs and prioritization of tasks. it was acknowledged across the globe that time management for teachers is more important than any other professionals because they are master of the fate of future generation. master (2013), horng (2010), and kaushar (2013) reported that time management is an important element for teachers’ effectiveness and school’s results. in fact, time management was one of the major challenges that teacher and students face at schools. green and skinner (2005) found in their studies that time management pointed a high inconsistency between individual’s estimations of time usage and output results. kayode and ayodele (2015) described that teachers’ time management has significant impacts on students’ performance. therefore, teachers must manage their teaching time effectively for everything they plan to do for the class. environmental issues, environmental issues or the condition of the class can effect the teacher’s quality in teaching and can cause problems for them. firstly, discipline has become a chore that the teachers must do it for the succession of the teaching a learning process. when dealing with discipline, the teachers need to be comfortable with their position of authority in class. they also need to gain respect from the student and state you expectations for their behaviour in class (absence policy, test taking, respects for others, turn-taking). no matter how frustrated the teacher is, they must preserve the students’ dignity and if all matters fail the teacher may consult to the institutions counselor or administrator. the problems that may rise is when the student/teachers digress and throw the lesson for the day, an unexpected questions comes up, a technicality problem, a disruptive student etc. secondly, classroom condition has significant effect on the level of language proficiency learners. kiatkheeree (2018) found that students and teachers interaction in a classroom, as part of learning environment, was regarded as important factor in promoting students’ achievement. moreover, according to marzulina, erlina, holandyah, harto, desvitasari, angreini, (2021), a classroom with too many students often presents some problems for the teacher, such as edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 140 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lack of individual teacher-student attention, fewer opportunities for students to speak, and insufficient teacher’s feedback on students’ written work. in addition, large class is usually hot, crowded, and noisy (al-obaydi & al-bahadli, 2017). it affects the teaching process and student academic performance. building effective learning environment seemed to have great impact on language learners. as classroom condition affects students’ learning achievement, physical environment is seen to be one important factor in building good environment for learning. lodhi, sahar, qayyum, iqbal and shareef (2019) also state that classroom was a place where teachers transfer and students acquire knowledge in order to fulfill the academic needs and achieve learning outcomes. poor indoor environment of the classroom affect students’ performance badly (ipinge, 2018). therefore, it is necessary to have a well-organized classroom condition to create positive and comfortable environment for teaching and learning. methodology research design, participants, and site of the study this study was conducted by using a qualitative approach with a case study method. a qualitative research aims at expanding phenomena based on the perspectives of participant. a case study is used to describe a specific intervention or phenomena as well as the context in which it occurred (yin, 2014). thus, a case study was appropriate to this research that focused on the teachers’ problems in teaching english to visually-impaired students. the participants of this study were two english teachers at one special school in palembang, indonesia. convenience sampling was taken as one of purposeful sampling strategies to select the research participants that are easy to access and inexpensive to study (patton, 2002). the justifications in selecting the participants were the teachers had to be permanent and had more than 5 years’ experience in teaching english to visually-impaired students. we masked the names of the teachers and research site through the use of pseudonyms. for the names of the participants, we used ay and ys instead of their real names. data collection and analysis interviews and document analysis were conducted to gain in-depth information and understanding on the subject of the study. interview involves presentation of oral-verbal stimuli and reply in terms of oral-verbal responses. in this study, face-to-face interviews with the participants were conducted. the interview consists of 26 main questions that were derived from kuchah and shamim (2018), and brown (2001). the aspects obtained from these sources were about lesson plan, time management, and environmental issues that may influence the teachers’ problems in the research site. document is data source which provide the data in the form of words, pictures or symbols. according to creswell (2012), documents consist of public and private records that qualitative researchers obtain about a site or participant in a study and they can include newspaper, minutes of meeting, personal journals, and letter. the documents in this research were all written information dealing with english teaching and learning activities such as teachers’ lesson plans and syllabus. in analyzing the data, thematic analysis was applied. in this process, we had read all transcriptions and started to code the data that were related to the research question of this study. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 141 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi then, we made themes from the code that interconnects the themes. creswell (2012) also states that interconnecting themes mean that the researcher connects the themes to display a chronology or sequence of events when qualitative research generates a theoretical or conceptual model. lastly, we made a personal interpretation from the themes and codes as the final summary about this research in relation to the research question. establishment of trustworthiness to obtain the trustworthiness of the data collected for this research, we used triangulation and member checking techniques (creswell, 2012; johnson & christensen, 2008; mukminin & mcmahon, 2013). the purpose of triangulation is to increase the credibility and validity of the findings. there are six techniques of triangulation, namely investigator triangulation, combined level triangulation, methodological triangulation, theoretical triangulation, time triangulation, and space triangulation. in this research, we did triangulation by analyzing the data from two perspectives of data collection, interviews and documentations, rather than relying only on one source of data. we crosschecked the information that has been found by comparing the data from interviews and documentations to enhance the validity of the data regarding the teacher’s problems in teaching english to visually-impaired students. we used member checking to verify the accuracy of the results and interpretations (creswell, 2012; abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). we gave back the transcribed interview data and findings to the participants to ensure that they were in agreement with the data and findings. findings in reference to the data obtained through interviews and documentations, teachers’ problems in teaching english to visually-impaired students were categorized into four major themes including (1) time management problems, (2) students’ attitude and behavioral problems, (3) availability of instructional materials, and (4) poor classroom condition. the following table showed the themes and codes gained from the thematic analysis. table 1: themes and codes of teachers’ problems in teaching english to visually-impaired students themes codes time management problems the teachers did not have enough teaching time allotment. they could not cover all the materials in their lesson plan. they only taught simple and easy materials. students’ attitude and behavioral problems the students were unruly in the classroom and hard to be disciplined. most of the students did not pay attention to the lesson. some of the students did not respect the teachers. lack of instructional materials and equipment inadequate audio, software and hardware for teaching english inadequate large print books and textbooks required by visuallyimpaired students inadequate equipment for listening such as speakers or microphones. poor classroom condition uncomfortable classroom temperature unpleasant odor and smelly classroom insufficient air ventilations in the classroom edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 142 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi time management problems teaching time allocation had been a crucial part of teacher’s daily lesson plan for the success of english teaching and learning process. the data from interviews showed that teachers had experienced problems related to the time management. as quoted from the interview of ay, ay: “uhm… time allocation for each lesson is very limited, we only teach for 20 minutes per lesson, while in normal school, 45 minutes for one lesson. we do not have enough time for teaching the students in 20 minutes.” from what had been said by ay, the time allocation in this special school was different from regular school. the teachers only had 20 minutes for teaching each meeting, so they could not cover all the materials in their lesson plan. they only gave simple, short, and easy materials. for example, as quoted by the english teacher initially ay that, ay: “no, it is not enough (time allocation). so, i need to select the materials, and decide to teach the easy materials to the students.” students’ attitude and behavioral problems there were several students’ factors that impacted the teachers in teaching visually-impaired students. the majority of the problems were about the students’ attitude and behavior. the student’s attitude and behavior were mostly described in the participant interviews. ys had complained about many things, some of which, she said, ys: “most of the students are unruly in the classroom. they do not pay attention on us. yes, when we try to remind or admonish them, they are difficult to manage. it is hard for us to make them obey the rules of the class”. she expressed that the students’ actions are difficult to control in the classroom. they did not pay attention to the lesson and teacher’s explanation. in addition, ay had also experienced problems because of the students’ behavior and attitude. some of which ay said, ay: “they did not pay attention to the lesson. they did not response what we asked them for”. “they did not care about us, they did not pay attention on us”. ay expressed that many students did not pay attention and they were careless in doing their works. this became a problem for the teachers in teaching, as ys said, ys: “we want to be angry with them but what is it for? it takes time to change them. i am tired, i see outside, and then just go out the classroom.” ys explained that it was very difficult for the students to be disciplined and the students did not obey the rules as they were supposed to. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 143 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lack of instructional materials and equipment another problem that the teachers had encountered was that they had very limited teaching materials for visually-impaired students such as large print books and textbooks, audio, software and hardware for teaching english to students with visual impairments. for instance, as emphasized by the english teacher initially ys that, ys: “it is difficult to teach without enough large print textbooks for students with low vision. before teaching the class, i have to make the copy of the materials for the students.” ys expressed her problems in preparing the materials for the visually-impaired students. at first, she did materials selection to find the easiest materials for the students and develop the materials referring to the syllabus. then, she had to print out the materials in larger size for the students to make the students easier understand the materials. ay also mentioned that they had to bring speakers or microphones to the classroom poor classroom condition another problem that the teachers encountered was the poor condition of the classroom. this was reported by the teachers called ay. she complained that there were not enough air ventilations in the classroom, as she said, ay: “yes, it definitely disturb me because it is kind of smelly and hot classroom, there is not enough ventilation in the classroom”. ay experienced that after sport class, when the students did not change their clothes as they were supposed to, the classroom became so smelly. this unpleasant odor really disturbed the concentration and comforts of the teacher in teaching. these problems had emerged because there were insufficient air ventilations in the classroom. discussion we found that there were several problems faced by teachers in teaching english to visually impaired-students at one special school in palembang. those consisted of (a) time management problems (b) students’ attitude and behavior problems (c) lack of instructional materials for students with visual impairments, and (d) poor classroom condition. the findings showed that most of the teachers had encountered time management problems due to their limited teaching hours for english lesson. this is in line with ololube and prince (2013), hashimoto and nguyen (2018) and pike (2004) reported that the time allocation has been a very crucial part of the english learning process. time management has an important role in teaching, especially teaching english as a foreign language for visually-impaired students. in addition, pike (2004) described that time allotment must be allocated and kept in balance with the time and exercises that are needed in each lesson. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 144 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers had problems to deal with students’ attitude and behavior. gardner et al. (1985), in their study stated that attitude as an evaluative reaction to some referent, e.g. behaviors or objects, on the basis of an individual’s beliefs and opinions about the referent (as cited marzulina, abrar, mukminin, habibi, asyrafi, and makmur (2018). according to rutter, giller, and hagell (1998), bad attitude or behavior might be an expression of dissatisfaction and frustration. mccord, widom, and crowell (2001) further stated that disruptive behavior in the classroom consumes a teacher’s time and energy and interferes with the learning processes of disruptive and non disruptive students, which may lead to a classwide reduction in academic achievement. moreover, classroom behavior problems may represent early expressions of disruptiveness that may later develop into delinquent behavior. hence it was proven as to be one of the problems that the teacher’s face during teaching visually-impaired students. lack of instructional materials also posed problems for the teachers in teaching. they had very limited teaching materials for visually-impaired students such as large print books and textbooks, audio, software and hardware for teaching english. according to al-hashemi and alghazawi (2006), using involvement as a standard of evaluating the textbook is one of the different ways. the use of involvement helps in investigating the suitability of the textbook for students' level and helps in exploring students' ability to use the learning material (as cited aladwan, 2021). the teachers had to spend more time, energy, and money prepare and print out their own materials. they had to print out their materials in larger size on their own. oaks and saunders (2002) emphasize the importance of instructional materials including printed, audio, visual materials in a language teaching program as they the primary means through which students gain access to the knowledge and skills specified in the learning objectives. additionally, unesco (2016) has proposed the use of textbooks to improve learning outcomes in a shortage of instructional time. therefore, well-designed textbooks in sufficient quantities for students with visual impairments are needed to improve quality of english teaching and learning process. poor classroom condition had also become an obstacle that made the teacher experienced problems to deal with. uncomfortable classroom temperature due to insufficient air ventilations disturbed the teachers in teaching. according to fisk (2017), ventilation were often used for classes that have a more high humidity level and the function of the ventilation was to get rid and renew the air inside the classroom. when ventilation were not enough, the co2 that has been built up in the class will cause humidity inside the class and is trapped inside. according to rosbach, vonk, duijim, ginkel, gehring and brunekreef (2013) classroom ventilations often do not meet building standards, although this was considered to be important to improve indoor air quality. some literatures mention the possible effects of poor iaq (indoor air quality) on students’ low learning achievement. they concluded that there is suggestive evidence for an association between ventilation rates and the students’ learning attention and academic performance. it can be said that there is a linear relationship between poorer classroom condition and lower academic achievement, and vice versa. conclusions based on the results of this study, there were several problems that the english teachers had encountered in teaching english to visually-impaired students. the main problems were associated with time management, students’ attitude and behavior, lack of instructional materials and equipment, and poor classroom condition. these problems need to be overcomed or at least edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 145 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi minimized to give optimal learning space and opportunity for the students with visual impairments to learn english. this study might offer basic information of problems experienced by the teachers in teaching english to students with visual impairments. further studies might be directed to investigate other problems and also the strategies to facilitate visually-impaired students in learning english. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. 2018. “if our english isn’t a language, what is it?” qualitative report, 23(1): 129-145. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy. new york: longman. basaran, s. (2012). teaching english to visually impaired students in turkey: a case study. energy education science and technology part b: social and educational studies, (2), 217-226. creswell, j. w. (2012). education research, planning, conducting and evaluating quantitative and qualitative research, (4th ed). sage publication, inc. davis, p. (2003). including children with visual impairment to the mainstream schools. david fulton publishers. emily, j., & beamish w. (2012). the role and function of the teacher of students with visual impairments. journal of visual impairment & blindness, afb, 81. edwards, j. r., baglioni, a.j., & cooper, c.r. (2003). examining the relationships among self-report measures of type a behavior pattern: the effects of dimensionality, measurement error, and differences in underlying constructs. journal of applied psychology, 75(4), 440-454. el-hossary, y. (2018). investigating english in education planning for visually impaired-students in egypt. a pilot study on schools of alexandria: elementry stage. fisk, w. (2017). energy analysis and environmental impacts division lawrence berkeley national laboratory. indoor air journal, 27(6), 1039-1051. https://doi.org/10.1111/ina.12403 green, p. & skinner, d. (2005), does time management training work: an evaluation. international journal of training and development, 9(1), 124-39. habibi, a., mukminin, a., najwan, j., sofwan, m., haswindy, s., marzulina, l., sirozi, m., & harto, k. (2018). investigating efl classroom management in pesantren: a case study. the qualitative report, 23(9), 2105-2122. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. harmer, j. (2007). the practice of english language teaching 4th edition. harlow: england pearson education. hashimoto, k & nguyen, v. (2018). professional development of english language teachers in asia lessons from japan and vietnam. routlegde. horng, z.k., (2010). some correlates of structure and purpose in the use of time. journal of personality and social psychology, 55(2), 321-329. ipinge, s. m. (2018). challenges of large class teaching at the university: implications for continuos staff development activities. the namibia cpd journal for educators, 1(1), 105-120. johnson, r. b., & christensen, l. (2008). education research: quantitative, qualitative, and mixed approach. new york: sage publications. https://doi.org/10.1111/ina.12403 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 146 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kiatkheeree, p. (2018). learning environment for second language acquisition: through the eyes of english teachers in thailand. international journal of information and education technology, 8(5), 391-395. doi: 10.18178/ijiet.2018.8.5.1069 kuchah, k., & shamim, f. (2018). international perspectives on teaching english in difficult circumstances context, challenges, possibilities. palgrave mcmillan. kayode, g.m, & ayodele. j. b. (2015). impacts of teachers’ time management on secondary school students’ academic performance in ekiti state, nigeria. international journal of secondary education, 3(1), 1-7. doi:10.11648/j.ijsedu.20150301.11 kaushar, m. (2013). study of the impact of time management on the academic performance of college students, journal of business and management (iosr-jbm),9(6), 59-60. lauder, a. 2008. “the status and function of english in indonesia: a review of key factors.” makara, sosial humaniora 12(1), 9-20. lodhi, m.a., sahar, a.h., qayyum, n., iqbal, s., & shareef, h. (2019). relationship of school environment and english language learning at government schools. public administration research, 8(1), 1-13. doi:10.5539/par.v8n1p1 marzulina, l., erlina, d., holandyah, m., harto, k., desvitasari, d., & angreini, d. (2021). english teachers’ strategies in managing large classes: a case study. irje indonesian research journal in education, 5(2), 417-432. marzulina, l., abrar, m., mukminin, a., habibi, a., asyrafi, f., & makmur. (2018). if our english isn’t a language, what is it? indonesian efl students teachers challenges speaking english. the qualitative report, 23(1). retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9/ master, c. c. (2013). time and its use: a self-management guide for teachers. teachers college press. mccord, j., widom, c. s., & crowell, n. a. (2001). juvenile justice panel of juvenile crime: prevention, treatment and control. national academy press. mukminin, a., & mcmahon, b. (2013). mukminin, a., & mcmahon, b. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on an american campus. the qualitative report, 18(35), 1-19. naipal, s. & rampersad, n. (2018). a review of visual impairment. african vision and eye health, 77(1), 1-4. http://doi.org/10.4102/aveh.v77il.393 ololube & prince, n. (2013). advancing technology and educational development through blended learning in emerging economies. igi global. oaks, j., & saunders, m. (2002). access to textbooks, instructional materials, equipment, and technology: inadequacy and inequality in california’s public schools. ucla’s institute for democracy, education, & access. pike (2004). teaching secondary english. sage publications company. patton, m. q. (2002). qualitative research & evaluation methods (3rd ed). sage publications, inc. rosbach, j.t., vonk, m., duijm, f. a. (2013). ventilation intervention study in classroom to improve indoor air quality: the fresh study. environment health, 12(110), 1-10. riley, r. w. (2000). policy guidance: educating blind and visually impaired students. federal register, 65(111), 36585-36594. rutter, m, giller, h., & hagell, a. (1998). antisocial behavior by young people. cambridge press. unesco. (2016). policy paper every child should have a textbook. gobal education monitoring report, united nations educational, scientific and cultural organization. yin, r. k. (2014). case study research: design and method (2nd ed). thousand oaks: sage. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 193 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi english speaking class in a mathematics program: students’ difficulties muhamad holandyah muhamad holandyah universitas islam negeri raden fatah palembang, south sumatra, indonesia e-mail: muhammadholandyah_uin@radenfatah.ac.id kasinyo harto universitas islam negeri raden fatah palembang, south sumatra, indonesia ayu mei suli universitas islam negeri raden fatah palembang, south sumatra, indonesia abstract this is a qualitative research with a case study research design which aimed to find out the students’ difficulties in speaking at non-english speaking class in mathematics program study at uin raden fatah palembang. the researchers selected three students who met the criteria as a research participant by using criterion sampling. in collecting the data, the researchers used an interview as instrument. thematic analysis was used to analyze the data. the result showed that the students faced some difficulties in speaking, such as lack of vocabulary, inhibition, mother-tongue use, and lack of confidence. the findings of the study encouraged students to practice speaking english more until they developed a speaking habit, which made them able to improve their speaking skills and also expanded their vocabulary better. keywords: students’ difficulties, speaking, speaking class manuscript submitted: september 11, 2022 manuscript revised: october 6, 2022 accepted for publication: december 12, 2022 mailto:muhammadholandyah_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 194 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction speaking is communication skill that enables students to express their ideas. speaking is a form of activity that aims to convey messages, ideas, `thoughts, feelings, and information from one person to another using language expressed orally (erlina et al., 2019; haryanto & mukminin, 2012; mukminin et al., 2019). according to peterson (2019), speaking is the one language skill that requires interaction with other people. as a research revealed by showed that english speaking bhatti (2021) ability is very important for people interaction where people speak english every day and everywhere. therefore, stated that speaking is a skill that deserves attention like bygate (1987) literary skills, both in the first and second languages. it shows that english speaking skills are important for students to master (mukminin et al., 2015). mastering english speaking is important for students because, if the students have a good competency in speaking skill, it can make them easy to communicate with others. therefore, described that mastery of speaking skills in english is a priority for many second or richards (2008) foreign language learners. similarly, also argued that for most people, mastery of the nunan (1991) art of speaking is the most important aspect in learning a second or foreign language and success is measured by the ability to carry out conversations in that language. this means that speaking requires complex preparation, speaking is not just saying something in another language, but also conveying a message between the speaker and the listener. therefore, speaking english is considered difficult for students. mostly, speaking english is considered difficult for students because speaking requires several important components to support it. they are fluency, vocabulary, pronunciation, grammar and comprehension. all these elements need to be mastered by students, so that they can speak english well. in addition, also stated that if students want to be able to speak fluently harmer (2007) in english, they must able to pronounce phonemes correctly, use the right stress and intonation and speaking patterns in connected speech. but there's more to it's from that. english speakers especially where the language will be must be able to speak in a variety of different genres and situations, and they should be able to use various conversations and conversation improvement strategy. they must be able to survive the typical interchange of functions too. in fact, to achieve fluency in speaking is not easy. students are not only required to use grammar correctly or have good pronunciation and vocabulary, they are also required to know the knowledge of how to use the language because most of them cannot speak english well so they have some difficulties in speaking english. maulana, showed in their studies that most problems faced by students in daud, and heriansyah (2016) learning speaking are lack of vocabulary, pronunciation, confidence to speak and making mistakes when speaking. it was happened because most students feel unsecured in pronouncing some words since they are afraid of making mistakes. regarding the difficulty of speaking skills, it is caused by several factors, for instance, students often feel confused about what they want to say, especially with the limited vocabulary they are (they have limited vocabularies), sometimes students are just silent when speaking because they are not confident and even feel anxious about themselves when speaking english in front of people, they are afraid of speaking mispronunciation and making grammatical errors. as a result, students become unmotivated in speaking since some of them are unable to speak well. this problem is in accordance with stated that a variety of affective variables has been confirmed to be krashen (1982) related to success in second language acquisition in research over the last decade but most of those edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 195 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi studies examined the three categories: motivation, self-confidence and anxiety. on the other hand, showed that there are many factors that cause difficulty in speaking english among rababa'h (2005) efl learners. some of these factors related to the students themselves, teaching strategies, curriculum, and environment. for example, many students lack the vocabulary needed to meaning across, and as a result, they are unable to keep the interaction going. insufficient strategic competence and communication competence can be another reason for not being able to keep the interaction going. furthermore, found that there were five main factors that hosni (2014) contributed to students' speaking difficulties, namely teacher perceptions and tacit beliefs in teaching speaking, teaching strategies, curriculum, extracurricular activities, and assessment rules. this shows that teachers prioritize english speaking activities less in the classroom because teachers spend more time providing coverage of textbook topics, which emphasize teaching reading and writing rather than speaking. pointedly, the factors that make it difficult for students to speak english are not only motivation, confidence, and anxiety but are also caused by the teacher's teaching strategy, curriculum, and environmental factors that result in the students' low ability to speak english. literature review the nature of speaking speaking is one of productive skills which is used by many people to process for building and sharing information each other. speaking skill is different from other skills in english language because it is one of the abilities to carry out conversation. thus, speaking is the major skill for communication. therefore, says that of all the four skill speaking seems intuitively the ur (1996) most important so that people who know a language are referred to as "speakers" of that language. afterward, stated that speaking is a productive skill. good speaking skills are an act lakshmi (2018) generating words that can be understood by listeners. as research conducted by siagian and pinem showed that speaking is one of ways of people in telling stories, expressing emotions, (2020) conveying messages, sharing feelings, delivering a speech or remarks which mediate them to relate and communicate each other. it means that speaking is an interactive process to share information and ideas for everyone in learning speaking skill. based on those definitions, speaking is one of the english skills that purposed to interact, communicate, and share information. in addition, also defined reasons for speaking are mcdonough, shaw, and masuhara (2013) as a skill that allows us to produce speech, when it is truly communicative, speaking is desire and driven by purpose, in other words, we really want to communicate something, to achieve certain ending. this may involve expressing ideas and opinions; express a desire or desire to do something; negotiate and/or solve certain problems; or build and maintain social relationships and friendships. therefore, as a language skill, speaking becomes an important component that must be mastered by students as the main tool of verbal communication because it is a way to express ideas and opinions directly what is in their minds. from the explanation above, it was concluded that speaking is what people say to what people see, feel and think. when they feel something, they want someone can hear us. so, in this process we can call it is an interaction between two sides. the main purpose of speech is to communicate. communication is the sending and receiving of messages or news between two or more people so that the messages is understood. therefore, in order to convey the message effectively, the speaker must understand what will be delivered or communicated. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 196 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi difficulties of speaking the learners have their own difficulties or problems in learning the language. particularly in mastering speaking skill is not easy for the students. thus, expressed four problems with ur (1996) speaking activities, namely: a. inhibition unlike writing, reading, and listening activities, speaking requires some real-time exposure to the audience. students often experience obstacles when trying to say something in the target language in class such as worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts. b. nothing to say even without emphasis, students often complain that they cannot think of anything to say. they have no motive to express themselves beyond the guilty feeling that they should be speaking. c. low or uneven participation only one participant can hear at a time. for large groups, this means that everyone has less time to talk. this problem is compounded by the tendency of some learners to dominate, while others tend to speak little or not at all. d. mother-tongue use in classrooms where all or more learners have the same mother tongue, they tend to use it. this is because they think that speaking in their mother tongue is much easier than when speaking in the target language, they feel unnatural, and they feel less 'exposed' when speaking the target language. when speaking in small groups, it can be very difficult to get some classes, especially those that are less disciplined or less motivated, to stick to the target language. methodology research design the research used the qualitative method with a case study. according to creswell (2012), qualitative research is an approach that is needed in exploring a problem and developing a detail understanding of central phenomenon. a central phenomenon is a key concept, idea, or process studied in qualitative research. afterwards, defined a case study as a design of creswell (2014) inquiry found in many fields, especially evaluation, in which the researchers develops an in-depth analysis of a case, often a program, event, process, or one of more individuals. thus, the qualitative research with case study used in this study and data for this research were taken by using an interview to find out the students’ difficulties in speaking: the case of non-english speaking class at uin raden fatah palembang. participants the participants of this research were selected by purposeful sampling technique. palinkas, stated that purposeful sampling is horwitz, green, wisdom, duan, and hoagwood (2013) commonly used in qualitative research to see the phenomenon and find a lot of information related to the phenomenon being investigated itself. hence, this study selected participants using criterion edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 197 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi sampling. according to criterion sampling is all cases that meet some criterion that creswell (2013), will be useful for quality assurance. therefore, there was only one class that was used as a participant in this research. thus, the researchers took three students of the mathematics department as participants in this study. the researchers selected participants based on the following criteria: (1) students have the lowest score in speaking, (2) have low vocabulary mastery, (3) mispronouncing and making grammatical errors. data collection and analysis in data collection, the researchers conducted the interview. the data were collected through interviewing students at mathematics department at uin raden fatah palembang. creswell (2012) declared that interviews occur when researchers ask open-ended questions to participants and then record their answers. therefore, the interview was applied in this study to obtain more in-depth information from the participants. interviews were conducted face-to-face with three participants. furthermore, the researchers used semi-structured interviews to explore more information regarding students' difficulties in speaking. the interview consists of 13 question items to find out students’ difficulties in speaking for non-english speaking class at uin raden fatah palembang. the interview process was carried out in several stages. first, the researchers prepared an interview protocol and a recording device to record the interview process. then, the researchers prepared notes to write additional information. the researchers asked questions related to students' difficulties in speaking. after the data were collected, the researchers applied the thematic analysis by following the six steps recommended by the first step was to familiarize with the data collected. creswell (2014). the second step was to copy and encode the data from the interviews. the third step was to determine the theme. the fourth step was reviewing the data. the researchers divided a set of themes and involve refining those themes. the fifth step was to define and name the theme. the final step was to interpret and generate the data. the last step, researchers identified students' difficulties in speaking: the case of a non-english speaking class at uin raden fatah palembang. then, the researchers determined the final conclusion from the research findings based on the research objective in this study. findings after gaining the data from the interview, the data were analyzed by using thematic analysis. the descriptions of the result are presented as follows: students’ difficulties in speaking the themes and codes were acquired from the result of interview analysis on students’ difficulties in speaking were described in the following table. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 198 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. themes and codes of students’ difficulties in speaking themes codes 1. lack of vocabulary a. confused in giving response when speaking b. have no an idea in conversation c. less understanding in the contents of unfamiliar topics d. unknown vocabulary in speaking 2. inhibition e. fearful of being criticized in pronouncing words/sentences f. shy in making mistake g. afraid of lacking of knowledge of grammar 3. mother-tongue use h. less motivated to speak i. have more fluent in speaking the local language 4. lack of confidence j. feel inferior to speak k. lack of confidence to speak in public the theme and codes collected from the qualitative data were described in order to identify the students’ difficulties in speaking: the case of non-english speaking class at uin raden fatah palembang, namely; lack of vocabulary, inhibition, mother-tongue use and lack of confidence. the description was as follows. lack of vocabulary based on the interview data, researcher found that students were still confused in giving response when speaking english because they had difficulty with vocabulary. the student with initial la stated that “of course it is difficult and confusing because of the lack of vocabulary”. (personal communication, august 3rd, 2022). initial a said that “yes because sometimes some of the words sounded new making it difficult to understand them when speaking english. therefore, when giving a response from the other person i am afraid of making mistakes”. (personal communication, august 3rd, 2022). then, the student with initial am added that “yes because maybe i am also not in english department. so, when i speak english i have difficulty with vocabulary”. (personal communication, august 5th, 2022). based on the interview, it was found that students did not have an idea in conversation because of them were still confused about what to talk about when speaking english. the student with initial la explained that “yes ms, it is difficult, eh... to determine the idea of the conversation as i had the lack of vocabularies, the lack of grammar, so it is difficult, to make the idea of the conversation, ms”. (personal communication, august 3rd, 2022). then, the student with initial a said that “yes because when i wanted to start a conversation, i did not have an idea and did not know what i wanted to say. moreover, i have lack of vocabulary in english, so it was difficult to have a conversation”. (personal communication, august 3rd, 2022). initial am also stated that “yes. because when i talk, i need ideas, so i am confused about what to talk about. moreover, since i am not good at producing the idea of conversation, having sufficient vocabulary, using correct grammar, it makes me less aware of what i want to say”. (personal communication, august 5th, 2022). based on the interview, researcher found that students had less understanding in the contents of unfamiliar topics because of lacking of vocabulary mastery. the student with initial la stated that “the topic was like a daily life topic, for example like to have presentation. it was difficult because of the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 199 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lack of vocabulary. i also found it difficult to even talk about easy topic like talking about hobby, etc.” (personal communication, august 3rd, 2022). initial a also explained that “i find it difficult because i do not know what to talk about and when the topics are very difficult for me to understand because of my lack of vocabulary mastery”. (personal communication, august 3rd, 2022). furthermore, initial am said that “yes, as in the previous point, i have said that the topic is like storytelling. in storytelling, i definitely used a lot of vocabulary that i may hear, but if it is for self-introductions, maybe i have often heard it. for example, if i go to college for the first time and i am asked to introduce myself using english, it is already a common thing to hear. while in storytelling, i rarely hear it since there are a lot of difficult words”. (personal communication, august 5th, 2022). the next data obtained from interview result showed that students often encountered unknown vocabulary, which made them sometimes just silent when speaking english. the student with initial la explained that “it often happened. i often found vocabulary that was difficult/unknown, eeh... for example, when i watched a movie or listening to music, i often heard unknown vocabularies that i did not understand and in the classroom environment, i also have experienced anything like that. it was still foreign, and the way i handled it was using google translate. or sometimes just staying silent, asking the interlocutor i talked with”. (personal communication, august 3rd, 2022). the student with initial a also added that “yes because sometimes i often found some words that were difficult and unknown, so i used to asking my lecturer and my friends about unfamiliar words and i also using google translate. usually, after speaking english, i would try to find out what it meant”. (personal communication, august 3rd, 2022). inhibition based on the data that was acquired from the interview, students often experience inhibition when speaking. inhibition that often occur such as fear of being criticized by friends, feeling shy, afraid of being laughed by friends, and afraid of making mistakes, which made it difficult for students to speak english. students were fearful of being criticized by friends in pronouncing words/sentences in speaking english because they did not know how to pronounce english words correctly. the student with initial la said “yes, ms. why? due to the lack of english vocabularies, the lack of knowledge in english make me afraid of being criticized, especially by friends. i am afraid of being made fun of, even though it is a joke, but i am still afraid, ms. sometimes i was also nervous like i wanted to say yes or no. i was afraid of being wrong too since what we heard and what was written was different”. (personal communication, august 3rd, 2022). the student initial a added “yes. for fear of mispronouncing words/sentences in english, afraid of making mistake, afraid of being criticized. criticism that made me afraid to speak english because i did not know how to pronounce english words, such as a mockery from a friend which made me feel reluctant to speak english because of the criticism”. (personal communication, august 3rd, 2022). then, the student with initial am also said that “i think yes. because i am a person who is afraid of being criticized actually. moreover, when i mispronounced english words, it made me afraid that someone would tell me that i said something wrong” (personal communication, august 5th, 2022). the researchers also found that students felt very shy because of making mistake with correct grammar, especially in composing words when speaking english. just like initial la said “of course. because when i made a mistake in speaking english, it made me embarrassed for making that mistake. besides, my friends would continue criticizing, resulting in me being embarrassed in front of my friends”. (personal communication, august 3rd, 2022). moreover, initial am added that “i absolutely agree with this. i feel very shy especially in speaking english with correct grammar, i do not know how to speak it myself. that is why i am very embarrassed worrying i would make mistakes especially in speaking english, especially in composing words when speaking english”. (personal communication, august 5th, 2022). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 200 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi furthermore, the researchers also found that students were afraid of being laughed at by friends because of the lack of knowledge of grammar and did now know about arranging the correct words when speaking english. the students with initial la said that “yes ms, i am afraid of being laughed at by friends because of the lack of knowledge of grammar, lack of vocabulary, and lack of understanding”. (personal communication, august 3rd, 2022). furthermore, initial a stated that “yes because i have lack of grammar mastery, so i did not know about arranging the correct words”. (personal communication, august 3rd, 2022). initial am also explained that “yes, because of the lack of knowledge in english. i am also afraid of being laughed at by friends around me when i speak english, without proper grammar and pronunciation”. (personal communication, august 5th, 2022). mother-tongue use based on the interview data, students had less motivated to speak english because they felt english was not their mother tongue. student with initial a said that “yes. because english is not my mother tongue, so my vocabulary is very poor, so when speaking in english, i often feel nervous which causes me to be less motivated when speaking english”. (personal communication, august 3rd, 2022). furthermore, student with initial am claimed that “yes, in mastering vocabulary it makes me feel inferior, so my motivation to speak english is also lacking due of my lack of knowledge in vocabulary. besides, i am also used to talking to classmates or anyone using indonesian. i rarely see my friends speak english”. (personal communication, august 5th, 2022). next, the researchers also found that students were more fluent in speaking the local or indonesian language than english because the environmental factor really affects their speaking ability. the student with initial la explained that “yes ms. in my opinion, environmental factor really affects because my speaking ability because if i speak local languages every day, i will be fluent in speaking the language. it is the same as speaking english. if i often speak english such as public speaking, i will definitely get accustomed to speaking in english naturally.” (personal communication, august 3rd, 2022). furthermore, initial a stated that “yes because my environment used indonesian and never uses english, so environmental factors really affected it. it is the same if my friends speak english when i am in class, automatically i will also participate, i can know, i can learn and become accustomed to using english when speaking and vice versa”. (personal communication, august 3rd, 2022). then, the student with initial am also added that “very influential, yes, because maybe i have a friend who is really good at english, it makes me feel like i can also be like them. i should be motivated for me to also study for english, learn the pronunciation, or grammar, and to obtain more vocabulary. so, i think environmental factors really affect it. moreover, if any of my friends speak english, i will definitely come along and get used to speaking english”. (personal communication, august 5th, 2022). lack of confidence based on the data of interview, the researcher found that the students had lack of confidence to speak because sometimes they felt inferior. initial la stated that “of course ms, especially because we cannot speak english well, it makes us afraid. besides, having lack of confidence, feeling inferior to our friends, being insecure, having lacks knowledge in english letters made me lose confidence to speak english”. (personal communication, august 3rd, 2022). next, the researchers also found that the students had lack of confidence to speak english in public because they cannot speak english well. the student with initial a explained that “yes if i edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 201 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was less confident because i was afraid of mispronouncing words and did not know the vocabulary, so i did not have confidence when speaking english”. (personal communication, august 3rd, 2022). then, ma also added that “not enough ms, i am actually lacking confidence. moreover, for example, i am asked to speak english while i have lack knowledge in english. it makes me not confident to talk to my teacher or lecturer who asks me to speak english in front of a lot of people or in front of the class”. (personal communication, august 5th, 2022). discussion after analyzing the result of the research by using thematic analysis, the researcher found that there were some students’ difficulties in speaking. those are (1) lack of vocabulary, (2) inhibition, (3) mother-tongue use and (4) lack of confidence. the first was lack of vocabulary. all of the students argued that one of their difficulties in speaking was lack vocabulary because they were still confused in giving response when speaking. found in his study that the heriansyah (2012) common problem encountered by the students in speaking english was lack of vocabulary. this finding was in line with that vocabulary was the one of the biggest candraloka and rosdiana (2019) problem of speaking skills encountered by students. furthermore, the students sometimes just stayed silent when speaking english because they had less understanding in the contents of the conversation and unknown vocabulary in speaking. this result was in line with a previous research by that students tend to silent participants in speaking due to lack of andas and rutniatyanti (2020) vocabulary and grammar. the second was inhibition. most of the students argued that one of their difficulties in speaking was when the students try to say something in a foreign language in the class, they were often inhibited. such as, they were fearful of criticism or losing face, felt shy, and afraid of being laughed at by friends. it made students reluctant to speak english. in the end, it affected the results of those who did not improve their speaking ability. this finding was supported by ur (1996) stated that one of problems in speaking including inhibition; students were worried about making mistakes, fearful of criticism, or losing face or simply shy. it was line with risadi, sumariadhi and wijayasa found that one of the difficulties encountered by students in speaking class was inhibition. (2020) furthermore, showed that there are some factors that cause inhibition, such as lack humaera (2015) of motivation, shyness, self-confidence, self-esteem, and language ego. in addition, students also mentioned that what inhibited them in speaking were fear of mispronouncing words/sentences in english, lack of knowledge of grammar, and lack of vocabulary. this finding was in line with found in their studies that knowledge of vocabulary, suryani, suarnajaya, and pratiwi (2020) grammar and pronunciation were the factors inhibiting the students in speaking. the third was mother-tongue use. the result of the data indicated that mother tongue use was an obstacle for students to speak english, it happened because they did not use english in their daily activities, this was influenced by environmental factors that did not support them to speak english. this finding was in line with found that indeed rahmaniah, asbah, and nurmasitah (2018) students prefer to use their mother tongue in the class instead of using english because their environment did not require them to speak english. therefore, students were more fluent in speaking the local or indonesian language than english because the environmental factor really affects their speaking ability. additionally, holandyah, marzulina, erlina, harto, amalia, fridiyanto found in their studies that the mother tongue had an influence that made it and mukminin (2022) difficult for students to speak english. furthermore, also showed that mother tongue riadil (2020) use was the most problematic for the students in speaking english. based on the data obtained, 77% edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 202 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the students who were researched by him utilized their mother tongue in english class and 83% agreed that their mother tongue use was easier than english. this made students had less motivated to speak english because they felt english was not their mother tongue. the fourth, lack of confidence. most of the students have not confident to speak english. when students tried to speak english, they felt inferior, they felt their ability to speak was not good because they had lack knowledge in english, so they did not have confident that they can really speak english if they were not confident. found that low confident learners felt hebaish (2012) uncomfortable, afraid and frustrated in the classroom. furthermore, found that hidayati (2021) most students had psychological problems, especially with their self-confidence. similarly, asmianta, also added that the difficulty occurs most frequency in speaking english ratna, and hengki (2020) for the non-english department students were less confident. furthermore, tika and abadi (2021) mentioned in their studies that lack confidence was when practice conversation in front of the class, the students can be seen from facial expression looked shy, making body movement looked lack confidence, usually move head and feet quickly, play something like skirt or pen. conclusions and recommendations based on the result of the data analyzed by using thematic analysis, the researchers found that were some students’ difficulties in speaking: the case of non-english speaking class at uin raden fatah palembang. they were: (1) lack of vocabulary, because students still often encountered vocabulary that they did not know and vocabulary that was too difficult for them every time they speak. sometimes they were still confused in giving response when speaking. (2) inhibition, because students had difficulty when speaking, namely when students tried to say something in a foreign language in class, but they were often inhibited. they were afraid of being criticized or losing face, embarrassed, and afraid of being laughed at by their friends. this made students reluctant to speak english. (3) mother-tongue use, because students more fluent when speaking the regional language or indonesian than using english even in speaking class. (4) lack of confidence, because students mentioned that when they often felt inferior to speak because they realized their ability to speak was not good because they had lack knowledge in english, so they were not confident when speaking in public. first, for the lecturers are expected that the present study can give the lecturer some beneficial information so that they can apply some effective strategies to make the students are more brave and active in taking part in speaking class without fear of being criticized and confident when speaking english. the researcher also hope the lecturer can know about the students’ difficulties in speaking, it is because their participation has a good influence in increasing students’ english speaking ability. second, the students are expected to learn more and practice speaking english diligently, such as by adding vocabulary, getting used to practicing conversations in english with friends or lecturers, this is very important because it can improve their speaking skills. last, this research can be useful as a reference for other researchers, and the researcher also hope that other researchers will continue this study by conducting further studies, such as studying how to overcome students’ difficulties in speaking. disclosure statement no potential conflict of interest was reported by the authors edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 203 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references al hosni, s. (2014). speaking difficulties encountered by young efl learners. international journal on studies in english language and literature (ijsell), 2(6), 22-30. andas, n. h & rutniatyanti, y. (2020). students’ speaking problem at the fourth semester of english study program in sembilanbelas november kolaka. elt worldwide, 7(1), 1-9. asmianta, n., ratna., & hengki. (2020). the difficulties encountered by non-english department students in speaking english. proceeding of shepo: internation conference on social sciences & humanity, economics, and politics, 180-186. bhatti, m. s. (2021). teaching speaking skills through role play at elementary level: an analysis. jurnal arbitrer, 8(1), 93-100. bygate, m (1987). speaking, language teaching: a scheme for teacher education speaking. new york, ny: oxford university press. candraloka, o. r & rosdiana, a. (2019). investigating problems and difficulties of speaking that encounter english language speaking students of junior high school. jele (journal of english language and education), 5(2), 130-135. creswell, j.w. (2014). research design: qualitative, quantitative, and mixed methods approaches (4th ed). los angeles: sage publication, inc. creswell, j. w. (2013). qualitative inquiry & research design: choosing among five approaches (3rd ed). los angeles: sage publications, inc. cresswell, j.w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. (4th ed). boston: pearson longman. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 harmer, j. (2007). the practice of english language teaching (4th ed). cambridge: pearson longman. haryanto, e., & mukminin, a. (2012). global, national, and local goals: english language policy implementation in an indonesian international standard school. university of pittsburgh, usaexcellence in higher education, 3(2), 69-78. hebaish, s. m. a. (2012). the correlation between general self-confidence and academic achievement in the oral presentatian course. theory and practice in language studies, 2(1), 60-65. holandyah, m., marzulina, l., erlina, d., harto, k., amalia, f., fridiyanto, f., & mukminin, a. (2022). speaking challeges in a life skill program for islamic boarding school students: a case study. journal of language teaching and research, 13(3). hidayati. (2021). students’ problems in speaking of the second year students of english education study program at madako university. jme: journal madako education, 7(2), 1-17. humaera, i. (2015). inhibition in speaking performance. langkawi journal of the association for arabic and english, 1(1), 31-50. heriansyah, h. (2012). speaking problems faced by the english department students of syiah kuala university. lingua didaktika jurnal bahasa dan pembelajaran bahasa, 6(1), 37-44. krashen, s. d. (1982). principles and practice in second language acquisition. new york, ny: pergamon press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 204 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lakshmi, r. n. d. (2018). needs of engineering students : a frame work for est course design. united states: laxmi publication. maulana, r., daud, b., & heriansyah, h. (2016). students’ views on efl speaking problem. proceedings of the first reciprocal graduate research symposium between university pendidikan sultan idris and syiah kuala university, tanjong malim, perak, malaysia. mcdonough, jo and shaw, c., & masuhara, h. (2013). materials and method in elt. malden: blackwell publishing ltd. mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., nurullaningsih n., ikhsan, i. (2019). they can speak english, but they don’t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 24(6), 1258-1274. mukminin, a., novprival, n., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edularn), 9 (3), 217-225. mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students’ learning strategies. [çiftdillilik politikası ve endonezyalı öğrencilerin öğrenme stratejileri] elementary education online, 17(2), 1204-1223 nunan, d. (1991). language teaching methodology a text book for teachers. new york, ny: prentice hall. peterson, k. (2019). why do english second language students have speaking problem?: the guide to english speaking skills. united states of america. palinkas, l.a., horwitz, s.m., green, c.a., wisdom, j.p., duan, n.d., & hoagwood, k. (2013). purposeful sampling for qualitative data collection and analysis in mixed method implementation research. administration and policy in mental health and mental health servises research, 42(5), 553-544. riadil, i. g. (2020). a study of students’ perception: identifiying efl learners’ problem in speaking skill. ijelr: international journal of education, language and religion, 2(1), 31-28. risadi, m. y., sumariadhi. n. w., & wijayasa, i. w. (2020). inhibition: student’s problem in speaking class. international journal of linguistics and dscourse analysis, 2(1), 48-53. rahmaniah, r., asbah., & nurmasitah. (2018). the speaking difficulties encoutered by non-english students in language classroom, journal of english language teaching and lingustics (jeltl), 11(2), 22-25. richards, j. c. (2008). teaching listening and speaking from theory to practice. new york, ny: cambridge university press. rabab’ah,g. (2005). communication problems facing arab learners of english. journal of language and learning, 3(1),issn 1740-4983. siagian, c. e. m & pinem, s. h. (2020). problems to speaking english of english department students at university of darma agung medan. jurnal littera: fakultas sastra darma agung, 1(1), 1-8. suryani, i., suarnajaya, i. w., & pratiwi, n. p. a. (2020). investigating the inhibiting factors in speaking english faced by senior high school students in singaraja. international journal of language education, 4(1), 48-58. tika, h & abadi, a. (2021). students’ difficulties in speaking english at the second grade of mtsn 1 bungo. jurnal ilmiah bina bahasa, 14(2), 141-150. ur, penny. (1996). a course in language teaching: practice and theory. cambridge: cambridge university press. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 127 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi students’ grammatical error analysis in speaking refa anjeng sari an english teacher of smpn 1, palembang, south sumatra, indonesia refaanjangsari@gmail.com abstract the purposes of this research were to find out the kinds of students’ grammatical error, and to figure out the dominant kind of grammatical error in speaking. the research design was descriptive research. the participant of this research was students of state islamic university in palembang, south sumatera. the purposive sampling method was used to choose 12 participants; three students was taken from category of high, medium, and low score in speaking class. the collection of data used documentation by recording student’s speaking performance. the data were analyzed by using linguistic category classification from politzer and ramirez. based on the result of data analysis, 12 kinds of grammatical errors were found. the dominant kind of grammatical error was about number. the lowest percentages were about third person singular incorrectness and comparative adjective/adverb incorrectness. keywords: error analysis, grammatical error, speaking manuscript submitted: june 24, 2018 manuscript revised: september 3, 2018 accepted for publication: september, 17, 2018 introduction people use their own language to communicate and interact in different linguistics context. it means that the success in communication process leads us to be able to choose one language that can be used in daily life because language is a characteristic of human being. it plays an important role in human life because by using a language, people can express their ideas, emotion, and desire(ariesca & marzulina, 2015). english has become one language which is used by most of people around the world and it plays an important role. as the effect of the globalization, english mastery becomes a requirement in all of work field, and most of the documents and information are served in english (ardiansyah & djohar, 2012). in addition, most of the medium instruction in education environment and work environment are not use english (haryanto, 2013). in indonesia, english is mostly learned by students in school and university which the students have the variety background and different motivation to learn it (arib, 2017). pitaloka (2014) states that english learning in indonesia is not really effective caused some problems like teacher-oriented center, limited of time allocation, textbook issue, and used of big class. it reflects that learning english is difficult for students. in teaching learning english, the learners are expected to have the four skills in language. the language skills are listening, reading, writing, and speaking. however, some experts believe that speaking is more important than others. louma (2004) identified that speaking is a meaningful interaction between people. the other expert, cameron (2001) said that speaking is a crucial language skill used to express meanings. he implied that in elt process concerning on speaking, the learners need to choose the appropriate words in expressing the meanings so that the listeners can understand their speaking clearly. then, speaking is important skill to concern which has a lot of advantages. loubazid (2012) also claimed that speaking skill becomes a demanded skill in the http://jurnal.radenfatah.ac.id/index.php/ mailto:refaanjangsari@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 128 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi other language skills. therefore, with speaking, students can improve their writing skill and develop their vocabulary and grammar. in learning speaking, the students also need to understand the language components of english such as comprehension, grammar, vocabulary, pronunciation, and fluency. in relation to speaking, linguistic knowledge has essential roles for speaking skill. indonesian people have the difficulties in mastering speaking skill because the daily language of indonesian is not english. robinson and ellis (2008) stated that speaking is still considered as the most difficult skill to possessed by the majority of english learners, and they still do not have good competency in communicating in english. in indonesia, english speaking skill of the student is still low. reported in marketplus.co.id (may 21, 2016), english first (ef) centers stated that 46,5% of indonesian students has double lower speaking skill than their listening and reading skill. it really proves that speaking is difficult skill to be mastered and it is important to be concerned. there are some difficulties that might be faced by efl learner in speaking english. loubazid (2012) describes those difficulties are caused by lack of vocabulary, pronunciation, and grammar. since english is recognized as a foreign language in indonesia, it makes indonesian learners are difficult to speak english fluently. mukminin et al. (2015) revealed that the student’s speaking skill is low in indonesia. it is caused by the lack of vocabulary and grammar knowledge. grammar knowledge is one of the most important aspects of being a professional in speaking skill. based on teacher’s perception, both teachers and students invariably face serious difficulties with regard to efl grammar instruction (al-mekhlafi & nagaratnam, 2011). english learning in indonesia still focuses on the rules of english grammar. english grammar is different from the grammar in indonesian language. based on the explanation above, speaking is important skill, but the efl learners have grammatical problems to master speaking skill. in addition, astrid (2011) states that indonesian students sometimes are easy to mention the rule of english grammar but when they deal with applying that skill in speaking, it will be so difficult for them. an error analysis can be an answer as feedback to efl learners. they can notice the grammatical errors that commonly happen when they are speaking. it is also for improving their speaking skill. foreign language learners should also familiarize themselves to language learning strategy in order to be able to better self-manage their language learning (kamil, suhaimi, hartono, & vintoni, 2017). if the students know the errors which they made, it will make them able to choose the best learning strategies of english learning. according to corder (1981), the aims of error analysis is to figure out what the learners understand and do not understand and to make teacher provide the learners not only with the information that his hypothesis is wrong, but also, importantly, with the right source of information or data for him to form a more sufficient concept of a rule in the target language. thus, the interview as the preliminary study had been conducted for the students of state islamic university in palembang. most of the students claimed that speaking was difficult skill especially about the vocabulary and grammar which was used in their speaking performance. the students also said that sometimes they used the wrong grammar when speaking such as past tense became present tense. they did not notice when they spoke with wrong grammar continuously, and they just realized it after the conversation or speaking performance was over. the student also did not know whether they did mistakes or errors when they spoke. several researchers have previously explored about error analysis in efl and esl. amara (2015) found that the arabic speakers in this study committed a great number of errors due to l1 transfer. hojati (2013) revealed the advanced-level iranian efl students have some linguistic problem which is considered as error especially the ones corresponding to grammar and pronunciation. in addition, tarawneh and almomani (2013) indicated that most of jordanian english students are unable to speak english accurately although many of them have learned a great deal of grammatical knowledge and vocabulary. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 129 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi based on explanation above, it indicates that grammatical error analysis is crucial issue and necessary to be searched. the preliminary study also shows that students think speaking is important, and it is hard to be mastered. they also realize that they have problem with grammar while speaking, and they also can not notice whether they do a mistake or error in their speaking performance. this research discusses grammatical error analysis in speaking of sixth semester students in english education study program. the problems in this study are to find out the kinds of grammatical error in students’ speaking performance at state islamic university in palembang and to find out the dominant kind of grammatical errors in speaking performance of the students state islamic university in palembang. literature review the concept of error error is the systematic deviations done by learners who do not understand the rules of the target language. it happens repeatedly as an unconscious process. error reflects a lack of underlying competence in the language they learn (novita, 2014). brown (2007) claimed an error as a deviation which can be noticed from the adult grammar of a native speaker. it reflects the interlingua competence of the learner. when a learner learns a foreign language, the errors made by him are an indication of his level proficiency. whereas, mistake deals with a language performance. the learners have known the correct rules, but they are unable to perform their competence. brown (2007) declares mistake is a lack of performance either a random guess or a ‘slip’ in that its failure to utilize known system correctly. mistakes can be caused by slip of the tongue and physical condition, such as fatigue, lack of attention, and strong emotion (novita, 2014). in addition, scovel (2002) gives more explanation that people who make mistake or slip tongue, there will be selfcorrection but it’s vice versa for people who do errors. errors are caused by two sources of errors. brown (2007) states the source of errors can be classified as follows: 1) language transfer or interlingua interference; in this type, errors are caused by mother tongue interference. 2) intralingua interference; this kind of errors occurs during the learning process of the second language at a stage when the learners have not really acquired the knowledge. in classifying the errors, taxonomy is needed. taxonomies of error refer to the classification of error according to certain criteria. dulay, burt, and krashen (1982) suggest that there are four kinds of error taxonomy as follow; 1) linguistic category classification: this type of taxonomy carries the specification of error in terms of linguistic categories. linguistic category involves the language levels of the error, its class, its rank, and its grammatical system. 2) the surface structure taxonomy: this taxonomy is assigned based on the ways surface structures are altered. this is suitable for analyzing error in writing. 3) comparative error; this is a taxonomy of error based on comparison between l2 structures errors and certain other types of construction. 4) communicative effect taxonomy; it deals with error from the perspective of their effect on the listener and error. it deals with distinguish between errors that seems to cause miscommunication and those that do not. in this research, i focused on grammatical error. grammatical error is the error in combining words into larger unit, such as phrases, clauses, and sentences. grammatical error can also be defined as the errors at morphological and syntactical levels. morphological error is the error which involves a failure to comply with the norm in supplying any part of word classes, noun, verb, adjective, adverb, and preposition (james, 1998). syntactical errors are errors that affect texts larger than word, namely phrase, clause, sentence, and paragraphs (james, 1998). syntactical errors cover phrase structure error, clause error, and sentence error. in analyzing error, it needs to follow the steps of error analysis. yang (2010) stated that error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language. another definition of error analysis is given by brown (2007). he defines http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 130 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi error analysis as a process to observe, analyze, and classify the deviations of the rules of the second languages and then to reveal the system operated by learner. in addition, improving the quality of english teaching and learning process means the educational policymaker, curriculum creator, teachers should work together to evaluate, improve and redesign english teaching and learning curriculum (azkiyah, & mukminin, 2017). it is needed to know the problems in teaching and learning process, so error analysis can be one of the tools in reviewing the problems. corder (1981) explains “studying learner‘s errors serves two major purposes: (1) it provides data from which inferences about nature of language learning process can be made; and (2) it indicates to teachers and curriculum developers which part of the target language students have most difficulty producing correctly, and which error types detract most from learner’s ability to communicate effectively”, (p. 11). the concept of speaking speaking is an interaction among people. form and meaning of speaking are dependent on the context in which is occurs and speech is unpredictable (dounough & shaw, 1993). cameron (2001) stated that speaking is an active use of language to express meanings which can make other people understand. he implies that in elt process concerning on speaking, the learners need to choose the appropriate words in expressing the meanings so that the listeners can understand their speaking clearly. learning a new language is an overarching experience that involves the whole person: physically, cognitively, and emotionally. in this experience, language learners fluctuate between an understanding of themselves as speakers of their first language (l1) and their awareness of themselves as learners of a second language (l2), of how they ‘identify’ themselves (sa’d, 2017). when people are speaking, they need an awareness of using and switching their first and second language. that is why speaking in english can be difficult for efl learner. it is not only about grammar but also the english vocabulary also reflects the target culture, which is unfamiliar for indonesian efl (fikriyansyah, 2017). therefore, efl learners, especially english education study program students who have english instruction for many years are unable to communicate in the target language, particularly among the four language skills. one of the most challenging language skills for learners is speaking. one of the possible reasons is that speaking requires complex skills, not merely conveying ideas verbally (abrar et al. 2018). speaking is also a medium through which many languages is learnt, and which for many is particularly conducive for learning. mukminin et al. (2015) declare “many people think that mastering speaking abilities is the ultimate goal of acquiring a foreign or second language and the other skills are owed by its significance”, (as cited in novita, 2017, p 10). zhang (2009) claimed that speaking is the most difficult skill for the majority of english learners because they do not have good competency in speaking ability. there are a lot of factors based on ur (1996) that cause difficulty in speaking. the areas are inhibition, nothing to say, low or uneven participation, and mother-tongue use. in addition, gunawan (2017) states non-linguistic factor such as selfesteem also had essential contribution in student’s success in speaking achievement. methods research design and subjects of the study this study used descriptive research to describe the kinds of grammatical errors and to show the dominant error made by english education study program students. the subject of the research was students of sixth semester of english education study program. they have taken all of language skill subjects including speaking course and grammar course. therefore, the sixth semester students were chosen to know the success in teaching and learning process especially in those http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 131 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi subjects above. i chosed the sampling by using purposive sampling method. sixth semester students consisted of four classes. i just took three students from each class as the sample and they had the high, the medium, and the low score of speaking course. the way of choosing the students was based on the grade supported by fraenkel et al. (2012). the total of samples in this study was 12 students. data collection in collecting the data, i used documentation. documentation in this research is the result of the recording of student’s speaking performance. the subject was asked to talk for 3-5 minutes about themselves, their daily routine and about life in indonesia or in the local area where they lived. the topic consisted of several points which were; 1) place where they lived, 2) knowledge of languages they had, 3) things they liked, 4) habits they had, 5) what indonesian people like. this topic was adapted from amara (2015). after recording, there was transcription process that made researcher easier to analyze the data. the process of transcription here was the researcher wrote all of the words and sentences which produced by students in their speaking performance. data analysis in analyzing the data, i used error analysis method. this method involved collection of sample errors, identification of errors, and description of errors. this was collecting the data that would be processed and analyzed. in this research, the collection of the data was obtained through documentation. the documentation here was the recording of student’s speaking performance. then, the student’s speaking performance was transformed into transcription, so it could be continued to the next process. in identification error process, i transcribed their speaking performance and analyzed the errors, mistakes, and normal sentences. then, i compared the sentences contained errors with the correct sentences in target language. this part was for classifying type of error. it could be done after i know and decide the errors, mistakes, and normal sentence. after i identified the errors the next step was i determined the type of the errors. describing or classifying error had been done by using linguistic category classification by politzer and ramirez (as cited in dulay et al., 1982, p. 146-148). this taxonomy was the only taxonomy which separating error based morphology and syntax level, and those levels consider as a grammatical level. since i used linguistic category classification, the finding form focused on determining morphological and syntactical error. in finding the dominant of error, the percentage of errors from each category was also counted to answer second research problem. i used formula adapted from fraenkel et al. (2012) stated as follows: p = 𝑁1 ∑𝑛 x100% establishment of trustworthiness to build the trustworthiness, i used triangulation. in this research, i used investigator triangulation. this type of triangulation was done by asking expert or other researcher and investigator for rechecking the credibility of the data gained from the research after the data analysis was finished. the result of analysis was also rechecked by three lecturers of english. in addition, moleong (2014) states the process of rechecking the data by experts means that the implementation of investigator triangulation is conducted. findings the data of the research was gathered from student’s speaking performance and the recording had transformed into transcript form. then, the types of grammatical error was analyzed by using linguistic category classification which introduced by politzer and ramirez (as cited in dulay et al., 1982). the results are presented as follows: http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 132 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi table 1. errors in linguistic category classification types of error frequency percentage third person singular incorrectness 1 2 % comparative adjective/adverb incorrectness 1 2 % determiners 2 4 % nominalization 3 5 % numbers 15 25 % use of pronouns 2 4 % use of preposition 7 12 % omission of verb 6 10 % use of progressive tense 5 8 % agreement of subject and verb 7 12 % verb-and-verb construction 5 8 % some transformations 5 8 % total 60 100% discussion there were twelve kinds of grammatical error which was found. at the morphological level, there were two types of error; error in third person singular incorrectness, and in comparative adjective. there were ten types at syntactical level. they were determiners, nominalization, number, pronouns, preposition, omission of verb, use of progressive tense, subject and verb agreement, verb-and-verb construction, and some transformations. there were two levels of grammatical error; morphological and syntactical error. morphological error is the error which involves a failure to comply with the norm in supplying any part of word classes (james, 1998). the first kind at morphological level was third person singular incorrectness with the subcategory of error the use of ‘s’ in verb. the example of speaker’s error was: “it also helps people in every part such as in education.” this type of error occurred when the speaker failed to give ‘s’ in verb with the subjects were the third person singular such as she, he, it, or name of person. the similar result was also identified by mardijiono (2003) which found 18 errors related to this type, and ratnah (2013) found 3 cases of omitting s/es in present tense. the second kind error at morphological level was comparative adjective with the subcategory was the use of more + er in adjective and adverb. the comparative form of an adjective is used for comparing two people or things, to express the fact that one has a higher degree of a quality than the other. the example of speaker’s error in this research was: “we just need to use english every day to practice and make our language ability more fluent and aaaaa. more fluencer i mean and i really like too.” the error from that sentence was the use of more + er at the phrase ‘more fluencer’ intead of ‘more fluent’. in addition, yunita (2014) did similar research related to error analysis in comparative degree. she found that indonesia’s students had high frequency of error due to forming comparative and superlative degree. in syntactical level, there were ten types of error. syntactical errors were errors that affect texts larger than word, namely phrase, clause, sentence, and paragraphs (james, 1998). syntactical errors covered phrase structure error, clause error, and http://jurnal.radenfatah.ac.id/index.php/ https://en.oxforddictionaries.com/explore/grammar-a-z#adjective issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 133 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi sentence error. the first, it‘s error in using determiners, and the subcategory types are omission of the article. the example of the error was: “he is … honest public worker.” which in this sentence the speaker omitted the determiners ‘an’. moreover, in another research, hojati (2013) found that error in determiners by iranian efl is one of three types of error which had high frequency. the reason is clear because the students who speak english as foreign language will have problem with rules of english which does not exist in their language. the second kind of error at syntactical level was nominalization. taher (2015) claims that gerund, verbal noun, and deverbal noun are grammatical terms related to nominal formed from verbs or it is known also as nominalization. the subtype of error found in this research was stem word instead of the use of gerund (ing form), for example: “i love spend all of my time to watch movie” and i like cook, eat, watching, travelling, moving anywhere. the error occurred because the student did not use gerund after the word ‘like’ in this sentence especially at the words ‘cook’ and ‘eat’. next, the highest frequency of error was error in numbers. there were two subcategories found in this research. they were substitution of singular instead of plurals, and substitution of plurals instead of singular. this type occurred when the speaker did not put ‘s’ or ‘es’ for plural words or phrase well and vice versa. it is related to singular and plural noun in english. the example of student’s error was “it means that we know about many culture” which the suggested correction is “it means we know about many cultures”. as the highest frequency, this result is also supported by the research from mardijiono on 2003. he made error analysis with the combination of linguistic category classification and surface strategy as the taxonomies. he revealed more than thirty errors in number that was done by indonesian advanced learner. the fourth kind of error was the use of pronoun. there were two subcategories found. they were the omission of the subject pronoun and subject pronoun used as redundant element. amara (2015) states that a pronoun is a word that takes the place of a noun. pronouns are used to make sentences less weighty and less repetitive. the example of student’s speaker error was: “i wake up in the morning and then we go to campus,….study and met with our friend and ….make some..” this error occurred when the speaker did not put the pronoun before verb. the percentage was 4 % which is quiet low. in relation to the result of the research, many researchers have also found that errors in pronoun are still done by efl students in speaking or oral performance (amara, 2015; chang, mahadir, & thing, 2010; hojati, 2013; mardijiono, 2003). the fifth type of error was the use of preposition. the subcategories of error were the omission of preposition and misuse of preposition. the example was: “and then people indonesia also.” the sentence missed the preposition ‘of’. chang, mahadir, & thing (2010) did similar research which revealed 11 types of error including proposition. the difference was in preposition. it became the type with average percentage, but it was vice versa in their research. they found that http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 134 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi preposition was the highest percentage of error done by university students in their oral performance. they also stated that based on a linguistic description of the errors, preposition is the most difficult for the less proficient students at university level. the sixth kind of error was omission of verb, and this occurred at verb phrase level. the subcategory of this kind was omission of to be. the example is: “we …… from different place and area, and “i interested the movie because.” it can be seen clearly that the speaker did not use ‘are’ which is needed to complete the sentence. alahmadi (2014) in his research also discussed grammatical error analysis that the students made errors in this kind at least 13 times during their speaking performance”, (p. 94). in addition, english learners usually have problem and difficulty especially at early stages in applying the rule of english copula, “copula(tive) is a term used in grammatical description to refer linking verb (taher, 2009). linking verb refers to ‘to be’ in this research. the next kind of error was the use of progressive tense. all of the subcategory in this type was found from the result of student’s speaking test. they were the omission of be. the example of student’s speaking error was: “they …… also following that and i think enough.” which is clearly seen that there was no to be ‘are’ for completing the sentence. this result is also supported with the research done by mardjiono (2003) and ratnah (2013) who stated that errors in using progressive tense still occurred. the eighth kind of error was subject and verb agreement. there were two subtypes of error, and those were disagreement of subject and number and disagreement of subject and tenses. amara (2015) claimed that subjects and verbs must agree with one another in number (singular or plural). thus, if a subject (the person or thing doing the action) is singular, its verb must be singular. if a subject is plural, its verb must be plural. the example in this research was: “if someone have other thing.” in this sentence the verb was “have” instead of ‘has’. errors in subject and verb agreement are also identified by amara (2015). she found that the total of error in this type was 78 from 711 errors. chang, mahadir, and thing (2010) found errors in this type was 55 from 779 errors. moreover, heryati, makmur and sucipto (2017) revealed that errors in verb-tense done by english education study program students in one university in jambi, had the highest percentage (508%). verb-tense is also the part of error in the subject and verb agreement. then, the next kind of error was verb and verb construction. the subcategory which dominantly found was in the form of embedding of a noun-and-verb construction in another noun-and-verb construction. the percentage of this type was 8%. the example was: “it’s actually i have so many habits but i tell you about maybe two habit that i think is very always i do every”. the speaker used many verbs in one sentence without clear connector, and word order was also incorrect. the last kind of error was some transformations. the subcategory was the formation of no or not without the auxiliary do. the example of the error was: “in the past indonesian people not really care about it.” the speaker tried to make negative sentence but there was the auxiliary ‘did’ before the word ‘not’. the formation of no or not was without the auxiliary did. this subtype was also found by mardijiono http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 135 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi (2003) in his research. he stated that the errors in transformation became predominant error with the percentage was 53.57% viewed from linguistic category classification. the percentage of error was calculated to know the dominant type of error. in this research, the highest percentage of grammatical error was number which is categorized as syntactical error with the percentage is 25 %. as the highest percentage, the error in number can be concluded as the dominant error which was done by the sixth semester english education study program students. the subcategories of error in this type were substitution of singular instead of plurals and substitution of plurals instead of singular. in addition, alahmadi (2014) indicated that number or misuse of singular and plural noun are the most common grammatical errors among arabian efl learners. it proves that this type is one of the difficult parts of grammar when the efl students use it in speaking performance. conclusionand recommendations/implications the finding showed that there were twelve kinds of grammatical error which had been found. at the morphological level, there were three types of errors and in syntactical level, there were ten types of error. it can be concluded that the grammar was still a problem in speaking especially the errors in numbers as the highest frequency. errors need to be handled; otherwise, they will become fossilized. efl teachers should be aware of what is going on in the field of error analysis and keep a keen eye on the related theories. this research also can be referencing points to review the curriculum for speaking skill lesson at university level especially english education study program. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 al-mekhlafi, a. m., & naratnam, r. p. (2011). difficulties in teaching and learning grammar in efl context. international journal of instruction, 4(2), 69-92. retrieved from https://files.eric.ed.gov/fulltext/ed522689.pdf alahmadi, n. s. (2014). errors analysis: a case study of saudi learner’s english grammatical speaking errors. arab world english journal, 5(4), 84-98. reetrieved from http://connection.ebscohost.com/c/casestudies/100190182/errors-analysis-case-study-saudi-learners-english-grammatical-speaking-errors amara, n. (2015). errors correction in foreign language teaching.the online journal of new horizons in education, 5(3), 58-68. retrieved from http://www.tojned.net/journals/tojned/articles/v05i03/v05i03-07.pdf ardiansyah, w. & djohar, a. (2012). pengembangan model pembelajaranmembacauntukmeningkatkankemampuanmembacapemahamandalampembalajaranbahas ainggris: studi pada mahasiswa politeknik di palembang. ta’dib: journal of islamic education, 17(2), 161167. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/30/25 arib, a. w. (2017). do family backgrounds control students’ motivation and achievement in learning a foreign language? the case of one islamic senior high school in jambi.ta’dib: journal of islamic education 22(1), 1-38. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib ariesca, & marzulina, l. (2016). teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. jurnal pendidikan dan pengajaran, 3(1), 2332. astrid, a. (2011). pembelajaran tata bahasa inggris secara komunkatif dengan penyajian induktif dan pengintegrasian keterampilan berbahasa: studi kasus di kelas bahasa inggris di iain raden fatah palembang. ta’dib, 16(2), 175-208. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/60/55. astrid, a. (2012). pengintegrasianpendidikankarakterdalamaktivitaspembelajaranbahasainggris.ta’dib: journal of islamic education, 17(2), 271-283 retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/35/30 http://jurnal.radenfatah.ac.id/index.php/ http://nsuworks.nova.edu/tqr/vol23/iss1/9 https://files.eric.ed.gov/fulltext/ed522689.pdf http://connection.ebscohost.com/c/case-studies/100190182/errors-analysis-case-study-saudi-learners-english-grammatical-speaking-errors http://connection.ebscohost.com/c/case-studies/100190182/errors-analysis-case-study-saudi-learners-english-grammatical-speaking-errors http://www.tojned.net/journals/tojned/articles/v05i03/v05i03-07.pdf http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/30/25 http://jurnal.radenfatah.ac.id/index.php/tadib http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/60/55 http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/35/30 issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 136 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi azkiyah, s. n., &mukminin., a. (2017). in search of teaching quality of efl student teachers through teaching practicum: lessons from a teacher education program. c.e.p.s. journal, 7(4), 105-123. retrieved from https://online-journal.unja.ac.id/index.php/irje/issue/archive brown, h. d. (2007). principles of language learning and teaching (5th ed.). new york, ny: pearson education inc. cameron, lynne. (2001). teaching language to young learners. cambridge, england: cambridge university press corder, s. (1981).error analysis and interlanguage. oxford, england: oxford university press. dulay, h., burt, m., &krashen, s. (1982).language two. new york, ny: oxford university press. fikriyansyah. (2017). local and target language culture proportion in english text book “english on sky (eos) 2” and “ when english rings bell (werab) viii”. jurnal pendidikan dan pengajaran, 4(1), 10-17 retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/217 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012).how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. gunawan, j. (2017). the correlation between student’s self-esteem and speaking achievement of undergraduate efl students of english education study program of islamic state university of raden fatah palembang. jurnal pendidikan dan pengajaran, 4(2), 1-10. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/217 haryanto, e. (2013). language policy: administrators and teachers’ view on english as medium of instruction implementation in indonesia. journal of education and learning, 4(2), 48-57. retrieved from https://online-journal.unja.ac.id/index.php/irje/issue/view/639 hojati, a. (2013). an investigation of errors in the oral performance of advanced-level iranian efl students. mediterranean journal of social sciences, 4(4), 171-176. retrieved from www.mcser.org/journal/index.php/mjss/article/4/4 james, c. (1998). errors in language learning and use: exploring error analysis. massachuset, ma : addison wesley longman inc. kamil, d., suhaimi., hartono, r., & vintoni, a. (2017). tefl students’ language learning strategies: the case of one state islamic institute in indonesia. ta’dib: journal of islamic education, 22(2), 70-76. retrieved fromhttp://jurnal.radenfatah.ac.id/index.php/tadib/article/view/64/59 loubazid, m. (2012).exploring the difficulties facing efl students’ participation in oral expression course (master thesis).university of biskra, biskra, algeria. retrieved from http://dspace.univbiskra.dz:8080/jspui/bitstream/ luoma, s. (2004).assessing speaking. cambridge, england: cambridge university press. mardijiono, j. j. (2003). indonesian efl advanced learners’ grammatical errors. jurnal petra, 5(1), 67-90. moleong, l. j. (2014). metodologi penelitian kualitatif. bandung, indonesia: pt remaja rosdakarya. mukminin,a., noprival., masbirorotni., sutarno., arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy. journal of education and learning, 9(3), 217-225. novita, r. (2014). an analysis of grammatical errors in the 1st year student’s writing at english department, andalas university. vivid journal, 3(2), 1-15. retrieved from jurnalvivid.fib.unand.ac.id/index.php/vivid/article/view/16 novita, t. (2017). student’s english speaking skill and activation method: the case of one senior high school. jurnal pendidikan dan pengajaran, 4(2), 10-17 retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/222 pitaloka, n. l. (2014). developing interactive multimedia with local-content-based narrative texts for grade eight. lingua: jurnal bahasa & sastra, 15(1), 1-22. retrieved from http://ejournal.unsri.ac.id/index.php/lingua/article/view/1994/834 ratnah.(2013). error analysis on tenses usage made by indonesian students. journal of education and practice, 4(6), 159-19. retrieved from https://indraratnamoeliiya.files.wordpress.com/2015/03/error-analysisof-students-english-writing_indra-ratna.pdf. robinson, p, ellis, n. (2008). handbook of cognitive linguistics and second language acquisition. new york, ny: taylor & francis. sa’d, s. h. t. (2017). foreign language learning and identity reconstruction: learners’ understanding of the intersections of the self, the other and power. c.e.p.s. journal, 7(4), 13-35. retrieved from https://online-journal.unja.ac.id/index.php/irje/issue/archive scovel, thomas. (2002). psycholinguistic. new york, ny: oxford university press. http://jurnal.radenfatah.ac.id/index.php/ https://online-journal.unja.ac.id/index.php/irje/issue/archive http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/217 http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/217 https://online-journal.unja.ac.id/index.php/irje/issue/view/639 http://www.mcser.org/journal/index.php/mjss/article/4/4 http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/64/59 http://dspace.univ-biskra.dz:8080/jspui/bitstream/ http://dspace.univ-biskra.dz:8080/jspui/bitstream/ http://jurnal.radenfatah.ac.id/index.php/edukasi/issue/view/222 http://ejournal.unsri.ac.id/index.php/lingua/article/view/1994/834 https://indraratnamoeliiya.files.wordpress.com/2015/03/error-analysis-of-students-english-writing_indra-ratna.pdf https://indraratnamoeliiya.files.wordpress.com/2015/03/error-analysis-of-students-english-writing_indra-ratna.pdf https://online-journal.unja.ac.id/index.php/irje/issue/archive issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 137 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi taher, i. i. (2015). the problematic forms of nominalization in english: gerund, verbal, noun, and deverbal noun. english linguistic research, 4(1), 30-40. retrieved from www.sciedu.ca › home › vol 4 tarawneh, r. t. & almomani, i. m. (2013). the spoken errors and mistakes committed by senior english students at princess alia university college. theory and practice in language studies, 3(3), 497-502. retrieved from www.academypublication.com/issues/past/tpls/vol03/.../14 ting, s. h., mahadhir, m., chang, s. l. (2010). grammatical errors in spoken english of university students in oral communication course. journal of language studies, 10(1), 53-70. retrieved from http://ejournal.ukm.my/gema/article/view/126. ur, p. (1996). a course in language teaching. cambridge, england: cambridge university press. yang, w. (2010). a tentative analysis of errors in language learning and use. journal of language teaching and research, 1(3), 266-268. retrieved from www.finchpark.com/courses/tkt/unit_11/errors.pdf yunita, m. (2014). an analysis on the student’s errors in using degrees of comparison of adjective (undergraduate thesis, uin syarif hidayatullah, jakarta , indonesia). retrieved from http://library.uinsyarifhidayatullah. ac.id/tarbiyah/pdf zhang, s. (2009). the role of input, interaction, and output in the development of oral fluency. english language teaching, 2(4), 91–100. retreved from https://files.eric.ed.gov/fulltext/ej1083691.pdf http://jurnal.radenfatah.ac.id/index.php/ http://www.academypublication.com/issues/past/tpls/vol03/.../14 http://ejournal.ukm.my/gema/article/view/126 http://www.finchpark.com/courses/tkt/unit_11/errors.pdf 82 teaching recount writing by using tad (transition action details) strategy to the eighth grade students of smpn 16 palembang indah purwati uin raden fatah palembang indahpurwati840@gmail.com abstract: the objectives of the study are: 1) to find out whether or not there is a significant improvement on the eighth grade students‟ recount writing achievement who are taught by using tad strategy at smpn 16 palembang, and 2) to find out whether or not there is a significant difference between the eighth grade students‟ recount writing achievement between those who are taught by using tad strategy and those who are not at smpn 16 palembang. the population of the study was the eighth grade students of smpn 16 palembang in the academic year of 2016/2017. the sample of the study was taken by using nonrandom sampling method. the writer selected class viii.4 as the control group and viii.2 as the experimental group. it consisted of 50 students, 25 students for control group and 25 students for experimental group. in this study, the writer used quasi experimental design. the test was used as pretest and posttest for both groups. the result showed that teaching recount writing by using tad (transition action details) strategy had a significant effect on the students‟ writing achievement. it can be seen from the result of the posttest of each group. the achievement of the experimental group was higher than control group. based on the independent sample t-test analysis, it was found that tobtained was higher than t-table. the t-obtained was 5.013 and t-table was 2.0639 at the significance level p < 0.05 in two tailed testing with the degree of freedom. it means that there was significant difference in writing achievement between the students who were taught by using tad than those who were taught by using teacher‟s method. from the result of the test, it implies that tad strategy could be used as an alternative strategy in teaching writing. in addition, the students‟ writing problems can be minimized by applying the tad strategy. the tad strategy created the situation that was more enjoyable than before. it made the students enthusiastic to do the tasks because the column attracted their attention. those reasons made the students easier to improve their writing skill. key words : tad strategy, teaching recount writing. introduction nowadays in indonesia, english is expected to be mastered by the students of primary education since it is becoming a compulsory subject. therefore, english takes special place in educational system in indonesia. moreover, according to lauder (2008, p. 10), it is widely recognized that english is important for indonesia and the reason most frequently put forward for this is that english is a global or international language. in the process of teaching and learning english, students are required to master four basic skills; they are speaking, reading, writing, and listening. harmer (2004, p. 79) states that writing as a skill, by far the most important reason for teaching writing. it is a basic language skill, just as important as speaking, listening and reading. in addition, according mailto:indahpurwati840@gmail.com 83 to keeling, chapman, & williams (2013, p. 6), writing is important for helping the students to learn, and help the students to explore their own reasons for wanting to write. moreover, writing is different with other basic skills in english. in writing, writer does not face the reader directly. so, if there are mistakes or structural error, writer cannot overcome it with body language, facial expression, or speaking tone. as a result, these mistakes will result in different understanding. after all, being a good writer requires the competency in writing theory. so that, the information can be completely delivered to the reader. furthermore, brown (2000, p. 334) states that learning writing is just like learning to swim. learning to swim can only be practiced if there is a body of water available and usually only if someone teaches too. people learn writing if they are member of a literate society and usually only if someone teaches too. if someone wants to be able to swim, he cannot just master the theories to swim, but he has to get into the water to practice and apply the theories on himself. same in writing, if someone wants to make a good writing, he cannot just focus on the theories, but instead he must plunge into the real writing world where he would practically involved in writing. according to langan (2008, p. 14), to believing that writing is a natural gift, many people falsely believe that writing should flow in a simple, straight line from the writer's head onto the written page. but writing is seldom an easy, one-step journey in which a finished paper comes out in a first draft. the truth is that writing is a process of discovery involving a series of steps, and those steps are very often a zigzag journey. very often, the students do not discover just what they want to write about until they explore their thoughts in writing. related to teaching writing to junior high school students, there were still many schools in indonesia that apply ktsp 2006 (school-based curriculum) for teaching and learning process. the students must be able to write and comprehend the text of descriptive, narrative, procedure, and recount. specifically for the eighth grade students, the lesson about recount text appeared in the first and second semester in the curriculum. therefore, they must be able to write a correct recount text after finishing their second grade. in this study, the writer focused on recount text. recount text is a text which retells events or experiences in the past. warner (2009, p. 25) states that recount text is important to discuss in class, particularly student‟s personal recounts so that they can understand and identify the different parts of this text type before they start to write their own. 84 based on preliminary study at smpn 16 palembang, the researcher distributed questionnaire and conducted interview. the researcher found that there were some problems occurred in writing process. the first problem is the students were difficult to construct the idea in writing. they still found difficulties to generate and develop the idea. the second problem is the students often made some mistakes in grammar in their writing. it was very common when students write because they were undeveloped in grammatical mastery. in addition, their problems are also related to the punctuation mark and vocabulary. then, the students said that they did not understand some components of a recount text such as the generic structure and the language feature of the text. they informed that they did not really know how to produce a recount text. afterwards, they did not organize the sequence of paragraphs well, because they did not know the conjunction to sequence of the events. as a result, the students could not compose a good sentence in paragraph, so they were lazy to write and were not motivated to follow teaching and learning process. based on those problems, in improving the students‟ recount writing, it needs an appropriate strategy for helping them to solve their problems. one of the strategies that can be used by the teacher in teaching writing recount text is tad (transition action details) strategy. this strategy as a means to overcome the obstacles found in the field. it is based on the assumption that the strategy used provides the students with the joyful ways in doing the task. lester (2006, p. 65) defines tad as a strategy that uses to make up story or talk about event in the writer life. this strategy can help the students to make a story or to tell about themselves to others. this strategy can be used for teaching recount text and narrative text, because this strategy can retell about the events in the story. manurung (2013, p. 5) explains that tad strategy was suitable to be used for students in writing recount text. it could be seen on the students‟ activities during the teaching process. from the observation sheet, the data showed that the students in teaching learning process seemed enjoy and had good response in writing recount text. in addition, budiani (2014, p. 97), the implementation of the tad strategy in the teaching and learning process of writing was proved to improve the ability of the eighth grade students in writing recount text. those statements about tad strategy encourage the writer to propose the title “teaching recount writing by using tad (transition action details) strategy to the eighth grade students of smpn 16 palembang”. 85 based on the background above, the problem of this study will be formulated into two questions:  is there any significant improvement on the eighth grade students‟ recount writing achievement who are taught by using tad strategy at smpn 16 palembang ?  is there any significant difference between the eighth grade students‟ recount writing achievement between those who are taught by using tad strategy and those who are not at smpn 16 palembang literature review the concept of teaching teaching means to share knowledge and help students to understand what they learn by giving an instruction. coe, aloisi, higgins, and major (2014, p. 2), great teaching is defined as that which leads to improved student progress. it means a great teaching as that which leads to improve student achievement using outcomes that matter to their future success. a good teacher will teach a great teaching and will make the students become a good learner. because of that, allah gives some degrees to people that share the knowledge with others. it is in alqur‟an (surah al-mujadalah :11) : means : “allah will raise those who have believed among you and those who were given knowledge, by degrees. and allah is acquainted with what you do”. the concept of writing according to brown (2000, p. 335), a written product is a product of thinking, drafting, and revising that requires specialized skill on how to generate ideas, how to organize them coherently, how to use discourse makers and rhetorical conventions to put them cohesively into a written text, how to revise text for clearer meaning, how to edit text appropriate grammar, and how to produce a final project. furthermore, harmer (2001, p. 79) states that writing is a form of communication to deliver thought or to express feeling through written form. it needs to make series of words or sentences in writing process to communicate in the written language. writing is one of the important 86 skills that has to be developed by students because it is very important for the academic context, business and the relationship with others in the world. in the academic context, students need to develop this skill. the procedures of teaching writing according to muralikrishna and mishra (2011, p. 107), any kind of writing can be seen as a process in three stages. they are pre-writing, writing, post-writing. but it should also be in mind that writing is too complicated a process to broken up into three neat stages. it is and has to be full of overlaps. it is recursive often starts, stops, loops backward and goes forward again. these stages can be seen as rough break points that are to be kept as guiding principles while writing. 1. pre-writing this is probably the most crucial stage in the writing process. it involves forming a thesis statement and an outline. at this point, one has to formulate a clear idea about the purpose of writing, the audience and generate ideas about the kind of information one wants to pass on. some of the commonly used techniques during this stage are brainstorming, clustering, and clubbing of ideas. techniques like mind mapping or using any other way of branching and organizing would help in sequencing and forming idea clusters in the mind. 2. writing the next stage is the actual process of writing, elaborating and filling out the frame prepared in the prewriting stage. the important concerns here are, dividing the writing into the introduction, the body, and the conclusion. in the introduction, it is important to: introduce the subject, set the direction of the writing, capture the imagination of the reader. in the body of the writing, one has to pay attention to the sequencing of ideas, the logicality and coherence of presentation and a strong sense of direction. the body of the writing should contain at least one fully developed paragraph about each of the central ideas listed out in the prewriting phase. the students could follow any logic in the order of presentation (either from the least important to the most important or any other). in presenting the main idea and the sub-points, the students could either proceed from the general to the specific or from the specific to the general. very often people 87 prefer moving from the general to the specific. it is called the funnel method of presentation. the conclusion is largely responsible for giving the reader a sense of completion, a feel of tying up the loose ends. it could be a summary or an evaluation of the ideas previously presented. a conclusion is largely responsible for reinforcing and concretizing the argument of the writing. it also makes clear the writer‟s position on the issue being discussed. one has to be careful therefore about the way it is worded. 3. post-writing this is the third and last step in writing process. it includes the task of rereading the paper to see what revisions might need to be made. this often means more than just proofreading for minor mechanical errors, such as spelling and punctuation. a good writer will always be critical of his/her writing at this stage. here, it is important to be objective, keep the purpose of writing that you had developed in the prewriting stage, and keep in mind the audience and their expectations. along with these factors, you have to focus on the appropriate formatting paying attention to the space, margin, and font. finally, before submitting, it is important to once again check for spelling, punctuation, omissions or any other careless mistakes. the concept of recount text recount text is used to tell an experience in the past, obviously recount text uses past form. recount text does not use conflict, but it uses series of event as characteristic. recount text with complete generic structure will be constructed by structuring orientation, events, and re-orientation. warner (2009, p. 25), a recount tells the reader about something that has happened. a recount text can retell an event in the form of an email, a journal or a diary. the generic structure of recount text : 1. orientation (beginning) the first part tells the reader who the recount is about, where it happened and when it happened. 2. events (middle) in this part the writer tells the reader about the important events in the order that they happened. 3. re-orientation (a closing statement) at the end of the recount, the writer comments about the events. 88 the language features of recount text commonly consist as follow: a) noun as a personal pronoun, such as martin, simon, aniston, etc. b) individual participant, focused on specific participant‟s story. c) past tense (simple past tense and past progressive tense), such as went, ran, ate, was coming, were walking, etc. d) time connective and conjunction to sequence of the events, such as after, before, then, after that, etc. e) action verbs; a verb that shows the events or occurrence, such as stayed, climbed, killed, etc. f) adverb and adverb phrases to show place, time and way, such as yesterday, last week, at home, slowly, carefully, etc. in exploring how text work, derewinka (1990, p. 15-17), there are three types of recount. they are: 1) personal recount personal recount is a recount that retells an activity that writer or speaker has been personally involved in (e.g. oral anecdote, diary entry). language features of personal recount are: a. use of first pronoun (i, we). b. personal responses to the events can be included, particularly at the end. c. details are often chosen to add interest or humor. 2) factual recount text factual recount is a recount that recording the particulars of an accident. (for example: report of a science experiment, police report, news report, and historical recount). language features of factual recount are: a. use of third person pronouns (he, she, it, they). b. details are usually selected to help the reader reconstruct the activity or incident accurately. c. sometimes the ending describes the outcome of the activity (for example: in a science experiment). d. mention of personal feelings in probably not appropriate. e. details of time, place, and manner may be need to be precisely stated (for example: at 2.35 pm, between john st, and park rd, the man drove at 80 kbp). 89 f. descriptive details may also be required to provide precise information (for example: a man with a red shirt, brown shoes, weighing 75 kilos and approximately 189 cm tall). g. the passive voice may be used (for example: the breaker was filled with water). h. it may be appropriate to include explanations and satisfactions. 3) imaginative recount imaginative recount is a recount that taking on an imaginary role and giving details events (e.g. a day in the life of a roman slave: how i invited…) the concept of tad strategy according to peha (2003, p. 38), transition-action-details(tad) is a writing strategy used transition-action-details(tad) chart which consist of columns and rows that shows a sequence of events. there are three columns that must be filled by participants, such as transitions column, actions column, and details column. and each column can be filled by several rows. after filled each rows and columns with sentences, the student can move the sentences that consisted about transitional signal, sequence of events, and some details actions into a new recount paragraph. lester (2006, p. 62) states that t-a-d strategy has three parts: 1) transitions these are short words or phrases, such as “then” or “after a while ”or “all of a sudden” that help to introduce each new action in the sequence. the students don‟t have to have a transition for each action, but transitions can help their writing flow more smoothly from section to section. 2) actions these are the actual events, or things that happened, listed in the order in which they occurred. 3) details this is additional information about each action. for each action, can be provided probably two or three important questions that each student need to answer. these answers are the details. 90 steps in the tad writing process according to peha (2003, p. 38), there are six steps of applying the transitions – actions – details (tad) strategy. these steps are also can be applied in teaching recount writing in the classroom. they are explained as follow: 1. fill in the first „actions‟ box to make the recount writing easier, students are guided to start with the first „actions‟ box first. the first action box is to be filled with the first action of the story or the preface of how the story begun. 2. fill in the last „actions‟ box after filling in the first action box, go straight to the last „actions‟ box. this is needed to be done, so students can clearly see how the story ends. the first two steps are meant help the students to see the wide angle of their story before they go to the specific details. 3. fill in the middle of the sequence the top and the bottom action box are filled, and then it is time to fill the actions between the beginning and the end of the „actions‟ box. it should easier because of the first two steps helped the students to remind or create every events in between. 4. read over from the top to bottom of the „actions‟ box the „actions‟ boxes are already filled. then read over the sequence of actions. check whether the actions are already in a correct chronological order. 5. fill in the details (at least two per box) actions are fulfilled and already put in a correct chronological order. then, go to the „details‟ box. fill in the „details‟ box with the detailed or additional information about every action of the story. put at least two details for every actions to serve a better understanding. 6. fill in the transitions (optional) first of all, not every action needs a transition signal. put the transitions in the story naturally when it is needed to be attached. do not use the same transitions over and over again, because it would be boring to the reader. in truth, the best writing uses no transitional phrases. instead, students better use logic to move from one action to the next. 91 research method this research used quasi experimental research. according to nunan (2001, p. 25), experiment is carried out in order to explore the strength of relationship between variables. furthermore, fraenkel, et. al. (2012, p. 7) state that experimental research is the most conclusive of scientific methods. because the researcher actually establishes different treatments and then studies their effect, results from this type of research are likely to lead to the most clear-cut interpretations. the design of the research was pretest and posttest non equivalent group design, which used two groups as a sample giving pre-test at the beginning in order to know their abilities in writing. after that they were given the treatment in the middle and post-test in the last. in this research, pre-test and post-test were compared in order to determine the student‟s writing by using transition action details strategy. dowdy, wearden, & chilko (2004, p. 25) state that population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects. in this study, the population were all of the eighth grade students at smpn 16 palembang in the academic year 2016/2017. the total number of population was 266 students comprising in eight classes. sample is a group of subjects on which information is obtained. in this study, two classes were needed as a sample to collect the data. the sample was taken by using purposive sampling method. fraenkel et. al. (2012, p. 100) state that purposive sampling is technique in selecting the sample based on previous knowledge of a population and the specific purpose of the research, investigators use personal judgment to select a sample. the sample was chosen by considering the similarity or closely similar in terms of the total number of the students in the class, the same teacher among those target classes. there were two classes that were chosen, they were viii 2 and viii 4. basically, to be more convincing, those classes were given a pretest to know which class became control and experimental group. to conducting the pretest to both viii 4 and viii 2, the mean score of viii 4 was higher than viii 2. therefore, viii 4 was chosen as the control group and viii 2 was choosen as the experimental group. to obtain the students‟ recount writing by using transition action details strategy, a test was administered. the test was used to collect the data and it used twice as an instrument: for pre-test and post-test. the purpose of this test was to know the progress of student‟s recount writing achievement by using tad strategy. the form of the test was writing test and the students wrote three recount paragraphs about 100-150 words by 92 choosing one of five topics, such as holiday, best experience, bad experience, birthday party and traffic jam. before the test was given to the samples, the test was tried to the eighth grade students of smpn 16 palembang (viii 1). to evaluate the students‟ writing test, three raters scored it by using assessment rubric. after doing the test, the validity and reliability of writing test were estimated before being given to the samples. findings and discussion result of normality test in the normality test, the total of sample (n), one-sample kolmogorov-smirnov test, significance and result were analyzed. the scores were obtained from students‟ pretest and posttest in experimental and control groups. the result showed that the pretest in control and experimental groups were 0.695 and 0.739. then, in posttest in control and experimental groups were 0.580 and 1.165 . it can be concluded that the data were considered normal since they are higher than 0.05. result of homogeneity test in the homogeneity, levene statistics analysis was used to analyze the students‟ pretest and posttest scores in control and experimental groups. was used. according to flynn (2003, p.18), the data can be categorized homogen whenever it is higher than 0.05. the result showed that the pretest scores was 0.134 and posttest scores 0.420. it can be conluded that the data was homogeneous since the score was higher than 0.05. result of hypotheses testing a significant improvement was found from testing students‟ pretest to posttest scores in experimental group using paired sample t-test. based on the table analysis, it was found that the p-output was 0.000 with df=24 (2.0639), and t-value= 6.174. it could be stated that there was a significant improvement from students‟ pretest to posttest scores in experimental group taught using tad strategy since the p-output was lower than 0.05. it can be stated that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. 93 table 1. result analysis of paired sample t-test from pretest to posttest scores in experimental groups using tad strategy at smpn 16 palembang paired sample t-test ha t df sig.(2-tailed) 6.174 25 .000 accepted a significant different was found from testing students‟ posttest to posttest score in control and experimental group using independent sample t-test. from the table analysis, it was found that the p-output was 0.000 since the p-output was lower than 0.05 level and the t-value 5.013 was higher than critical value of t-table (2.0106). it could be stated that there was a significant difference on students‟ recount writing score taught by using tad strategy and those who were not at smpn 16 palembang. table 2. result analysis of independent sample t-test from posttest scores in experimental and control groups using tad strategy and those who were taught by using teacher‟s method independent sample t-test ha t df sig.(2-tailed) 5.013 50 .000 accepted in doing this research the samples of study were given the pretest by two reasons, the first was to know the mean score of their recount writing before the treatments was given and the second was to know which the group would become control and experimental groups. from the result of the pretest, class viii 4 as the control group because the mean score was 11.84. meanwhile, class viii 2 as the experimental group because the mean score was 11.60. the writer chose class viii 2 as the experimental group because the mean score of class viii 2 was lower than class viii 4. during the pretest in control and experimental groups, the writer found students difficulties in writing, such as the students were difficult to construct the idea in writing. they also made some mistakes in grammar in their writing because they were undeveloped in grammatical mastery. then, the students could not write the recount text well based on the generic structure, the tense of recount text, sometimes the students used other tenses such as the simple present tense. afterwards, they did not organize the 94 sequence of paragraphs well because they did not know the conjunction to sequence of the events. as a result, the students could not compose a good sentence in paragraph, so they were lazy to write and were not motivated to follow teaching and learning process. to solve those problems, the writer did a treatment in experimental group by using tad strategy. there were twelve different topics was provided for each meeting. the treatments had been done in twelve meetings. then, the writer gave examples recount text for every meeting. the purposed was to activate students‟ prior background knowledge about recount text. at the beginning during the treatment, when the writer implemented tad strategy in experimental group, the students‟ difficulty was found that they got confused to follow the direction of tad strategy because they thought recount writing just about writing their prior experience in the past without doing prewriting like tad strategy. to overcome this problem, the writer explained more about the steps of tad strategy. this step was suggested as the icebreaker of tad strategy where the researcher gave an example by creating tad chart to the students while the students make a copy in their paper that had been given. after i did this way, it could make the students more understand and interested in writing. they knew every steps in writing by using tad. second, the students were difficult to arrange sentences into a good paragraph because they had lack ability in writing their ideas with the use of correct grammar and punctuation. by conducted the teaching and learning process by using tad, the students could be stimulated to explore their writing skills. they focused on arranging some events into a good recount text. it would be easier to write a recount text if they had already had the appropriate arrangements. third, for the control group had difficulty to answer the test. they could not write recount well, most of them write less than one paragraph. it could be supported by the mean scores posttest between the two groups that obtained. although these two groups of students had progress, the progress of the students in control group was not so as high as the students in experimental group. fourth, for scoring the students‟ pretest and posttest in control and experimental groups had been scored by three raters. the first rater scored several students in pretest posttest control and pretest experimental groups gave one score for some points, she thought that almost of students‟ pretest posttest control and pretest experiment recount writing did not agree with the direction of the item test because the students should write three paragraphs consist of orientation, event, and re-orientation. then, she said that 95 based on the scoring rubric, the text was not structured, no use of correct tense, not edited, and most familiar words were spelt incorrectly. in addition, some of them only wrote less than one paragraph. it was the reason the first rater gave one for several students who wrote recount text less than one paragraph. and for the other raters such as the second rater and the third rater, they gave score 1-5 whereas 1 was minimum score and 5 was maximum score. in distribution of data frequency pretest-posttest in control and experimental groups were described and categorized into the criteria of recount rubric writing taken from www.irubric.com recount assessment for year 3/4. after getting treatment and posttest, it was found that there was significant improvement between pretest and posttest in experimental group. those facts were the result between maximum pretest score in experimental group was 16 and the maximum posttest score was 18. moreover, the students‟ pretest score to posttest score in experimental group have a p-output 0.000 with t-value -6.174 since the p-output was lower than 0.05 level. finally, it was inferred that the use of tad strategy significantly improved the students‟ recount writing to the eighth grade students of smpn 16 palembang. it could be stated that tad strategy was appropriate to be used in teaching writing or improving students‟ recount writing. it was related to lester (2006, p. 33) who says that transitions help readers move easily from part to part without getting confused. to do this, readers have to know three things: when one part ends, when the next part begins, and what the relationship is between the two parts. in addition, budiani (2014, p. 99), the use of tad strategy improved the students‟ motivation in the english teaching and learning process of writing. tad strategy created the situation that was more enjoyable than before. it can make the students enthusiastic to do the tasks because the column attracted their attention. conclusion based on the findings and interpretations presented in the previous chapter, the researcher concluded that based on the result of pretest to posttest. first, there is a significant improvement on the eighth grade students‟ recount writing achievement taught by using tad strategy. second, there was a significant difference on the eighth grade students‟ recount writing achievement between those who are taught by using tad strategy and those who are not at smpn 16 palembang. the use of tad strategy was very useful as one of strategy on teaching writing process. the students who were taught by using tad strategy got higher score than the students who were not. therefore, it can 96 be inferred that teaching recount writing by using tad strategy can be considered as one alternative strategy to be used in teaching recount writing. references brown, h. d. (2000). teaching by principles an interactive approach to language pedagogy (2nd ed.). santa barbara, ca: addison wesley longman, inc. budiani, v. (2014). using tad (transition action details) strategy to improve the eighth grade students‟ ability in writing recount texts at smpn 2 depok in the academic year 2013/2014 (unpublished undergraduate thesis). universitas negeri yogyakarta, yogyakarta, indonesia. derewinka, b. (1990). exploring how text work. wellington, au: primary english teaching association. dowdy, s. m. et. al. (2004). statistic for research (3th ed.). hoboken, nj: john wiley and sons, inc. flynn, d. (2003). students guide to spss. retrieved from website: https://barnard.edu default -files –inline. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw hill companies, inc. harmer, j. (2001). the practice of english language teaching (3rd ed.). new york, ny: addison wesley pubishing company. harmer, j. (2004). how to teach writing. new york, ny: addison wesley pubishing company. keeling, j., chapman, h. m., & williams, j. (2013). how to write well. new york, ny: mcgraw-hill education. langan, j. (2008). college writing skills (6th ed.). new york, ny: mcgraw-hill education. lauder, a. (2008). the status and function of english in indonesia: a review of key factors. makara, sosial humaniora, 12(1), 9-20. lester, m. c., & peha, s. (2006). be a better writer. america, uk: leverage factory, inc. manurung, c. d. (2013). improving the students‟ achievement in writing recount text by using transitions-action-details (tad) strategy. medan, indonesia. muralikrishna, c., & mishra, s. (2011). communication skills for engineers (2nd ed.). new delhi, india: dorling kindersley (india) pvt. ltd. nunan, d. (2001). designing tasks for the communicative classroom. new york, ny: cambridge university press. 97 peha, s. (2003). teaching that makes sense. inc. carrboro: www.ttms.org. spratt, m., pulverness, a., & williams, m. (2005). the tkt course. cambridge, uk: cambridge university press. warner, m. (2009). easy text types. green wood, wa: ready-ed publications. http://www.ttms.org/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi islamic senior high school students’ language learning strategies and their english achievement isti qomariah an english teacher at sdn 111 palembang, south sumatera istiqomariah62@gmail.com abstract this study investigated the correlation between language learning strategies and english achievement, and explored the influence of language learning strategies on english achievement of eleventh grade students’ of man 3 palembang. a total of 141 eleventh grade students participated in this study. the questionnaire and test were used to collect the data. for this purpose, the language learning strategies (sill) questionnaire developed by oxford (1989) measured language learning strategies and toefl junior (2015) was used to know students’ english achievement. there were three levels from high to low based on the results of sill questionnaire and five categories english achievement test. descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. based on the data analysis, it was found that r (.665) > rtable (.165) with significant level which was lower than 0.05. thus, it indicated that there was significant correlation between language learning strategies and english achievement. it was implied that good language learners caused good in english achievement. keywords: language learning strategies, lls, and english achievement manuscript submitted: september 1, 2017 manuscript revised: february 4, 2018 accepted for publication: march 6, 2018 introduction language is the system of human communication which consists of the structured, arrangement of sound (or their written representation) into larger units. it is also used for communication. without a language, it is difficult for people to communicate with others (abrar & mukminin, 2016; haryanto & mukminin, 2012). thus, language is very fundamental for human life. sharifian (2009) defines that english as an international language refers to a paradigm for thinking, research and practice ( as cited in saputra & marzulina, 2015). according to komaria, the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). english is a global language which can be used for communication with native-speakers and non-nativespeakers in the worldwide, especially in the education section where all university students need english for their studies in order to search information and obtain knowledge (haryanto & mukminin, 2012; habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015). souriyavongsa, rany, abidin, and mei (2013) found that the problems in learning english are: (1) teacher’s competence, (2) students lack of english foundation background, (3) students mailto:istiqomariah62@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lack of confidence to use english because they are afraid of mistakes and shy feeling, (4) curriculum is inappropriate for helping students to improve their english proficiency, (5) students are not well-motivated, encouraged and gained learning strategy, (6) students do not practice speaking english with english native speakers, and (7) class environment. there are various ways to solve the problem in english achievement faced by the leaners (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015). ihsan and diem (1997) explain that the internal factor, learning style and learning strategy need to be considered when analyzing why english seems difficult to learn. futhermore, according to ewuni (2012), hamid (2011) and ketabi (2012), language learning strategies are the factor which can give contribution to students’ english achievement as well as influence for the success and failure of the learners’ english achievement. oxford (1990) states that language learning strategies are important factors for students in order to improve active learning in classroom and self directed movement which is esential in developving communicative competence. six basic types of language learning strategies (metacognitive, cognitive, memory, compensation, social and affective strategies) are classified by oxford (1990). the students can apply them with different learning strategies in their learning to accomplish the objectives of the study. those strategies applied by the student will dive from time to time based on the material, the subject, and their own conditions. students may apply a number of language learning strategies. the strategies used will give different contributions to the students’ language learning achievement and their english achievement (mukminin, ali, & ashari, 2015). moreover, ketabi (2012) point out that gathering information to see how the learners learn and what strategies they use will help teachers learn more about the language learners learning process. additionally, ketabi believes that educators’ knowledge about the way students apply the strategies and the type of strategies they use in their context and situation will help them manage their resources and decision making process. cohen, (2005) reveals two major reasons of the importance of language learning strategies in language learning and teaching. the first reason is metacognitive, cognitive, social, and affective strategies in language learning can be identified. the result of the first reason leads to the second reason which is the effective strategy will lead less successful language learners to be better leaners. dhanapala, kagamiyama, and hiroshima (2007) explain, “second language leaners in particular, who were well aware of their own learning process and of the strategies, assist them to achieve learning outcome” (p. 684). therefore, language learning strategies give positive contributions to students’ english achievement. this study aimed at investigating the correlation between language learning strategies and english achievement of eleventh grade students of man 3 palembang. review of literature the concept of language learning staretgies (lls) oxford (1990) states, “learning strategies are steps taken by students to enchance their own learning” (p. 1). research has repeatedly shown that the conscious, tailored use of such strategies are related to language achievement and english proficiency. many researchers have suggested that the concious use of language learning strategies make good language learners (niman, frohlich, & todesco, 1975; wenden, 1985). chamot and kupper (1989) state that succesfull language learners tend to select strategies that work well together with the requirement of the language task. learning strategies can also enable student to become more independent, autonomous, lifelong learners (allwright, 1990). issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the classification of language learning strategies (lls) in this study i used oxford classification. oxford’s classification of language learning strategies give much attention to reseachers because oxford has devised an instrument for assesing the frequency of use of language learning strategies. the six classification of language learning strategies proposed by oxford (1990) which is included in two main classes are as follows: (1) memory-related strategies help learners’ link one l2 item or concept with another but do not necessarily involve deep understanding. various memory-related strategies enable learners to learn and retrieve information in an orderly string (e.g., acronyms), while other technique creates learning and tetrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physcal response), mechanical means (e.g., flashcard) or location (e.g., on a page or blacboard). (2) cognitive strategie, enable the learners to manipulate the language material in direct ways, e.g., through reasoning, analyzing, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas (knowledge structure), practicing naturalistic settings, and practicing structures and sound formally. (3) compensation strategies, enable learners to make up their missing knowledge in the process of comprehending or producing the target language, such as guessing wisely in listening and reading, using gestures, switching to the native language, and using a synonym or description in order to get the meaning across in speaking or writing. (4) metcognitive strategies, are steps that learners take to manage or regulate their learning, such as planning and arranging for learning tasks, setting goals and objectives, monitoring the learning process for errors, and evaluating progress, e.g., identifying one’s own learning style preferences and needs, planning for an l2 and task, gathering and organizing materials, arranging a study space and schedule, monitoring mistakes, and evaluating task success and evaluating the success of any type of learning strategy. these are employed for managing the learning process overall. (5) affective strategies, are strategies that help learners gain control over their emotions, attitudes, and motivation related to language learning. such strategies include encouraging oneself through positive self-talk, talking with someone about your feelings learning the target language, etc. (6) social strategies, help the learner work with others and understand the target culture as well as the language, e.g., asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms. english achievement algarabel and dasi (2001) state “achievement is the competence of a person in relation to a domain of knowledge” (p. 46). achievement refers to the good result from learning. according to brown (2007), “learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction” (p. 7). brown (2007) explores the component of the definition of learning as follows; (1) learning is acquisition or “getting”, (2) learning is retention of information of skill, (3) retention implies storage systems, memory, and cognitive organization, (4) learning involves active, conscious focus on and acting upon events outside or inside the organism, (5) learning is relatively permanent but subject to forgetting, (6) learning involves some form of practice, perhaps reinforced practice and (7) learning is a change in behavior. in addition, english achievement has strong relation with academic achievement. bala (2011) states “academic achievement has always been the center of educational research and despite varied statements about the aims of education, the academic development of the child continue to be the primary and most important goal of education” (p. 8). hence, academic is also important purpose in education. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi factors affecting the achievement according to fitriah (2009), there are factors that influence the achievement of student. some factors that influence the student’s achievement are as follows: intelligence intelligence is regarded as a potential capacity. this potential capacity is probably a function of heredity, congenital development, and growth. the growth of intelligence toward the potential capacity may be impeded by environmental stresses and strains or may be accelerated by proper stimulation. it is important to keep in mind that intelligence is complex and that individuals have many kinds of abilities and strengths, not all of which are measured by traditional iq tests. many students whose academic performance has been weak have experienced considerable success in second or foreign language learning. motivation motivation is one of the most important variables in learning. a high degree of motivation engenders an active and aggressive attitude with regard to educational goals. motivation is actually a cluster of factors that energize behavior and give it direction. motivation involves the learner’s reasons for attempting to acquire the second language, but precisely what creates motivation is the crux of the matter. physical conditions physical condition is one of the important components of learning. healthy five senses will support teaching learning process. student’s health affects their sensory-motor functioning. sometimes students with sight problem, hearing problem, malnutrition, and so on can influence student’s achievement. a student has headache, fever, stomachache, or some injury needs immediate consideration because it can disturb the instructional process. environment condition environment is part of instructional process because it can influence the students. a learner lives in a complex learning situation that may be divided into three parts: the social environment, the physical environment, and the cultural environment. parts of the social world, the physical world, and the cultural world are selected to become stimuli to the learner. educational environment is defined as the emotional, physical, and intellectual climate that is set up by the teacher and students to contribute to wholesome learning situation. it supports the instructional process. educational milieus comprise of family (parent and sibling), school and community. methodology research design correlational research was used in this research because i wanted to find out the correlation between language learning strategies based on strategy inventory language learning (sill) by oxford (1990) and english achievement based on toefl junior to test eleventh grade students in man 3 palembang. according to fraenkel, wallen, and hyun (2012), “a correlational studies investigate the possibility of relationship between two variables, although investigation of more than two variables or common” (p. 331). the procedure was that, first; language learning strategies was identified by using questionnaire of sill. second, by using toefl junior test, the students’ english achievement was obtained. then, the correlation between variables was analyzed through statistical package issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi for social and science (spss) based on the results of the questionnaire and test. finally, i found the influence of language learning strategies to their english achievement. research site, sampling, and participants population is a group of individuals or item that share one or more characteristics from which data can be gathered and analyzed. fraenkel and wallen (1990) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. (as cited in saputra & marzulina, 2015, p.5). according to richards and schmidt (2010), “population in statistics is any set of items, individuals, which share some common and observable characteristics and from which a sample can be taken” (p. 443). in addition, creswell (2012) states “population is a group of individuals who have the same characteristic” (p. 142). the population of this study was eleventh grade students of man 3 palembang in academic year 2016/2017. at this school, there were 9 classes of the eleventh grade. the total population of the study were 308 students. the sample of this study was taken by using purposive sampling method. purposive sampling (judgmental sampling) according to johnson & christensen (2012) is used in both qualitative and quantitative research. moreover, they add that in purposive sampling, the researcher specifies the characteristics of a population of interest and then tries to locate individuals who have those characteristics” (johnson and christensen (2012). it is a nonrandom sampling technique in which researcher solicits persons with specific characteristics to participate in a research study. the students who had the same charactristics in terms of their knowledge background were selected as the sample of the study. they were from the science class and social classes. therefore the total number of the sample was 141 students. data collection in this reseach, i gave the questionnaire of sill and toefl test to the students. the questionnaire was used to collect the data and information from the respondents. the questionnaire was from oxford (1989) version 7.0 of the sill, designed for efl/esl leaners. the sill used a five-point likert-type scale ranging from 1 (never or almost never true of me), 2 (generally or almost always true of me), 3 (somewhat true of me), 4 (generally truesof me), 5 (always or almost always true of me). the time to do the questionnaire was 25 minutes. the questionnaire was calculated by using formula from oxford. according to oxford (1990) “the overall average indicate how frequently the students use language learning strategy in general” (p. 300). the average for each part of the sill indicated which strategy that the students tended to use most frequently. the questionnaire consisted of 50 statements about strategies convering six categories, each was represented by a number of items. the questionnaire was translated into bahasa indonesia in order to avoid the possibility of ambiguity in understanding the questionnaire. the test was taken from toefl junior. toefl junior standard test is an objective and reliable measure of english communication skill. “the purpose of the toefl junior test was to provide an objective measure of the degree to which students in the target population have attained proficiency in the academic and social english language skills representative of englishmedium instructional environments” (handbook for the toefl junior standard test, 2015, p. 2). the designers of the toefl junior standard test assert that the toefl junior standard test was an english-proficiency test that was not based on or limited to any specific curriculum. there were three section; listening, structure, and reading. it consists of 42 questions in each section. the time for administration the test was two hours. toefl junior test score were determined by the number of questions a students had answered correctly. there was no penalty for wrong answers. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis the questionnaire of language learning strategies consisted of 50 items and the score value was from 1 (never or almost never true of me) to 5 (always or almost always true of me). the minimum score of each statement was 1 and maximum score was 5. the lowest total score of each sill scale was 50 (in which the students got 1 for each statement) and the highest total score was 250 (in which the students got 5 for each statement), while the lowest total score of all the five scales was perception is the same as the other scales of perception. the students’ total answers in each part of sill was divided with the total statement in each part. the highest average score from all part of sill indicated with strategy that the students tend to use most frequently. after that, all the sums from students answers in different part of sill was divided by (÷50). the result average score described students frequency in using language learning strategies (lls) which were high, medium and low. the students’ english achievement was analyzed to determine the score of the students from toefl junior test. there was no penalty for wrong answer. toefl junior standard test scores are determined by the number of questions a student has answered correctly. the correct answer was score 1 and the incorrect answer was scored 0. the highest score would be 100 and the lowest would be 0. after, the score of toefl junior test had already been obtained. the result would be classified based on the classification that applied at man 3 palembang. the categories of the result of the test were grouped into very good, good, average poor, and very poor. the score interval based on the score that applied at man 3 palembang. findings and discussion students’ language learning strategies and english achievement the total active students in the eleventh grade students of man 3 were 141 students. all of students participated in this study.the 50 items of sill questionaire were used to investigate the participants’ language learning strategies. the sill was rated by likert type. the desriptive statistical analysis of sill for the participants was presented in this study. the maximum score was 4.10 and the lowest score was 1.70. the mean of the language learning strategies scores for the participants was 2.9844 and the standard deviation was.50061. next, it revealed that from the questionaire, the six levels of language learning strategies were all perceived by the students with different numbers. the results showed that there was no student got score between 4.5-5.0 (0 %) in high language learning strategies category, 24 students got score between 3.5-4.4 (17.02%), 97 students got score between 2.5-3.4 (68.8 %) were in medium category, 20 students got score between 1.5-2.4 (14.18 %), and no student got score between 1.0-1.4 (0 %) in low category. in conclusion, it revealed that from the language learning strategies questionnaire, medium level was the most obtained by the students. the descriptive statistical analysis of english achievement for the participants was presented. the maximum score was 95, and the lowest score was 30 and the standard deviation was 12.025.the mean of the english achievement scores for the participants was 72.29. then, it revealed that from the english achievement test, the five categories of english achievement were all obtained by the students with different numbers. the results showed that there 42 students got score between 80-100 (29.79 %) were in very good category, 50 students got score between 70-79(35.46 %) were in good category, 35 students got score between 60-69 (24.82 %) were in average category, 6 students got score between 50-59 (4.26 %) and 8 students got score between 0-49 (5.67 %) were in very poor category. in conclusion, it revealed that from english achievement test, good english achievement level was the most obtained by the students. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the results of normality test and linearity test normality test and linearity test were conducted prior to data analysis through spss 16 th version for windows. the result of normality test indicated that the data from each variable were normal and appropriate for data analysis with coefficients 0.237 for attitude and 0.153 for english proficiency. for linearity test, deviation of linearity was obtained. if probability is more than 0.05, the two variables are linear. the results showed that, the deviation from linearity between attitude and english proficiency was 0.106. to sum up all the data were linear for each correlation and regression. correlation between students’ language learning strategies and english achievement based on pearson product moment correlation coefficient, the result indicated that there was significant correlation between language learning strategies and english achievement. the correlation coefficient or the r-obtained (0.665) was higher than r-table (0.165). then the level of probability (p) significance (sig.2-tailed) was 0.000. it means that p (0.000) was lower than 0.05. thus, there was significant correlation between the language learning strategies and english achievement. table 1. correlations test language learning strategies english achievement language learning strategies pearson correlation 1 .665 ** sig. (2-tailed) .000 n 141 141 english achievement pearson correlation .665 ** 1 sig. (2-tailed) .000 n 141 141 **. correlation is significant at the 0.01 level (2-tailed). influence of students’ language learning strategies and english achievement the results indicated that students’ language learning strategies influenced their english achievement significantly with tvalue (10.508) was higher than ttable (1.655) sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between language learning strategies toward their english achievement. table 2. the regression analysis of language learning strategies and english achievement model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 24.594 4.602 5.344 .000 language learning strategies 15.982 1.521 .665 10.508 .000 a. dependent variable: english achievement issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in order to know the percentage of language learning strategies influence on english achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .443. it means that language learning strategies gave significant effect in the level of 44.3 % toward english achievement, and 55.7 % was unexplained factors value. table 3 is shown as the result of model summary follow. table 3. model summary model r r square adjusted r square std. error of the estimate 1 .665 a .443 .439 9.009 a. predictors: (constant), language learning strategies first, based on the result of pearson product moment correlations, it was found that there was a positive and a significant correlation between language learning strategies and english achievement of eleventh grade students of man 3 palembang (r.665). this means that language learning strategies had relation to their performance in english achievement. the explanation to support this finding is that from the beginning of the elementary school, the learners had been learning english, for example, reading english news paper or magazine, doing assigment, exploring to english conversation, and joining english couse inside or out side the school. in addition, the learners employed learning strategies more frequently than elementary student in learning, and they had good ability in learning. abhakorn (2008) states that the students’ awareness of existing strategies and the choices of strategies will help them to solve problems and complete tasks easily. moreover, ketabi (2012) points out that gathering information to see how the learners learn and what strategies they used will help teachers learn more about the language learners learning process. it might be because the eleventh grade students of man 3 palembang were aware of their english achievement. they had ability to formulate thought, feeling and actions that resulted in gaining one's goals utilizing some information related to learning strategies that an individual had acquired from motivation performances. besides, they used to follow rules that existed in their school, especially in learning english. furthermore, ketabi (2012) believes that educators’ knowledge about the way students apply the strategies and the type of strategies they use in their context and situation will help them manage their resources and decision making process. moreover, they were aware of their own learning process and strategies which assisted them to achieve learning outcome. nevertheless, another study by park (1997) showed a linear relationship between llss and toefl score which provided evidence for the importance of quality of strategy use in l2 proficiency. the use of various strategies had been found out to be effective in improving students’ english achievement. futhermore, chang (2011) states that language learning strategies are steps that the learners take to their learning and achieve desired goals. according to ewuni (2012), hamid (2011) and ketabi (2012), language learning strategies and the factor can give contribution to students english achievement as well as influence the success and failure of the learners’ english achievement. in addition, this present study is in agreement with the previous studies. ilma (2013) found that the strategies used by the students correlated with their english proficiency. for instance, they tried to find as many ways as they could use their english, notice their english mistakes and use that information to help them do better. the learners proved that more proficient learners seemed to employ a variety of strategies in many situation than to less proficient learners. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in short, the total contribution of language learning strategies and english achievement showed significant result. however the unexplained factors also had contribution on english achievement. the findings of the study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. finally, this study was successful in investigating the correlation and the influence between language learning strategies and english achievement of the eleventh grade students at man 3 palembang. conclusions from the findings described above, some conclusions could be presented related to two variables which were language learning strategies and english achievement. first, language learning strategies had significant correlation to their english achievement with r-.665 was higher than r-table .165. and the probability showed .00 was lower than .05. it showed in the level of strong correlation.the finding showed that the alternative hypothesis (ha) was accepted and the nullhypothesis (h0) was rejected. then, based on the findings, it showed that there was significant influence (44.3%) of language learning strategies on their english achievement. it means that language learning strategies gave dominant effect on their english achievement. it also means that the students who could apply different learning strategies and the type of the strategies in their context and situation would help them manage their rescources and decision making process. the strategies used gave different contributions to the students’ language learning achievement and their english achievement. references abhakorn, j. (2008). the implications of learner strategies for second or foreign language teaching. arecls, 5, 186-204. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. algarabel, s., & dasi, c. (2001). the definition of achievement and the construction of tests for its measurement: a review of the main trends. psicologica, 22, 43-66. allwright, d. (1990). autonomy in language pedagogy. crile working paper. landcaster, uk: centre for research in education, university of lancaster. bala, s. (2011). influence of parental education and parental occupation on academic achievement of students. international referred research journal, 3(30), 32-33. brown, d. (2007). principles of language learning and teaching. new york, ny: pearson education. chamot, a.u., & kupper. l. (1989). learning strategies in foreign language instruction. foreign language annals, 22, 13-24. chang, d. (2011). language learning strategy profile of university foreign language majors in taiwan. electronic journal of foreign language teaching, 8(2), 201-215. cohen, a. d. (2005). coming to terms with language leaner strategies: what do strategy experts think about the terminology and where would they direct their research?. issue brief , 12. minnesota, mn: university of minnesota. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (5th ed.). upper saddle river, nj: pearson education, inc. https://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dhanapala, k. v., kagamiyama, & hiroshima, h. (2007). focus on language learning strategies of advanced learners in japan and sri langka. journal of international development and cooperation, 13(1), 153-164. ewuni, a. m. (2012). gender and socio-economic status as correlates of students’ academic achievement in senior secondary school. european scientific journal, 8(4), 23-36. fitriah. (2009). parents’ involvement and its influence on student english achievement (undergraduate’s thesis). syarif hidayatullah, jakarta, indonesia. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hamid, m. o. (2011). socio-economic charateristic and english language achievement in rulal bangladesh. bangladesh e-journal of sociology, 8(2), 31-51. handbook for the toefl junior standard test. (2015). new york, ny: educational testing service. retrieved from: http://www.ets.org/toefl _junior haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. ihsan, d., & diem, c. d. (1997). the learning style and language learning strategies of the efl students at tertiary level. the journal of education, 4, 319-332. ilma, r. (2013). the correlation among english learning experience, motivation, language learning strategies, and english proficiency of the fourth semester law faculty students of sriwijaya university. sriwijaya university, palembang, indonesia. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.).thousand oaks, ca: sage publications, inc. ketabi, s. (2012). can learning strategies predict language proficiency? a case in iranian efl context. international journal of linguistics, 4(4), 407-418. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. naiman, n., frohlich, m., stern, h.h., & todesco, a. (1975). the good language learner. toronto, canada: ontario institute for studies in education. oxford, r.l. (1990). language learning strategies: what every teacher should know. boston, ma: heinle & heinle publishers. park, g. (1997). language learning strategies and english proficiency in korean university students. foreign language annals, 30(2), 211-221. http://dx.doi.org/10.1111/j.19449720.1997.tb02343.x. richards, j. c., & schmidt, r. (2010). longman dictionary of language teaching and applied linguistics (4th ed.). london, great britain: pearson. http://www.ets.org/toefl%20_junior http://dx.doi.org/10.17985/ijare.45901 http://dx.doi.org/10.1111/j.1944-9720.1997.tb02343.x http://dx.doi.org/10.1111/j.1944-9720.1997.tb02343.x issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 souriyavongsa, t., rany, s., abidin, m. j. z., & mei, l. l. (2013). factors causes students low english language learning: a case study in the national university of laos. international journal of english language education, 1(1), 180-192. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 67 teaching reading narrative reading by using literature circles strategy to the tenth grade students of sman 1 lempuing jaya nofitarina uin raden fatah palembang nofitarina@gmail.com abstract: the objective of this study are to find out whether or not there is significant difference and significant improvement on the tenth grade students’ narrative reading achievement between those who are taught by using literature circles strategy and those who are not of sma n 1 lempuing jaya. in this study, quasi experimental design was used. the sample of the study was taken by using purposive sampling technique and selected class x mia 1 as the control group and x mia 3 as an experimental group in academic year 2016/2017 that consisted of 71 students. this study was conducted for about a month and a half consist of fourteen meeting including pre-test and post-test. the instrument used in collecting the data was multiple choices test. the test was administrated twice, as the pre-test and posttest for both control and experimental group. the result of the test was analyzed by using independent sample t-test, pairead sample t-test and percentage analysis, it was found that there was significant different between students post-test experimental and control group, since p-output (0.002) was lower 0.05 and t-value (3.228) was higher than t-table (1.9949). furthermore, there were significant improvement both of group, since p-output (0.000) was lower than 0.05 and t-value (16.785) in experimental group, and (7.628) in control group were higher than ttable (2.0301). key words: literature circles strategy, narrative text, reading comprehension. introduction teaching english means teaching four language skills. based on school of curriculum 2006, there are four skills in english subject for senior high school, they are listening, speaking, reading and writing. khameis (2006, p. 111) states that the four skills (reading, writing, speaking and listening) naturally appear together in every english class, even in the efl context. from those fours skills, reading plays an important role in language learning because it can cover all the others language skill. according to brown (2000, p. 232), a course that deals with reading skills, then will also deal with related listening, speaking, and writing skills. reading is also one of the four language skills which is very important to the students in order the students can synthesize information from the text. grabe and stoller (2011, p. 187) stated that, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities. reading has an important role in english. according to abdullah, sabapathy, theethappan, and hassan (2012, p. 233), reading is the most integral part in language mailto:nofitarina@gmail.com 68 learning. additionally, bean (1996, p. 133) states that many of today’s students are poor readers, overwhelmed by the density of their college textbooks and baffled by the strangeness and complexity of primary source and by their unfamiliarity with academic discourse. according to bean (1996, p. 134-137) there are ten factors of reading difficulties, there are misunderstanding of the reading process, failure to adjust reading strategy for different purposes, difficulty in perceiving the structure of an argument as they read, difficulty in assimilating the unfamiliar, difficulty in appreciating a text’s rhetorical context, difficulty seeing themselves in conversation with the author, lack of cultural literacy assumed by the text’s author, inadequate vocabulary, difficulty in tracking complex syntax, and difficulty in adjusting reading strategies to the varieties of academic course. in term of reading, one of the assessments in english reading is the students’ ability to comprehend the written text. in reading process, the reader should comprehend what they have read to get the informations from the text. nunan (2003, p. 68) states that the goal of reading is comprehension. brassell and rasinski ( 2008, p. 18) stated that comprehension occurs when a reader is able to act on, respond to, or transform the information that is presented in written text in ways that demonstrate understanding. further, teaching reading strategies will not just help students to know how to read the text but it will help them to be more successful in general because they will absorb information there. bernadowski (2012, p. 16) states that in an era of diverse classroom settings and standards based instruction in the u.s., instructors at all levels are searching for strategies that will encourage students to engage with text, develop deeper levels of text comprehension, and stimulate discussion among classmates. furthermore, harvey (2012, p. 14) states that teaching reading strategies will help students understand and gain meaningful information from what they are reading. based on the school curriculum ktsp, there are several text types taught to the tenth grade students on senior high school, they are narrative, descriptive, news items, recount, and procedure text. narrative itself always appears in national examination. according to flippo (2014, p. 102), narrative text usually includes most story type of materials. like reading other types of text, students find some difficulties on reading narrative text. leinhardt, beck, and stainton (2009, p. 70) stated that students appear have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal chains. 69 teaching narrative is important to the students. according to abbott (2002, p. 6), narrative is so much a part of the way we apprehend the world in time that it is virtually built in to the way we see. furthermore, nathanson (2006, p. 1) states that stories help to focus the reader's attention and build personal connection. stories, as a literary type, are able to help students to develop their interpretative abilities in language awareness. additionally, pathan (2012, p. 29-30) states that stories also attract the students’ attention more than any other normal passage and stories can develop students’ interpretative abilities and expand their language awareness. based on the preliminary study by interviewing the teacher of english and observing to the sma n 1 lempuing jaya one of superior school in oki, the writer found out some problems in english especially reading comprehension at tenth grade students. by interviewing to the teacher of english, the writer found out some problems came from the students during teaching reading process especially in identifying information, identifying main idea, and making inference of narrative text. moreover, the students feel bored because they read the text too long and they feel confused how to answer the questions related to the narrative text because they find many unfamiliar words in the text. and based on the interview, the writer found that the method frequently used by the teacher is lecture method. by using this method the students are still difficult to comprehend narrative text. furthermore, by conducting the mini test in narrative reading comprehension test, the wtiter found out most of the students have the low result of the narrative reading achievement (see appendix 1). therefore, the teacher should try to find out an attractive and suitable strategy so the teacher can apply the strategy effectively to improve student’s reading skill. based on the factors that have been mentioned, it is necessary to have an effective strategy to improve students’s understanding of the contents. the strategy that can be used by teachers in teaching reading comprehension especially in teaching narrative reading is through literature circles strategy. literature circles strategy can help students to comprehend the literary texts. literature circles strategy is the reading strategy that encourages students to work in group and play a certain role in a group and discuss the reading material they are reading. according to brown (2002, p. 3), literature circles can play a key role in helping students improve their literacy skills and become proficient readers. additionally, rogers and leochko (2006, p. 5) stated that literature circle is a group of people who meets on regular basic to discuss stories and book. every student in a group will have a different role. based on rogers and leochko’s book, they 70 mentioned there were six roles that will be played in a group consist of the highlighter, the relater, the picture maker, the word detective, the profiler, and the question maker. a research conducted by daniels (2002) showed that literature circles was effective teaching strategy that could improve students’ reading comprehension skill in senior high school. furthermore, literature circles was also appropriate for narrative reading. daniels (2002, p. 92) states that what they will need is lots of books-fiction and nonfiction-as well as articles, magazine, and other printed materials. the word “fiction” proved that literature circles was appropriate for narrative text. based on previous explanation, the writer was interested in applying literature circles strategy in order to see the improvement of the tenth grade students of sma n 1 lempuing jaya. the research study entitled “teaching narrative reading by using literature circles strategy to the tenth grade students of sma n 1 lempuing jaya.” based on the background above, the writer formulates the study into the following questions : 1. is there any significant improvement on the tenth grade students’ narrative reading achievement between those who are taught by using literature circles strategy and those who are not of sma n 1 lempuing jaya? 2. is there any significant difference on the tenth grade students’ narrative reading achievement between those who are taught by using literature circles strategy and those who are not of sma n 1 lempuing jaya? literature review concept of reading comprehension reading comprehension is reading activities that can build an understanding in order to know the meaning of the text being read. according to woolley (2011, p. 15), reading comprehension is the process of making meaning from text. the goal is to gain an overall understanding of what is described in the text. in reading process, the reader should comprehend what they read to get the informations from the text. harvey ( 2012, p. 2) states that comprehension is a process that involves thinking, teaching, past experiences, and knowledge. reading comprehension requires the reader to actually know and understand what they are reading. brassell and rasinski (2008, p. 17-18) stated that reading comprehension is the 71 ability to take information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. in teaching reading comprehension, it is not only the students who must have ability in comprehending the text but also the teachers must have an appropriate strategy to assist their students in learning process.most of students really enjoy being entertained and amused. there is also a hadist which mention that: ُرواوَوبَسِّ ُروا َوبَّسِ ُروا َوالَ تُعَّسِ ٍِْه َوَسلََّم قَاَل ٌَّسِ ِ َصلَّى هللاُ َعلَ ًّ ٍ َعِن النَّبِ ُرواَوالَتُنَُِِّروا َعْن أَنَِس ْبِن َماِلِك )اخرجه البخاري فً كتاب العلم(.َ meaning : “make it easy and do not you make a difficult. annouce and do not you make a run” (hr. abu abdillah muhammad bin ismail albukhori al-ju’fi). the hadits above explains that teaching and learning process must be applied in an easy and enjoyable situation in the classroom. those situations will make the students not feel bored and depressed in the classroom. the students will be interested and enthusiastic in learning process. a good teacher can create a good classroom atmosphere and interesting teaching process. therefore, a good teacher must have a suitable strategy in teaching reading comprehension. literature circles strategy according to rogers and leochko (2006, p. 5), literature circles is a group of people who meets on a regular basis to discuss stories and books. they also said that literature circles is forum for the students to articulate their thoughts, opinions, and questions about common material they have read. literature circle is strategy to guide students to deeper understanding of what they read through structured discussion of the text or book and allow students to practice and develop the skills and strategies of good readers. by most accounts, literature circles have been a valuable addition to many kids’ school experience, helping to grow more self-sustaining, lifelong readers (daniels, 2006, p 10). there are many benefits to using literature circles as part of reading program. elhess and egbert (2015, p. 14-15) stated that recent evidence demonstrates that literature circles positively impact student learning processes and language development. 72 1. improved comprehension skills 2. increased student participation in a safe environment 3. enhanced responsibility and motivation 4. expanded collaborative discussion 5. develop oral proficiency 6. increasing scaffolding opportunities 7. reinforced writing skills procedures of literature circle strategy rogers and leochko ( 2006, p. 9-10) state that the teachers have compiled a list of roles, a strategy for teaching each role and dynamics of group communication through mini-lesson, and a number of short stories that teacher can use to help students to understand their role in literature circles. 1. the highlighter the highlighter reads aloud two sections of the story. each section should be one or two paragraph in length. the highlighter chooses whatever he or she feels should be highlighted. it can be a funny section, or a confusing section. the highlighter then asks the other in the group why they think these sections were chosen. 2. the relater the relater finds connections between the story and the world in which he or she lives (their reality). the student should find two or three connections. the others in the group suggest why the relater chose the sections. 3. the picture maker the picture maker uses his or her imagination to interpret part of the story visually. the picture can be a sketch, painting, cartoon, diagram, or collage. it should represent a feeling or idea from the story. 4. the word detective the word detective comes to the group with three special words, ready to explain the meaning of each. the words might be unfamiliar to the student, or may simply sound interesting, prompting the word detective to study the root and meaning of each. 5. the profiler the profiler choses one main character and tries to determine what kind of personality the character has, based on the description of appearance, and what he or she 73 says and does. the profiler lists and explains the personality traits and cites three examples of each trait in the story. 6. the question maker the question maker prepares questions that will start the group discussion. the question maker learns the difference between open and closed-ended questions (big and little questions). he or she asks questions to all members of the group. when the question maker role is shared among the group members, have each student come to group with one question. concept of narrative text a narrative is a kind type composed both in written and spoken form, which describes a sequence of real or unreal events. narrative is one of the commonest text types that students are expected to use early on their school life. gamble and yates (2002, p. 20) stated that narrative text relates a sequences of event. narrative is defined as the act, process or skill of telling a story. moreover, narrative text is an imaginative story to entertain and engage the reader in imaginative experience. narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. furthermore, bonvilliain (2003, p. 94-95) defined narratives are stories or framed segments of ongoing discourse that relate or report events in chronological sequence. there are many kind of narratives: historical narratives that recount events in the history of a community or a people; mythic narratives that recount happenings in primordial times or in a realm other than our own; and personal narratives that relate events in the speaker’s life (or in the lives of persons whom the speaker is describing). a narrative is not an exhausting recounting of every element of the reported experience but is the outcome of the narrator’s editing. gamble and yates (2002, p. 39-40) stated that there are four elements in narrative text: 1. exposition: the scene is set and characters are introduced. 2. complication: the characters’ lives become complicated in some way. 3. climax: this is the point in the story where suspense is at its highest. 4. resolution: provides a solution for the complication. 74 based on the definition above, narrative text can be regarded as a kind of text that purposes to tell a story which contains a series of events or actions chronologically. the purpose of this text is to entertain or to amuse the readers or listeners about the story. narrative text is a text which contains about story (fiction, nonfiction, tales, folktales, fables, myths, and epic) and its plot consists of orientation, climax of the story (complication) the followed by the resolution. research method in this research, the writer used quasi experimental design. specifically, one of the quasi experimental design used in this research was pretest-posttest non-equivalent control group design. there were two groups, they were experimental and control group which both were given the pretest and posttest. the writer did the treatments by using literature circle strategy to the experimental group, but the control group was not. the population in this research was the students of the tenth grade of sma n 1 lempuing jaya. based on the data, there were 249 students, consist of six classes. furthermore, the sample of this study was taken by using purposive technique sampling. according to fraenkel, et al (2009, p. 99), purposive sampling is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need. the writer purposively clasified the subjects based on the students’ score averange, and the same teacher. in other words, the total number of students as the sample in this study were 71 students. it would be the students in x mia 1 as a control group which consist of 35 students and x mia 3 as an experimental group which consist of 36 students. in this research, the test-question items which used for students’ pre-test was the same as it is given for students’ post-test activities. before they implemented as research instrument, it must be analyzed or checked for their validity and reliability tests. the writer had consulted the instrument with two validators to evaluate whether the components of the instrument are valid or not to be applied in research activities. they are amalia hasanah, s.s., m. pd. and manalullaili, m. ed. the result from the validators can be assumed that the test instrument and lesson plan are appropriate to be used in this research study. furthermore, to find out the validity of the test question items, the writer did try-out to know whether it is valid or not. from the result analysis of each question item, there are 44 questions considered valid since the scores of significance are higher 75 than 0,339. it can be took 40 items from 44 items. in order to know if the contents of the test items are appropriate, the writer checked the test materials to the curriculum. after try out, to measure the test, the writer calculated the students’ score using split half in by spss version 21.0 programs with spearman-brown prophecy formula in internal consistency realibility. from the result of measuring reliability test using split half method, it was found that the p-output of guttmann split-half coefficient is 0.721 (see appendix 4). from the score it can be stated that the reliability of the test is reliable since the reliability was higher than 0.70. findings in findings, the writer presents data description, pre-requisite analysis and hypothesis testing. in distribution of data frequency, the writer got the interval score, frequency and percentage. the result of pre-test and post-test scores in control and experimental group are described in the following table: table 1 distribution of data frequency and descriptive statistic on students’ pre-test scores in control and experimental groups control group category n frequency percentage (%) min max mean std deviation excellent 3 5 0 0% 40 72.5 53.4286 7.50210 very good 0 0% fair 15 43% poor 20 57% experimental group excellent 36 0 0% 40 65 51.8750 7.86106 very good 0 0% fair 12 33.3% poor 24 66.7% 76 table 2 distribution of data frequency and descriptive statistic on students’ post-test scores in control and experimental groups control group category n frequency percentage (%) min max mean std deviation excellent 3 5 1 2.9% 45 85 61.9286 7.63057 very good 2 5.7% fair 28 80.1% poor 4 11.5% experimental group excellent 36 1 2.8% 50 85 67.8472 7.58647 very good 6 16.8% fair 28 78% poor 1 2.8% furthermore, the writer analyzed the normality and homogeneity of students’ pretest and posttest scores in experimental and control group. the result showed that the significance value of the students’ pretest in control group was 0.074, while the experimental group was 0.614. moreover, the result of showed that the significance value of the students’ post-test in control group was 0.288, while the experimental group was 0.274. from the score, it could be stated that the students’ pretest score in control and experimental group were considered normal since the result of p-output were higher than 0.05. to compute homogeneity test, levene statistics in spss 21 was applied. in the pretest of experimental and control group were found that the p-output is 0.530. from the result, it could be stated that the obtained score from students’ pretest in experimental and control groups are homogenous, because it is higher than 0.05. furthermore, in the posttest of experimental and control group were found that the p-output was 0.623. from the result, it could be stated that the obtained score from students’ post-test in experimental and control groups are homogenous, because it was higher than 0.05. hypothesis testing independent sample t-test was implemented in measuring a significant different between students’ narrative reading achievement who are taught by using literature circles strategy , it was found that the p-output was 0.002 and the t-obtained was 3.228. since the p-output was lower than 0.05 and the t-obtained (3.228) was higher than t-table 77 (1.9949). it can be stated that there was a significant difference on students’ narrative reading score taught by using literature circles strategy and those who were not at sma n 1 lempuing jaya. furthermore, paired sample t-test was used to measure the significant improvement on the tenth grade students’ narrative reading achievement taught by using literature circles strategy before and after treatment. it was found that the p-output is 0.000 with df=35 (2.0301), and t-value= 16.785. it can be stated that there is significant improvement from students’ pretest to post-test scores in experimental group taught using literature circles strategy since p-output is lower than 0.05 and the t-value (16.785) was higher than t-table (2.0301). it is concluded that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. interpretation based on the findings which have been described in the previous section, some interpretations were made as follows: first, the writer had conducted the pre-test in both experimental and control groups. the result of pre-test score measured students reading comprehension achievement before they were given treatment. the result showed that x mia 3 got lower than x mia 1. it was because the students seemed bored and lack of motivation in doing the test. for those reasons, class x mia 3 was choosen as the experimental group. second, there were differences found on students’ attitute toward the material during treatment in 12 meeting excluding pre-test and post-test. in the first meting, the students were still confused on understanding their role. day (2003, p. 7) states that these roles require a deeper understanding of the text and are not as easy grasped. finally they got bored to play the role and they lack the ability to concentrate the text. meanwhile, between forth and sevent meeting, they slowly could manage their role and concentrate to the text. this strategy is interesting and succeeded when the students could manage their role and shared the informations to other member in a group based on their role. roghers and leochko (2006, p. 5) stated that much attention is currenly being paid to literature circles in the classroom. finally, in the next meeting the students could understand the role and the material well. furthermore, the students were actively involved in the class activities. they were actively involved in all stages given, and they show their interest in learning. those things improved their reading skill and the improvement also effect the score they got in the post test. 78 third, based on the differences between pre-test and post-test score, it was found that the score in the experimental group were higher than their pre-test score. it was because the students in experimental group who tought by using literature circles strategy were active during teaching and learning process. the strategy applied really helped in comprehend reading text. elhes and egbert (2015, p. 14) stated that most important of all the benefits, literature circles help students develop comprehension skills that are essential when reading a text. furthermore, the writer found the students in control group still faced difficulties in answering the test. they looked a bit lazy when they did the test. it was because most of students did not have enough knowledge how to break down the literary text. even though they were also showed the improvent on the post test compared to their pre-test, meanwhile the improvement was not as higher as experimental group. in conclusion, the strategy implemented on experimental group succesed in improving the students post-test score. fourth, based on those conditions, it was influenced to the result of hyphothesis testing both of significant difference and significant improvement. even though both of group showed the improvement, the experimental group was showed higher improvement than control group. it was proved by the result of the t-obtain of paired sample t-test, the experimental group got highet score of t-table than control group. furthermore, in independent sample t-test of students pre-test was showed that t-obtain was lower than ttable and in the post-test score showed that the result of t-obtain was higher than t-table. therefore, in the pre-test score both of experimental and control group the alternative hyphothesis (ha) was rejected and in the post-test score in experimental and control group the alternative hyphothesis (ha) was accepted. brown (2002) on his research showed that although his study gave mixed results when using literature circles method independently to teach reading comprehension skills, the basal reader series and activities did no better. brown (2002, p. 12) states that experiment 1 supported my hypothesis in which the cooperative groups would improve their literacy skills more so than students just receiving traditional drill and practice. it can be concluded that literature circles strategy could improve students narrative reading achievement. finally, based on the result of this research, literature circles strategy was successfully applied to the tenth grade students who have diverse of background knowledge. bernadowski (2013, p. 16) states that the benefits of literature circles are numerous and can be applied across age and grade levels helping to prepare preservice teachers with effective strategies to work with diverse populations. literature circles 79 strategy could help the students expand their thinking while reading the text. the students expanded their thinking or ideas by having a discussion or shared in circles to talk about narrative reading, they could recite what they got from text based on their role. day (2003, p. 11) states that through literature circles, students' ability to clarify,crystallise and justify their thoughts and ideas has improved dramatically. by conducting the research using literature circles strategy, it encourages group collaboration and increase the ability to interact with others and develop their sense of community. conclusion based on the findings and interpretation, it can be drawn some conclusion as follows: first, literature circles strategy was successfully applied to the tenth grade students of sma n 1 lempuing jaya. the students got significant improvement of the implementation of literature circles strategy. based on the result of pre-test to post-test, literature circles strategy significantly improved students’ narrative reading achievement of the tenth grade students of sma n 1 lempuing jaya. for this reason, this strategy would be applicable to be applied to the tenth grade students. furthermore, by conducting the research using literature circles strategy, the students were actively involved in the class activities. they were actively involved in all stages given, and they show their interest in learning. it encouraged group collaboration and increased the ability to interact with others and develop their sense of community. furthermore, the students got improvements during learning literary text. the result related to the improvement of the tenth grade students, as follows; 1. the students became active in learning narrative reading comprehension. it could be seen from their way to play the role during literature circles class. 2. the students increased their comprehension in narrative text. 3. the students could be easy to identify the important part in the story. 4. the students could be easy to answer the questions. 5. the students got improvement on their critical thinking. 6. the students enhanced responsibility and motivation. 80 references abbott, h.,p. (2002). the cambridge introduction to narrative. new york, ny: cambridge university press. abdullah., sabapathy., theethappan., & hassan, w. (2012). reading for pleasure as a means of improving reading comprehension skills. journal of asian social science, 8(13), 233-238. bean, j.c. (1996). engaging ideas: the professor’s guide to integrating writing, critical thinking, and active learning in the classroom. san francisco: jossey-bass. bernadowski, c. (2013). improving the reading attitudes of college students: using literature circles to learn about content reading. journal of i-manager’s journal on english language teaching. 3(3), 16-24. bonvillain, n. (2003). language, culture, and communication: the meaning of messages (4th ed). new york, ny: prentice hall. brassel, d., & rasinski, t. (2008). comprehension that works: taking students beyond ordinary understanding to deep comprehension. huntington beach, ca: shell education. brown, b. a. (2002). literature circles in action in the middle school classroom. journal of educational resources information center. us: office of educational research and improvement, georgia college and state university. retrieved from eric database. (ed478458) brown, h. d. (2000). principle of language learning and teaching (4th ed). white plains, ny: longman. brown, h. d. (2004). language assessment:principles and classroom practices. white plains, ny: longman. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4 th ed.). boston, ma: pearson educational, inc. daniels, h. (2006). what’s the next big thing with literature circles?. the national council of teachers of english,13(4), 10-15 daniels, h. (2002). literature circles voice and choice in book clubs and reading groups (2 nd ed.). portland, me: stenhouse. day, c. (2003). reading and responding in literature circles. pen. primary english teaching association, marrickville(australia). retrieved from eric database. (ed480271) elhess, m., & egbert, j. (2015). literature circles as support for language development. 53(3). 13-21. retrieved from from http://.www.americanenglish.state.gov/english-teaching-forum. flippo, r.f. (2014). reading researchers in search of common ground. newark, de: international reading association. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8 th ed.). new york. ny: mcgraw hill, inc. http://.www.americanenglish.state.gov/english-teaching-forum 81 gamble, n., &yaters, s. (2002). exploring children’s literature. new delhi, india: sage publication inc. grabe, w., & stoller, f.l. (2011). teaching and researching reading. (2 nd ed.). great britain, uk: pearson education, ltd. harmer, j. (2007). the practice of english language teaching (4 th ed.). boston, ma: person education, inc. harvey, m. (2012). reading comprehension strategies for elementary and secondary school students. virginia, va: lynchburg college. hesham, a. (2006). teaching reading comprehension to esl/efl learners. journal of language and learning, 5, 64. khameis, m. (2006). using creative strategies to promote student’s speaking skill. fujairah: fujairah woman college. leinhardt, g., beck, i. l., & stainton, c. (2009). teaching and learning in history. new york, ny: routledge. naji, m. e., & pishghadam, r. (2013). analysis of english language textbooks in the light of english as an international language (eil): a comparative study. international journal of research studies in language learning, 2(2), 83-96. nathanson, s. (2006). harnessing the power of story: using narrative reading and writing contents areas. long island university, 47(1), 1-26. nunan, d. (2003). practical english language teaching. new york, ny: mcgraw hill companies, inc. pathan, m. m. (2012). advantages of using short-stories in elt classroom and the libyan efl learners’ perceptions towards them for developing reading comprehension skill. arab word english journal, sebha, libya: the university of libya, 4(1), 28-41. rogers, w., & leochko, d. (2006). literature circles: tools and techniques to inspire reading groups. manitoba, canada: portage & main press. wolley, g. (2011). reading comprehension: assisting children with learning difficultie. springer science+ business media b. v, 23, 15-34. doi 10.1007/978-94-0071174-7_2. issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 154 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi a correlation between self-confidence and essay writing achievement roy mardiansyah a teacher of english at junior high school 44 palembang roymardiansyah092@gmail.com abstract this study investigated the correlation between self-confidence and essay writing achievement, and investigated the influence of self-confidence on essay writing achievement of undergraduate english education study program students of one university in palembang. the design was a quantitative research. the sample of this study was taken from all fourth semester students. the total number of the students was 134 students. since 10 were absent, the sample of this study was 124 students. the data were obtained from self-confidence questionnaire and writing test. descriptive statistic, pearson product moment correlation and regression analysis were administered to find out the correlation and the influence between variables. the result indicated that there was a significant correlation between students’ self-confidence and essay writing achievement with r-obtained was (.620). it was higher than r-table (.176). besides, there was also a significant influence of self-confidence on essay writing achievement with 38.5%. this study could have implications for english language teachers or lecturer, learners, and text book writers. keywords: essay writing achievement, self-confidence manuscript submitted: august 20, 2018 manuscript revised: september 3, 2018 accepted for publication: september 17, 2018 introduction english is the most important language in the world used as the main tool of communication among people who have different native language. matsuda (2012) states english is as an important language to learn because it provides people with new international opportunities that are not available to them otherwise, even when they cannot think of any specific ways they might be using the language in the future. as an international language, english is learnt in every country including indonesia. in the process of learning english, the students study four language skills, namely: listening, speaking, reading, and writing. from the four language skills, richardson and morgan (as cited in marzulina, 2018, p.4)stated that writing is the most complex communication process activity in communicative art. pasand and haghi (2013) also mention that the most important skill is writing. in addition, aydogan and akbarov claim writing is the productive skill in the written mode which is more complicated and seems to be the hardest of the skill, even for native speakers of a language, since it involves not just a graphic representation of speech, but the development and presentation of thoughts in a structured way (as cited in saputra & marzulina, 2015, p. 2). thus, writing is one of the useful skills that students should be learn and mastered. one of the psychological factors that influences students’ achievement writing is selfconfidence. martinez and villa (2016) mention “self-confidence is a specific area of psychology related to the language learning process development” (p. 24). learners are commonly exposed to situations that really block their learning process in a class of english as a foreign language. zurqoni states “a teacher (lecturer) who taught warmly, communicatively, and familiar with students will http://jurnal.radenfatah.ac.id/index.php/ mailto:roymardiansyah092@gmail.com issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 155 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi cause students’ self-confidence, the lesson would be more meaningful and successful if the teaching learning and interaction process, the teacher and lecturer presented are communicative and familiar individuals” (as cited in astuti, 2016, p. 157). however, these studies are important since they have identified an association between self-confidence in language ability and other language-related phenomena. some researches had been done dealing with the correlation between self-confidence and writing achievement. stibravy and muller (1988) state that task oriented technical writing assignments were found to have a positive effect of a significant increase in self-confidence, an overall improvement in communication ability, a reduction in being manipulated by others, improved analytical ability, and increased control over life circumstances. in addition, permatasari (2013) in his research indicated that there was positive link between self-confidence and speaking skill and there was positive link between grammar mastery and self-confidence simultaneously and speaking skill. on the contrary, zikrullah (2017) in his research argued that there was no significant link between self-confidence and paragraph writing achievement. the current study investigated whether there was any significant correlation between selfconfidence and essay writing achievement of undergraduate english education study program students at one university in palembang. the purposes of this research were to find out whether or not there was a significant correlation between self-confidence and essay writing achievement of undergraduate students of english education study program students at one university in palembang and if self-confidence significantly influenced essay writing achievement of undergraduate of english education study program students at one university in palembang. literature review the concept of writing writing is a very important capability for being owned by students, and writing is also an excellent communication tool. through writing, each person is able to convey feelings, ideas, and announcements to others and the students should master it, because writing is very useful to improve english skills of the students itself. langan (2001) argued “writing is a process that involves the pre-writing, revising and editing” (p. 23). pre writing will help the writer think about and develop a topic and get words on paper. it helps the writer to create materials, and it is a central part of the writing process. revising means rewriting a paper, building on what has already been alone, in order to make it stronger. it is like cleaning house getting rid of all the junk and putting things in the right order, after the writer revised the writing for content and style, the writer is ready to edit check for and correct errors in grammar, punctuation, and spelling. gebhard claims writing process comprises of pre writing activities, composing and editing (as a cited in astrid, 2015, p. 9). thus, those processes are very important to help students to improve their writing skill. one way of focusing attention on different aspects of writing is to look at writing as a process. according to nation (2009), “one possible division of the writing process contains the following seventh sub processes: considering the goals of the writer, having a model of the reader, gathering ideas, organizing ideas, turning ideas into written text, reviewing what has been written and editing (p. 114). williams (2003) states “the most salient universal features were identified as “stages” of the composing process: prewriting, planning, drafting, pausing, reading, revising, and editing” (p. 54). tafan finds media can help with many issues such as: motivation, clarity, recycling, drafting, revising, editing, variety, mixed ability classes, updating information in the textbook, giving life and color to classroom procedures and methods (as cited in pitaloka, 2014, p. 2). thus at the same time helping the students improve accuracy and fluency. writing is a process by which we transfer our thinking, our knowledge, our ideas, and our experiences into written form. graham argues becoming a good writer requires discourse http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 156 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi knowledge on the various aims and forms of writing and knowledge on the topics of students’ compositions (as cited mukminin., ali, & ashari 2015, p. 1396). richards and renandya (2002) add another difficulty in writing is not only in generating and composing the ideas, but also in presenting the ideas into the text. in addition, writing is a way to produce language that comes from our thought (as a cited in lestari & holandyah, 2017, p. 46). thus, the students can share their feeling, ideas and anything that exist in their mind by their writing. in writing, they are some structures that the students should mastery to make good essay writing. mukiminin (2012) argues that writing is not only about grammar but also about how to organize ideas, correlate, styles, mechanics, and a good flow to make have a good in writing. moreover, essay writing achievement is the student‘s ability in expressing their ideas, thoughts, and feelings in writing test. the result of the test is assigned in the form of grades. in this study, students writing achievement was the result of essay writing achievement test of efl students of english education study program students of state islamic university in palembang in the academic year 2017/2018 given in a form of an essay writing test. it was conducted to the students who had taken the essay writing course. the concept of self-confidence the word confidence is derived from the latin word “confidential” meaning “to trust” and “to have faith”. self-confidence is a personal factor that pays a supportive role in the achievement of foreign language learning. some studies claim that no language learning activities will be carried out successfully without it (huitt, 2004 & khodadad, 2003; as cited in lasiyah, 2017, p. 18). it may facilitate or debilitate academic achievement. rubio (2007) argued “when there is low selfconfidence, on the contrary, learners suffer from uncertainty, insecurity, fear and social distance” (p. 7). foreign language learners who possess general self-confidence perform well and most likely believe themselves to be capable learners. a confident person interpret failure as a result of a lack of effort, preparation and others factors they can change, and they can manage negative emotions like upset, down, and pessimistic. wright maintains mentions characteristics of high selfconfident person. they are; (1) ambitious, means someone wants his life more than survive, but to be envision in better surroundings, (2) goal oriented that the person seek challenges of completing the new goals, (3) be communicative person that the person can express the ideas and feeling clearly, (4) living kind, attractive and open to others (as cited in zikrullah, 2017, p. 15-16). the high self-confidence person has good interpersonal ability. on the other hands, low self-confidence is characterized by fearful, pessimistic, difficult to communicate what is really needed, and insecure in relationship with others. methodology research design a correlational research was applied in this study in terms of explanatory and prediction research design to find out the link between variables and explain and interpret the results that may appear. the procedures were, first, questionnaire was used to identify the students’ self-confidence. second, essay writing achievement test was administered to know students’ essay writing achievement. then the link and influence between variables was analyzed through statistical package for social and science (spss) based on the results of the tests. the last, explanation and interpretation of the results were discussed. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 157 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi research site and participants the population of this study was all active students of english education study program at one state islamic university in palembang in the academic year 2017-2018. the distribution of population are described as follows: table 1. distribution of population no semester number of students 1 ii 115 2 iv 134 3 vi 113 4 viii 102 total 464 note. english education study program at state islamic university in palembang purposive sampling method was applied in this study. in order to know the students’ essay writing achievement, a group of students who had already taken the essay writing courses from the population were considered as the sample. nonetheless, most of the eighth semester students have already finished all of the lectures in the class and they are currently working with their thesis. it is quite difficult for the me to collect the data from them. the students of the sixth semester did not become the sample, because they have different level. in contrast, the students of second semester would not be included as the sample because they have not taken and finished essay writing course yet. therefore, the students of the fourth semester were the participants in this research because, they have taken essay writing subjects and based on preliminary study, i found problems in fourth semester students about essay writing achievement. thus, the samples of this research were all of the active students in the fourth semester. the distribution of the sample are described as follows: table 2. the distribution of sample class semester number of students pbi a iv 37 pbi b iv 29 pbi c iv 31 pbi d iv 37 total 134 note. english education study program of state islamic university in palembang data collection questionnaire and writing test were used as instruments in this study to get the information about students’ self-confidence. i used the ready made questionnaire taken from a study conducted by sander and sanders in 2003. the questionnaire has 24 items based on four sources of selfconfidence and allocated time to answer the questionnaire was 20 minutes. this questionnaire used 5 point likert-type scale (1 = no at all confident; 5 = very confident). the final self-confidence was gotten from average for each domain, ranging from 1 to 5, with the higher scores suggestive of greater confidence. the sample students were asked to write an essay. the sample students had already been taught by their lecturer about how to make a good essay during their previous writing course. in this case, they were asked to make an essay that comprised of 250-300 words and they had 60 http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 158 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi minutes to do the writing test (see appendix b). after that, i handed out students’ writing to two senior lecturers in english education study program of state islamic university in palembang as the raters. the raters examined the students’ writing and made judgment about the sample students’ essay writings. the writing rubric was based on adapted diablo valley college (2012) with ideas, organization, sentences, mechanic, and vocabulary. validity and reliability tests in this research, i used the ready made an adult version of copper smiths self-confidence questionnaire which was taken from a study conducted by sander and sanders in 2003. the validity of the questionnaire was administered to 160 university students. those samples had the same level and characteristics with the participants in this study. thus, the self-confidence questionnaire was valid. to find out the validity of writing test, i asked two senior lecturers in english education study program of state islamic university in palembang in order to validate the writing test questions whether or not they were appropriate to the students based on the level of appropriateness of writing test items. there were five aspects that were measured: content/ideas, organization, sentences, mechanics, and vocabulary. validator scored some of items (instructions, topic, time allocation, content, and rubric) for writing test from the result of writing test try out. the result showed that topic, content, and rubric were absolutely appropriate, and instruction and time allocation were appropriate. a good test should be reliable. according to johnson and christensen (2012), to check reliability of scores, the coefficient should be more than .70, preferably higher. the reliability of the self-confidence questionnaire has been checked by creator. sanders and sander (2003) used testretest reliability technique which was brought out by using spss to find out the internal consistency reliability of the questionnaire. cronbach alpha coefficient of .88 was obtained, it was reliable. to make writing test reliable, inter-rater reliability was applied. by using pearson product moment correlation coefficient, the reliability of test was obtained by having the score from two rates. since it was measured as the result of two raters, the result indicated that this essay writing was reliable. data analysis the questionnaire was calculated based on the students’ answer. the questionnaire has 24 items based on four sources of self-confidence and allocated the time to answer the questionnaire was 20 minutes. this questionnaire used 5 point likert-type scale and the response option was a value of (1 = not at all confident; 5 = very confident). scores average for each domain, ranging from 1 to 5, with the highest score was 120 and the lowest score was 24. table 3. the categories of students self-confidence no score interval categories 1 102-120 very confident 2 83 – 101 high confidence 3 64 – 82 average confidence 4 45 – 63 low confidence 5 24 – 44 not at all confident note. sander and sanders. (2003). measuring confidence in academic study: a summary report. the analysis of the students’ essay writing test was done by two raters who validated the essay writing test by using essay writing assessment rubric adapted from diablo valley college, (2012). writing scoring system discussed five aspects of writing and the scale of each aspect was from one http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 159 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi to six. the result indicated that the highest point was 30. the total points of the students’ essay writing achievement was determined by two raters. the category of the students’ writing achievement was shown in following table. table 4. the categories of students’ writing achievement score interval categories 25 – 30 very good 19 – 24 good 13 – 18 average 7 – 12 poor 1 – 6 very poor note. diablo valley college, (2012). findings the result of students’ self-confidence the total active students in the fourth semester of english education study program were 134 students but only 124 students participated in this study because the other students did not feel disposed to be participants and were not present when i was conducting this study. the 24 items of self-confidence questionnaire by sander and sanders (2003) were used to find out the participants’ self-confidence. the self-confidence questionnaire was rated by using likert scale. in scoring the students’ self-confidence, 24 items were calculated based on the scale (1 to 5). the descriptive statistical analysis of self-confidence questionnaire for the participants was shown in table 8. the maximum score was 105, and the minimum score was 60. the mean score for the participants was83.39 and the standard deviation was 10.738. the data was showed in the following table. table 5. descriptive statistics of self-confidence descriptive statistics n minimum maximum mean std. deviation self-confidence 124 60 105 83.39 10.738 valid n (listwise) 124 the result of the questionnaire indicated that the five levels of self-confidence were all perceived by the students with different number; “average confidence” as the least perceived and “very confident” as the most perceived one (see appendix g). the details were as follows: table 6. distribution of self-confidence categories frequency percentage very confident 5 4.03% high confidence 59 47.58% average confidence 56 45.16% low confidence 4 3.23% not at all confident total 124 100% http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 160 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the result showed that there were 5 students (4.03%) were indicated very confident, 59 students (47.58%) were in high confidence, 56 students (45.16%) were in average confidence, 4 students (3.23%) were in low confidence, and there was no students in not at all confident. in conclusion, it revealed that from the self-confidence questionnaire test, very high confidence level was the most obtained by the students. the result of students’ essay writing achievement the descriptive statistic analysis of essay writing achievement for the participants was shown in the table 10. the maximum score was 26, and the lowest score was 10. the mean score indicated that the level of writing achievement of participants was 17.78, and the standard deviation was 2.918. the data was showed as follows: table 7. descriptive statistics of writing achievement descriptive statistics n minimum maximum mean std. deviation writing achievement 124 10 26 17.78 2.918 valid n (listwise) 124 the result of the writing test showed that the five categories of writing achievement were all gained by the students with different number: “poor” as the least obtained category and “very good” as the most obtained category. the distribution was presented in the following table: table 8. distribution of students’ essay writing achievement no score interval categories number of students percentage 1. 25 – 30 very good 4 3,23% 2. 19 – 24 good 55 44,35% 3. 13 – 18 average 61 49,19% 4. 7 – 12 poor 4 3.23% 5. 1 – 6 very poor total 124 100% the result showed that there were 4 students (3.23%) who got a very good writing achievement, 55 students (44.35%) got a good writing achievement, 61 students (49.19%) got an average writing achievement, and 4 students (3.23%) got a poor writing achievement. no student got a very poor writing achievement. it implied that good writing level was achieved by the students. statistical analyses the result of normality test the data are categorized as normal if p> .05. if p< .05, it means the data are not normal. to find out whether the data distribution is normal or not, kolmogrov-smirnov was used to see the normality. the results of indicated that the data from each variable were normal and appropriate with coefficients .099 for self-confidence and .167 for writing achievement. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 161 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the result of linearity test for linearity test, deviation of linearity was obtained. if it is more than .05, the two variables are linear. based on the data, the result showed that the deviation from linearity between selfconfidence and writing achievement (sig) was .086 or higher than .05, which the result could be assumed that the data were linear. correlation between self-confidence and essay writing test this part answered the first research problem by analyzing the result of descriptive statistics for the self-confidence questionnaire and writing achievement. the result of pearson product moment in this research can be seen in the following table: table 9. correlation between students’ self-confidence and their essay writing achievement correlations self-confidence writing achievement self-confidence pearson correlation 1 .620** sig. (2-tailed) .000 n 124 124 writing-achievement pearson correlation .620** 1 sig. (2-tailed) .000 n 124 124 the result of pearson product moment correlation coefficients indicated that the pattern of correlation between self-confidence and writing achievement was positive. the correlation coefficients or the r-obtained (.620) was higher than r-table (.176). then the level of probability (p) significance (sig. 2-tailed) was .000. it means that p (.000) was lower than .05. thus, there was a significant correlation between the students’ self-confidence and essay writing achievement of the undergraduate students’ of english education study program at one state islamic university in palembang (see appendix k). based on the correlation coefficients proposed by lodico et al. (2010), the degree of correlation coefficient was fair relationship. influence of students’ self-confidence on their essay writing achievement this part answered the second research problem by analyzing the result of descriptive statistics for the self-confidence questionnaire and writing achievement. in addition, since there was a significant correlation between the self-confidence and essay writing achievement, it can be said that students’ self-confidence had significant influence on their essay writing achievement. however, regression analysis was still used to find out if students’ self-confidence influenced their essay writing achievement. the result was described in the table below: table 10. the regression analysis of students’ self-confidence and essay writing achievement coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 3.729 1.622 2.299 .023 self-confidence .169 .019 .620 8.733 .000 http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 162 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the result showed that the students’ self-confidence influenced essay writing achievement significantly with tvalue (8.733) was higher than ttable (1.993) with sig. value (.00) was lower than probability (.05). therefore, there was significant influence between self-confidence toward essay writing achievement of the undergraduate students of english education study program at state islamic university of raden fatah palembang. table 11. model summary model summary model r r square adjusted r square std. error of the estimate 1 .620a .385 .380 2.298 moreover, to find out the percentage of self-confidence influence on essay writing achievement, rsquare was obtained. the result of the analysis indicated that the r square (r2) was .385. it means that students’ self-confidence gave significant effect in the level of 38.5% toward essay writing achievement, and 61.5% was unexplained factor value. discussion in order to strengthen the value of this study, the interpretations are made based on the result of data analyses. based on the findings, there was a significant correlation between self-confidence and essay writing achievement. also, there was a significant influence of students’ self-confidence on their essay writing achievement. first, based on result of pearson-product moment correlation, it was known that there was a positive and a significant correlation between self-confidence and essay writing achievement of the fourth semester students’ of english education study program of state islamic university in palembang (r-obtained.620). it was also found that self-confidence significantly influenced students’ essay writing achievement (38.5%). this means that selfconfidence had relationship and influence on the students’ performance in essay writing. the explanation to support this finding was that from the beginning of the first semester, the participants had been involved in english writing practices and writing assignments or explored to english writing materials and interactions from printed textbook, online media, english writing environment, and social network. it is supported by camacho (2005) who claims that “good writer tend to read more frequently and widely and to produce more syntactically complex writing” (p. 29). furthermore, it might be because efl students of english education study program of state islamic university in palembang are aware of their self-confidence performance. self-confidence impacts on the students’ comprehension or proficiency. it can be identified that students with high self-confidence usually set higher goals for themselves and become more willing to continue in spite of failure. moreover, students who are confident in their academic skills believe in high scores of examinations and quality of their work to earn personal and professional benefits. the result of this present study is in agreement with stibravy and muller (1988) in their study. their study showed that those task oriented technical writing assignments were found to have a positive effect of a significant increase in self-confidence, an overall improvement in communication ability, a reduction in being manipulated by others, improved analytical ability, and increased control over life circumstances. al-hebaish’s (2012) study showed that there was positive correlation between general self-confidence and academic achievement. those who scored high in general self-confidence questionnaire (gscq) also had high scores in the oral achievement test. language instructors were recommended to enhance building up their students’ self-confidence in order to develop their oral performance achievement. gurler (2015) indicated that there was a http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 163 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi positive statistically significant correlation in the level of .01 between self-confidence and speaking achievement with (r=.35). furthermore, participants who were aware of their own abilities, love themselves or aware of their own emotions. ikhlas (2015) states that self-confidence influence students’ reading skill. on the other hand, students who were lack confidence in their academic skill visualize a low grade even before they start examinations or enroll in course. therefore, this process will build students confidence and subsequently improve students’ academic achievement. nevertheless, students’ writing achievement showed various result. first, 3.23% (4) students obtained poor category. the students conveyed simplistic ideas, lack vocabulary and transitions in essay writing. the students used simple sentence and made mistake in structure with limited ability to organize every paragraph. next, 49.19% (61) of the students obtained in average category. it contained some common mistakes in punctuation, capitalization spelling and usages. then, they conveyed basically intelligible ideas in their essay writing although their organization unevenly developed but its transitions generally lacking. after that, 44.35% (55) of the students obtained in good category. it displays clear thinking and expresses ideas clearly and expresses ideas clearly. the students were in a good competence in organization but lack appropriate transitions. occasionally, they made mistake in using punctuation, and capitalization spelling. the last, 3.23% (4) of the students obtained in very good category. their essay writing displayed original and depth of thought and expresses ideas fluently. their essay writing contained organization and linked paragraph with effective transitions. they also had sophisticated vocabulary range. in relation to the result of writing achievement, the whole data of students’ writing achievement were culculated by using descriptive statistic in spss 23th, and the mean score was (17.78). in other words, the level of students’ writing achievement were in the average level. to make them better on their essay writing, the students can choose the best way in their learning to improve their essay writing. the most important was the students must practice writing a lot in order to make them express their ideas and make their essay writing well organized and link paragraph smoothly with effective transitions. based on the result of questionnaire, (4.03%) of the students had low self-confidence. students who had low self-confidence were feeling shy and fear making mistake, they only wrote what they could write by using their vocabulary and then they just kept silent because they were afraid of making mistake. (45.16%) of the students had average self-confidence. students with average self-confidence probably did not focus when they did something in some situations like assessment because they would be afraid to express their ideas in their essay writing. goel and aggarwal claims students with average self-confidence are likely to think about goals that are extremely low and would protect them from the anxiety of failure (as cited in lasiya, 2017, p. 54). to teach the students who had average and low level of sel-confidence, the lecturer and language instructor could devide them in some groups and could give them some topics which could be discussed with group. furthermore,during the process of teaching and learning writing, the language instructors should maintain a relaxed and humorous atmosphere; design interesting activities and give more time to practice. it would make them more active in process of learning and teaching and could reduce their shyness and they would not have fear in making mistakes.then, (47.58%) of the students had high self-confidence category. the result indicated that most of the students who had high confidence would have belief in performing their ability. goel and anggarwal (2012) argues that “students who had high confidence would have positive and realistics perseption of themselves and their ability” (p. 90). the last, (4.03%) of the students had very confident category. the result indicated that the students had very confident were enjoyable and believe their ability, were not nervous, were motivated, and believe on their ability, in process of teaching and learning, theses kinds of students prefer to work individually and independently. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 164 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi the result of this present study was in line with stibravy and muller’s (1988) study which showed that task oriented technical writing assignments were found to have a positive effect of a significant increase in self-confidence, an overall improvement in communication ability, a reduction in being manipulated by others, improved analytical ability, and increased control over life circumstances. al-hebaish’s (2012) study showed that there was significant correlation between self-confidence and academic achievement in oral presentation course. those who had high score in gsc (general self-confidence questionnaire) also had high score in the oral presentation achievement test. by knowing this result, the instructors were recommended to enhance building up his students’ self-confidence in order to develop their oral performance achievement. second, students’ self-confidence influenced their essay writing achievement. the students’ who enjoy higher levels of self-confidence were more sociable, having willingness to take risk, flexibility in behavior, positive mind-set, motivated and more prepared to share their opinions with others. sara (2015) assert that students who own good self-confidence also control all what learners do in all domain, especially their success which they all hope to gain. students who are highly selfconfident in learning english especially in writing usually have higher writing achievement compare to those who are low or negative self-confidence. the result of this present study was in line with arango (2015) who found that selfconfidence was one of the most influential variables that affect foreign language learning in the tenth grade students at recourse school (as cited in lasiyah, 2017, p. 54) since they were having high confidence and able to do things as well as most other people. the students almost did not have negative response to themselves and felt that they have number of qualities. due to the fact, goel and aggarwal (2012) claim that the students who have high confidence will have positive and realistic perception of themselves and their ability, and students with low self-confidence are likely to think about aims that are extremely low and would protect them from the anxiety of failure. in short, the total contribution of students’ self-confidence and their essay writing achievement gave significant correlation and influence. however, the unexplained factors also had contribution on students’ writing ability. the findings of this study may have some pedagogical implications for teacher or lecturer, students, and next researcher. finally, this study was successful in investigating the correlation and the influence between self-confidence and essay writing achievement of undergraduate english education study program students’ of one university in palembang. conclusions and recommendations based on the findings and interpretations of the study, there are some conclusions can be drawn: 1) there was a significant correlation between students’ self-confidence and their essay writing achievement r-table (.620). the finding showed that be alternative hypothesis (ha) was accepted and the null hypothesis (h0) was rejected. 2) based on the finding, it showed that there was significant influence (38.5%) of students’ self-confidence on their essay writing achievement. it means that students’ self-confidence give dominant effect on essay writing achievement of undergraduate english education study program students. seeing all the explanation and the conclusion above, i intended to give some recommendations related to english teaching learning as well as the future studies. firstly, for students, since the self-confidence is important for themselves, they have to be aware and explore themselves in the certain learning so that they can achieve more in learning not only in writing subject but all subjects. furthermore, these findings can imply that lecturers still need to know and understand their students’ self-confidence. due to this fact, since self-confidence contributed to the students of english education study program. it is suggested that lecturer should focus on the selfconfidence as a non-linguistic factor or as writing psychological factor. http://jurnal.radenfatah.ac.id/index.php/ issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 165 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi second, for the teachers and the students, they do not have to pay much attention to the selfconfidence in teaching-learning. teacher should give more encouragement to the students beside giving or transferring knowledge. teacher should be more creative in giving a lesson and using various teaching method especially in teaching writing, in order the students can be more comfortable and more interest in learning english. the last suggestion was the further researcher. they were expected to conduct a research that similar types should be done with greater population in order to gain a wider generalization. references al-hebaish, s. m. (2012). the correlation between general of self-confidence on efl sudanese tertiary level students. international journal of information research and review, 2(9), 1093-1106. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/01/08.pdf astrid, a. (2015). using peer-responses andteacher’s written feedbacktechnique through blog inwriting ii class of english education study program. jurnal vision, 4(1), 5-26. retrieved from http://journal.walisongo.ac.id/index.php/vision/article/viewfile/1631/1198 astuti, m. (2016). the effect of problem-based learning and level intelligence of students’ critical thinking on kalamm science. ta’dib: journal of islamic education, 21(2), 155-164. retrieved from http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/951 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. diablo valley college. (2012). rubric for essay writing assessment. retrieved from http://www2.bakersfieldcollege.edu/jfulks/basicskills%250course_conding/rubric2.doc&ei =52e5u7mgayn4rqeskihyaw&usg=afqjcnu4pwleyosmpg35gjwjyudvv9_w&bvm= bv.63808443,d.bmk. fajrina, n. (2017). teaching narrative writing through probable passage strategy to islamic senior high school students. edukasi: jurnal pendidikan dan pengajaran, 4(2), 29-38. retrieved from https://www.researchgate.net/profile/edukasi_pendidikan_dan_pengajaran/publication/32 4181441 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. goel, m., & anggarwal, p. (2012). a comperative study of self-confidence of single child with sibling. international journal of research in social sciences, 1(3). 89-98. retrieved from https://www.scribd.com/document/295085578/ijmrhs-vol-3-issue-1 goeler, b. (2004). correlation between self-confidence and speaking skill of english language teaching and literature preparatory students. agri ibrahim cecen university, faculty of science and letters, departement of english language and literature. 1(2). 14-19. retrieved from https://www.academia.edu/12743140 grodnick, j. r. & rosalsky, j. (1996). self-estemm and writing achievement. (master’s thesis). hillside, nj: kean college. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.).thousand oaks, ca: sage publications, inc. langan, j. (2001). english skill. new york, ny: mcgraw-hill book company. lasiyah. (2017). the correlation between self-confidence and speaking achievement of the undergraduate students of english education study program, (undergraduate’s thesis). state islamic university of raden fatah palembang, palembang, indonesia. lestari, a., & holandyah, m. (2017). the correlation between reading attitude and writingachievement of the eleventh grade students ofsma muhammadiyah 6 palembang. http://jurnal.radenfatah.ac.id/index.php/ http://www.academypublication.com/issues/past/tpls/vol02/01/08.pdf http://journal.walisongo.ac.id/index.php/vision/article/viewfile/1631/1198 http://jurnal.radenfatah.ac.id/index.php/tadib/article/view/951 http://www2.bakersfieldcollege.edu/jfulks/basicskills%250course_conding/rubric2.doc&ei=52e5u7mgayn4rqeskihyaw&usg=afqjcnu4pwleyosmpg35gjwjyudvv9_w&bvm=bv.63808443,d.bmk http://www2.bakersfieldcollege.edu/jfulks/basicskills%250course_conding/rubric2.doc&ei=52e5u7mgayn4rqeskihyaw&usg=afqjcnu4pwleyosmpg35gjwjyudvv9_w&bvm=bv.63808443,d.bmk http://www2.bakersfieldcollege.edu/jfulks/basicskills%250course_conding/rubric2.doc&ei=52e5u7mgayn4rqeskihyaw&usg=afqjcnu4pwleyosmpg35gjwjyudvv9_w&bvm=bv.63808443,d.bmk https://www.researchgate.net/profile/edukasi_pendidikan_dan_pengajaran/publication/324181441 https://www.researchgate.net/profile/edukasi_pendidikan_dan_pengajaran/publication/324181441 https://www.scribd.com/document/295085578/ijmrhs-vol-3-issue-1 https://www.academia.edu/12743140 issn |2355-3669|e-issn|2503-2518|volume 5|number 2|december 2018| 166 available online athttp://jurnal.radenfatah.ac.id/index.php/edukasi journal pendidikan dan pengajaran, 45-52. retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q martínez, e, a., & villa, o, e, s. (2016). a quantitative study of self confidence in learning english as a foreign language. academia journal of educational research,5(2), 024-028. retrieved from http://www.academypublication.com/issues/past/tpls/vol02/01/08.pdf marzulina, l. (2018).learning strategy towards students’ descriptive writing achievement taught by using pick–list–evaluate–active–supp ly–end strategy. edukasi: jurnal pendidikan dan pengajaran, 5(1), 63-75. matsuda, a. (2012). principle of practices of teaching english as an international language: british library cataloguing in publication data. mawadda. (2014). teaching reading comprehension to the eight grade students’ of smp negeri 12 palembang. journal pendidikan dan pengajaran.55-67. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/597 mukminin, a. (2012). acculturative experiences among indonesian graduate students in us higher education: academic shock, adjustment, crisis, and resolution. excellence in higher education, 3(1), 14-36. retrieved from http://ehe.pitt.edu/ojs/index.php/ehe/article/view/64 mukminin, a., ali, r. m., & ashari, m. j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20(9), 1394-1407. retrieved from https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q nation, i. (2009). teaching esl/efl reading and writing. new york, ny: routledge. pasand, p. g., & haghi, e. b. (2013). process product approach to writing the effect of model essay on efl learners’ writing accuracy. international journal of applied linguistics and english literature, 2(1), 75-79. retrieved from https://link.springer.com/chapter/10.1007%2f978981-10-0908-2_27 permatasari, r. d. (2013). the correlation between grammar mastery, self-confidence, and speaking skill of english education department, (undergraduate’s degree). sebelas maret university of surakarta, indonesia. pitaloka, n. l. (2014). developing interactive multimedia with local-content-based narrative texts for grade eight. lingua, jurnal bahasa and sastra, 15(1), 1-22. retrieved from https://scholar.google.ic.id/citations. sander, p., & sanders, l. (2003). measuring confidence in academic study: a summary report. electronic journal of research in educational psychology and psycho pedagogy, 1(1), 1-7. retrieved from https://www.researchgate.net/publication/265595471_measures_of_the_trait_of_confiden ce saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. journal pendidikan dan pengajaran. 2(1), 112. retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 stilbravy, j., & muller, j. (1988). using technical writing to enhance adult student self-esteem. paper presented at the conference "teaching adults: myths and realities." cincinnati, oh. eric document reproduction service no. ed 300655. williams, j. (2003). preparing to teach writing research, theory, and practice (3rd ed.). mahwah, nj: lawrence erlbaum associates, inc publishers. zikrullah. (2017). the correlation between self-confidence and paragraph writing achievement of english education study program students, (undergraduate’s thesis). sriwijaya university, palembang, indonesia. http://jurnal.radenfatah.ac.id/index.php/ https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q http://www.academypublication.com/issues/past/tpls/vol02/01/08.pdf http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/597 http://ehe.pitt.edu/ojs/index.php/ehe/article/view/64 https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2c5&q https://link.springer.com/chapter/10.1007%2f978-981-10-0908-2_27 https://link.springer.com/chapter/10.1007%2f978-981-10-0908-2_27 https://scholar.google.ic.id/citations https://www.researchgate.net/publication/265595471_measures_of_the_trait_of_confidence https://www.researchgate.net/publication/265595471_measures_of_the_trait_of_confidence http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 133 teaching reading comprehension by experience-textrelationship (etr) strategy to the eight grade students of smp sandika palembang mensi resolusi uin raden fatah palembang abstract: the objective of the study is to find out whether or not there is a significant different on students’ reading comprehension who were taught using experiencetextrelationship (etr) strategy and who were taught using method usually used by teacher to the eighth grade students of smp sandika palembang. the population of the study was the eighth grade students of smp sandika palembang in the academic year of 2013/2014. the sample of the study was taken from convenience sampling. the writer was selected the class viii 2 as the control group and viii 1 as the experimental group. it consisted of 83 students, 40 students for control group and 43 students for experimental group. in this study, the writer used quasi experimental design. the instrument used in collecting the data was written test. the test was administered twice, as the pre-test and post-test for both control and experimental group. the results of the test were analyzed by using t-test. the result showed that teaching reading using etr had a significant difference on the students’ comprehension. it can be seen from the result of pretest to post-test of each group. the achievement of experimental group was higher than the achievement of control group. based on the independent t-test analysis from students’ pretest to posttest score in experimental group taught using experience – text relationship (etr) strategy, it was found that t-output was lower than p-value or t-obtained was higher than t-table. from the table analysis, p-output was 0.000 and the t-obtained 7.312. the result was consulted to t-table at the significance level 0.05 in two-tailed testing with the degree freedom (1.989). since the p-output was lower than 0.05 level than t-value was higher than critical value of t-table, so the ho (the null hypotheses) was rejected and the ha (the alternative hypotheses) was accepted. it means that there was a significant difference on students’ reading comprehension taught using experiencetextrelationship (etr) strategy of smp sandika palembang. keywords: teaching, reading, experiencetextrelationship (etr) introduction language is a system of arbitrary conventionalized vocal, written, gesture symbol that enable members of a given community to communicate intelligibly with 134 one another (brown. 2000: 5). through language people can communicate among people all over the world. languange can also be the facility to explore knowledge, technology, arts, science and culture. the existences of english language are not odd anymore in the world. english has many functions, one of them is english as a lingua franca. english as a lingua franca’ (elf) has emerged as a way of referring to communication in english between speakers with different first languages (seidhofer, 2005: 339). english is also to facilitate people from different countries in getting and giving information. english has important role in indonesia. lauder (2008: 10) stated that english is widely recognized that it is important in indonesia and the reason most frequently put forward for this is english is global or international language. english is the most common language at the elementary school to university. there are four language skills that must be mastered by the students. they are listening, speaking, reading, and writing. besides that, the students also have to learn the languange components. they are pronunciation, vocabulary, grammar and spelling. all these language skills are related to each other. the students must be trained adequately in all the four basic skills to make them easily practice and use the language. learning to read is an important educational goal. reading is regarded as the important among four skills to support the communicative competence. ruddell (2005: 31) defines reading is the act of constructing meaning while transacting with text in the process of reading, the reader interacts dynamically with the text. reading skill is the key to be successful, because through reading people can develop new knowledge, get information from the text, increase ability, enjoy literature, and enlarge the experience. after doing informal interview to the english teacher of eighth grade students of smp sandika palembang. the writer found that the students faced difficulties in comprehending the text. some factors caused the failure of students in reading achievement. first, it is about pronunciation, it is hard for them to pronounce the 135 word correctly. second, the students lack of vocabulary, they do not know the meaning of words. it means that the students just read without knowing what the text about, and it can make them get bored in reading process. there are many strategies can help the students improve their reading comprehension, for the example mind mapping, read aloud, scaffolding etc. one of the strategies makes student’s reading become master and the students will be easy to comprehend the text. the strategy is experience-text-relationship (etr) strategy. considering that background the writer formulates the problem of this study as follows: “is there any significant difference on students’ reading comprehension achievement who are taught using -text-relationship (etr) strategy and those who are taught using method usually used by teacher to the eight grade students of smp sandika palembang?” teaching reading comprehension reading is not only to get information but it needs understanding and comprehension to get some points from the text. in this case, reading and understand are related to each other. reading itself contains the activity to understand the text and information in the text. in order to understand or to get some points from the text, we need comprehension for the text. therefore, reading cannot be separated from comprehension. according to pang, et.al., (2003: 14) state that comprehension is the process of deriving meaning from connected text. it involves word knowledge as well as thinking and reasoning. comprehension is not a passive process, but an active one. the reader actively engagement includes making use of prior knowledge. it involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas, and viewpoints. brown (2000: 306), states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. 136 according to richards and renandya (2002: 277), reading for comprehension is the primary purpose for reading (thought this is sometimes overlooked when students are asked to read overly difficult text awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. in the other word, reading comprehension is the primarily purpose for reading to raise students awareness of main ideas in a text. furthermore, nunan (2006: 71) states that reading comprehension refers to reading for meaning, understanding, and entertainment. in the other word, reading comprehension is reading the text to get the meaning and understanding of the text. moreover, pang et al., (2003: 6) state that reading is about understanding written texts. it is complex activity that involves both perception and thought. reading consists of two relates processes: word recognition and comprehension. further, they explain that word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. then, comprehension refers to the process of making sense of words, sentences and connected text. they also state that readers typically make use of background knowledge, grammatical knowledge, experience with text and other strategies to help them understand written text. from the definition above, it can be assumed that reading comprehension is an interactive process between reader and text to comprehend the writer’s message. the reader uses their prior knowledge to develop and understanding the new information from the text. experience-text-relationship (etr) strategy experience-text-relationship (etr) is a strategy that draws on background knowledge and prior knowledge and experience (wood and blanton, 2009: 135). furthermore, medina (2012: 83) states that experiencetextrelationship (etr) helps learners to active and develop their background knowledge of the text. etr 137 also helps learners to monitor their reading comprehension and become aware of the reading strategies they use when the teacher uses the reading strategy instructions. according to lawrence (2007: 59) experiencetextrelationship (etr), instructing students to active and build upon their prior knowledge facilitates both reading motivation and comprehension. simillarly, au (1998: 102) states that, experiencetextrelationship (etr) is a method that uses discussion to link what the child already knows to what she or he will be reading about in the basal reader. etr as one method in beginning reading that does try to use the child’s experiences, the child’s experiences will also contribute to reading achievement when the school uses a basal text containing stories directly related to the child’s own world. it can be assumed that experiencetextrelationship (etr) strategy is one method that appropriates to apply for young learners in reading comprehension achievement. and in this study the writer took eighth grade students of smp sandika as a sample in conducting this research. based on the experts’ opinion above, it can be assumed that experience-text relationship (etr) is a strategy where provides teachers guide the students through the reading process, monitor the students’ comprehension, and guide the students, this strategy is also consists of students’ expressing their own experience of knowledge about the topic prior the reading. there are the following steps that help the teacher to presents word splash strategy. according to blanton and wood (2009: 135) experiencetextrelationship (etr) can be applied in classroom as follows: 1. experience : for pre reading, have students discuss their personal experiences that relate to the theme, topic, or main idea of the text to be read. then have students generate predictions about the story. 2. text: while reading, either read the text aloud as the students follow along or allow students to read silently on their own. read only one section of the story at a time. discuss the section read and confirm and change predictions. make 138 sure that students tie their thoughts, comments, and predictions back to the text. clarify any misconception or miscomprehension. ask if there was any sections or words that were confusing and clarify these. continue to alternate between reading and discussing small sections. 3. relationship: for post reading, help students integrate the information from the text with their experiences to develop an understanding of the text. research design in this study, the writer used a quasi-experimental method. according to fraenkle, et. al., (2012: 265), experimental research is one of the most powerful research methodologies that researchers can use. in this research, the writer used the pretest-posttest nonequivalent groups design. according to best and khan (1995:151), the form of pretest-posttest nonequivalent design as follows: where: o1 : pretest of experimental group o2 : posttest of experimental group o3 : pretest of control group o4 : posttest of control group x : treatment of experimental group by using etr strategy c : treatment of control group by using strategy that usually used by the teacher of smp sandika palembang populations and samples according to frankle, et. al, (2012: 92), the population is the group of interest to the researcher, the group to whom the researcher would like to generalize the 139 results of the study. in this study, the population is the eighth grade students of smp sandika palembang of the second semester in the academic year of 2013-2014. there are five classes on the average, each classes have different number of students with the total population 204 male and female students. according to cohen, et. al, (2007: 100), sample is a smaller group or subset of the total population in such a way that the knowledge gained is representative of the total population (however defined) under study. a sample in a research study is the group on which information is obtained. the sampling method that used in this study was convenience sampling technique. a convenience sample is a group of individuals who (conveniently) are available for study (fraenkle, et. al., 2012: 99). thus, the writer decided to study two classes at the eight grade where viii.1 was as the experimental group and viii.2 was as control group, both of the classes have the problem in english, especially in reading. the number of the sample was 83 students, 43 students for experimental group and 40 students for control group. research instrument analysis the data of the study were collected by using a test. in this study, the type of test was multiple choices. a test should be considered valid if it asks about something else. the way of testing materials have high validity. validity has been defined as referring to the appropriateness, meaningfulness and usefulness of the specific inferences researchers make based on the data they collect (fraenkle, et. al., 2012: 148). beside validity test, a test should be considered the reliability of test. reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. cohen et.al., (2007: 146) state a reliable instrument for a piece of research will yield similar respondents over time. further, fraenkle, et. al., (2012: 154) state that reliability refers to the consistency of the scores obtained-how 140 consistent they are for each individual from one administration of an instrument to another and from one set of items to another. the test would be reliable if the result of the data measurement was higher than 0.70. according to frankle and wallen (2012: 157) for the purpose a rule of thumb is that reliability should be least 0.70 and preferably higher. from the following table, the result of test shown that the reliability coefficient was 0.944 and higher than 0.70. the test is indicated reliable whenever the p-output is higher than 0.70. it means that the assessment result was reliable. findings and discussion based on the findings above, some interpretations were made as follows: first, the writer analyzed the normality and homogeneity test of the sample data of the pretest between control and experimental groups to prove that the data was normal and homogenous. the test can be categorized normal whenever it is higher than 0.025 and it is homogenous whenever it is higher than level of significance at 0.05. the result showed the normality of pretest scores in control group was 0.355 and pretest scores in experimental group was 0.371. furthermore, the result of homogeneity test of pretest scores in control and experimental groups was 0.226. it could be concluded that the students’ pretest scores in control and experimental groups was normal since it was higher than 0.025. the data homogenous since it was higher than level of significance at 0.05. so, the students in control and experimental groups have the same ability and could be given the treatments. second, after the treatment was given, the writer analyzed the normality and homogeneity test of the data of the posttest between control and experimental groups. the result showed the normality of posttest scores in control group was 0.254 and posttest scores in experimental group was 0.371. furthermore, the homogeneity of posttest scores in control and posttest scores in experimental groups was 0.306. from the results of the output, it could be concluded that the students’ posttest in control 141 and experimental group was normal since it was higher than 0.025 and it was homogenous since it was higher than the level of significance at 0.05 and the analyzing of independent sample t-test can be done to answer the hypothesis of the study. third, from the result analysis of measuring a significant difference on students’ posttest scores in experimental and control groups, it was found that the value of t-obtained was 7.312 and the p-output was 0.000. it could be interpreted that there was a significant difference on students’ posttest scores taught by using word splash strategy and the group of students were not taught by using word splash strategy since the value of t-obtained was higher than t-table (df = 81 = 1.989) and the p-output was lower than 0.05 level. etr strategy made the students become more competent in improving reading comprehension, developed prediction skill that they got from the text and they thought that reading is interesting subject after they studied reading by using etr strategy. it is indicated that etr strategy was significant improvement than teacher’s method. it is related to lawrence (2007: 59) experiencetextrelationship (etr), instructing students to active and build upon their prior knowledge facilitates both reading motivation and comprehension. conclusion based on the findings and interpretation in the previous chapter, it can be concluded as follows: 1. there was significant differences from students’ posttest scores in experimental group taught using experiencetextrelationship (etr) strategy and control group taught using teacher’s method. 2. the result of teaching narrative and recount text ability in experimental group was significantly higher than control group. it can be seen from the result of 142 experimental. so it can be concluded ho (the null hypotesis) was rejected and ha (the alternative hypothesis) was accepted. 3. experiencetextrelationship (etr) strategy gives positive effect on students’ reading. the researcher assumed that experiencetextrelationship (etr) strategy has increased the score in students reading ability because it can stimulate, develop, and improve reading ability of the students at smp sandika palembang. references best, john w and kahn, james. (1993). research in education (7th edition). india: prentice-hall, inc. brown, h. douglas. 2000. teaching by principles an interactive approach to language pedagogy. san fransisco: longman. cohen, louis, lawrence manion and keith morrison. 2007. research methods in education. london and new york: taylor and francis group. creswell, j.w. (2012). educational research. london: sage publication. fraenkel. et. al. 2012. how to design and evaluate research in education. (8th_ed). new york: mcgraw hall, inc. lauder, allan. (2008). “the status and function of english in indonesia: a review of key factors”. departement of linguistics, vol. 12 p. 9-20. lawrence, jean lisa. (2007). “cognitive and metacognitive reading strategies revisited: implications for instruction”. the reading matrix, vol. 7 p.55-60. loviah, aldinger and judythe, patberg. (2004). teaching comprehension comprehension. new york: ny. medina, lopera. (2012). “effect of strategy instruction in an efl reading comprehension course: a case study profile isues in teachers’ professional development”. issues in teachers’developmen, vol. 14 p.79-89. moore, kenneth. 2005. effective instructional strategies from theory on practice. united states of america: sage publication inc. nunan, david. (2006). practical english language teaching : young learners. singapore: mcgraw-hill education. pang, elizabeth s et. al. (2003). teaching reading: educational practices series. france: sadag, bellegarde. richards, jack c and willy a renandya. 2002. methodology in language teaching an anthology of current practice. new york: cambridge university press. ruddell, m rapp. (2005). teaching content reading and writing. america: john willey & sons, inc. 143 seidhofer, barbara. (2005). “key concepts in elt: english as a lingua franca”. elt journal, vol. 59 p. 339-341. wood, karen and blanton, william e. (2009). literacy instruction for adolescents. new york: a division of guilford publications, inc. xiaoyan, weng. 2003. integration of modern and traditional teaching strategies in plant physiology. china: zhejlang university edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 66 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of using guided discovery in teaching reading comprehension ida zahara state islamic university of raden fatah, palembang, south sumatra ida.zahara@gmail.com abstract the objectives of this study were to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using guided discovery and those who were taught by using conventional strategy to the eleventh grade students of man arahan. this research was conducted through quasi-experimental method and used matching only pre-test post-test control group design. the population was 140 students of the eleventh grade of man arahan in the academic year 2012/2013. seventy students were chosen as the sample by using convenience sampling technique. the sample were assigned into two groups; the experimental group and the control group. each group consisted of thirty five students. the data were obtained by reading comprehension test. a test was given both to the experimental group and control group before and after the treatment. the result of the test was analyzed by using matched t-test. the result of the study showed that there was any significant difference between eleventh grade students of man arahan who were taught by using guided discovery and those who were taught by conventional strategy. the t-obtained was 4.52 at the significant level 0.05 in two tailed testing and df=21, the critical value of t-table is 2.080. since the value of t-obtained was higher than t-table, then the null hypothesis was rejected and the alternative hypothesis was accepted. it can be stated that guided discovery is effective in teaching reading comprehension, and can be used as the alternative technique for teaching reading comprehension to the eleventh grade students of man arahan. keywords: guided discovery, reading comprehension achievement introduction nowadays, english is used as an international language for communication in the world. english is used in many fields such as; information and technology, economy, science, art, education, politics and so on. with the rapid development of science and technology, young generations (learner) need to develop their ability in many aspects in order not to be left behind. mastery english is one way to reach it. in technology era, reading is one of the most important skills to develop knowledge beside listening, speaking and writing skills. most of the sources of information and knowledge are show in internet, books, journals, tv and newspapers. mcshane (2005) said that reading is the key to learning in all aspects of life. it provides access to get the information, knowledge, facilitates life-long learning, and opens doors to opportunity. reading will help the readers improve their knowledge. in indonesia, the government have done all efforts to integrate technology in english education (habibi, mukminin, sofwan & sulistyo., 2017; mukminin, rohayati, putra, habibi, & aina, 2017; prasojo, habibi, mukminin, ikhsan, taridi, & saudagar, 2017; habibi, mukminin, riyanto, prasojo, sulistyo, sofwan, & saudagar, 2018; luschei, 2017; yusuf et al., 2107). to know the information of the printed text, the reader must have the ability to comprehend what they read. the more complex the text, the more work will be required of students to comprehend the text. students who do not have background, abilities, or motivation edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 67 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to overcome the barriers presented in the complex text will have more difficulty comprehending the text. students with poorly developed language skills and strategies and also the type of instruction that a student receives also affect reading comprehension. guided discovery as one of techniques that could help the students increase their reading comprehension. creemers as cited in el-kahlout (2010) states that guided discovery is one of the techniques happens when the students encounter unfamiliar situation and try to interpret the situation for understanding and comprehension. it is required flexible environment to help students participate and build their knowledge effectively. the research question is “is there any significant difference in reading comprehension achievement between the students who are taught by using guided discovery and those who are taught by using conventional strategy at man arahan?” conceptual framework reading is a set of skills and an activity of getting information that involves making sense and deriving meaning from the printed words. reading is a process how the readers interpret and understand what they read. according to daiek and anter (2004) reading is an active process that depends on both an author’s ability to convey meaning using words and readers ability to create meaning from them. to read successfully, readers need to constantly connect what they already know about the information to the words the author has written. meanwhile, hudelson in murcia (2001) said reading is a transaction between the readers and the text to construct meaning that influenced by the readers’ past experience, and language background as the readers’ purpose for reading. based on the explanation mentioned above, it can be concludes that reading is a complex process that not just a process to let eyes physically run on the line by line or to pronounce the symbols and words from a printed words. otherwise, reading is an intentional process of learning in order to gain information, to enhance vocabulary as well as to construct the meaning from printed text. without comprehension, reading would be empty and meaningless. reading comprehension refers to reading for meaning, understanding, and entertainment. it involves higher—order thinking skills and is much more complex than merely decoding specific words (linse, 2005). when one has read a text with understanding, one is said to have comprehend it. comprehension emphasizes the deliberate, strategic, problem-solving process of the reader as he or she engages with a text. hence, the meaning a reader derives from a text is influenced by his or her own knowledge, experienced, and perceived purpose for reading. moreover, according to curtis and kruidenier (2005) stated that: reading comprehension is the process of constructing meaning from what is read. to comprehend, a reader must decode words and associate them with their meanings. to understanding the message from the text, it based on the readers’ prior knowledge and their past experienced. reading comprehension requires an action on the part of the reader. that action involves the use of the existing knowledge that the reader has on the topic of the text as well as the text itself in order to create meaning. the problem in reading comprehension is making meaning from the text. the problem is solved by the intentional action of the reader, which includes the purpose for reading as well as the ability to draw upon prior knowledge that is relevant to the text. from the explanation above, it can be concludes that reading comprehension is how the readers construct the meaning of the printed words by using their thinking and their prior knowledge, so they get the idea and the information from what they have read and know the writers’ purposes in the printed words. according to brown (2007) teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning. teaching is the specific act that showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. meanwhile, moore in moore (2005) edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 68 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi defined teaching as “the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development”. teaching reading comprehension is important thing of english learning. the ability in reading clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. teaching reading comprehension is teaching to the learner to construct the meaning and to get the information from the text individually or in groups. the information can be which has related with their lesson or only for their pleasure. the english teachers have to share the material in reading based on their needed. hopefully, the learner will interest in reading. based that the material relevant to the students age and their level. there are many activities or strategies can be created by teachers in teaching reading comprehension to improve their student achievement’. in this study, the writer tries to use guided discovery in teaching reading comprehension. many definitions were given to guided discovery. here are some definitions according to different points of view. according to moore (2005) guided discovery is a means by which students engage in problem solving in developing knowledge or skills. in this strategy, teacher provide a situation that lets students identify a contradiction or uncertainty and then guide and assist them in finding a relationship between what they already know and discovered the new knowledge. moreover adkisson in westwood (2008) said that guided discovery is generally regarded as a motivating method, enjoyed by learners. students learn independently, they interesting and curiosity to learn the new matesmarial guided by the teacher. in line with that, mabrook as cited in el-kahlout (2010) defined guided discovery as a process that the teachers use to introduce new materials, explore centers or areas of the classroom, and prepare learners for various aspects of the curriculum. this process gives students an opportunity to creatively and appropriate choices with regard to the focus of the discovery. guided discovery is characterized by convergent thinking. the instructor devises a series of statements or questions that guide the learner, step by logical step, making a series of discoveries that leads to a single predetermined goal. in other words, the instructor initiates a stimulus and the learner reacts by engaging in active inquiry thereby discovering the appropriate response. the main features of guided discovery are learning how to learn through the process of discovery and the exploration of knowledge coupled with the responsibility of the learner. this helps the students to master the content needed for understanding. according to spencer in schneider (2006), key features of guided discovery are: a context and frame for student learning through the provision of learning outcomes learners have responsibility for exploration of content necessary for understanding through self-directed learning study guides are used to facilitate and guide self-directed learning understanding is reinforced through application in problem oriented, tasked based, and work related experiences. there are so many advantages given in guided discovery. westwood (2008) stated the advantages of guided discovery are the following: students are actively involved in the process of learning and the topics are usually intrinsically motivating. the activities used in discovery contexts are often more meaningful than the typical classroom exercise and textbook study. students acquire investigative and reflective skills that can be generalized and applied in other context. the approach builds on students’ prior knowledge and experience. independence in learning is encouraged. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 69 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it is claimed (but not proved conclusively) that students are more likely to remember concepts and information if they discover them on their own. group working skill are enhanced. denton (2005) stated there are five steps in using guided discovery as follows: 1. introduction and naming of materials in this step, teachers use open-ended questions that encourage students to think about their past-experiences with the material and to share current observations. 2. generating and modeling of ideas teacher invites students to think through how to use the material. teacher begins with open-ended questions to get students thinking. when the brainstorming falters, the teacher challenges the students to go beyond their first ideas. 3. exploration and experimentation after students have generated a list of ideas and a few students have modeled ideas, it is time for students to independently explore the material. they tend to begin trying what was modeled. with encouragement, students soon start experimenting with new ideas. 4. sharing exploratory work after sharing and modeling ideas, students have an opportunity to share the work they have done to other students. 5. cleanup and care of materials in the last step, the teacher engages the students in thinking through modeling and practicing how they handled and maintained the materials then access them independently at a later time. based on the explanation above, the steps are concentrated to the students’ role in the classroom. by guiding from the teacher, the steps allowing the students to more active and more independent in exploring and sharing their own idea when teaching and learning process begin. methodology in this study, the writer used a quasi-experimental method. the matching only pretest posttest control group design was used to investigate the significant difference in reading comprehension achievement between the students who are taught by using guided discovery and those who are taught by using conventional strategy to the eleventh grade students of man arahan. there were two groups in this study. the first group was experimental group and the second group was control group. both of groups were given pretest. after getting the result of the pretest, the writer matched the subjects in experiment and control groups who got the same score. then experimental group get a treatment by using guided discovery strategy, while control group get a treatment by using conventional strategy. finally, both of groups were given posttest. research instruments before doing the real study, the instruments were tried out to the eleventh grade students of man 2 palembang with the total amount 30 students as the sample to find out the validity and reliability of the test. treatments are done for twelve meeting. there are three texts used for the treatments, consisting of narrative, spoof, and hortatory exposition text. in each text, include four different titles. in narrative text consisting of: 1) the strong man, 2) jonah, 3) the lion and the mouse, and 4) miracle. in spoof text consisting of: 1) vampire bat, 2) an old man’s dying request, 3) weight loss program story, and 4) the zoo job story. then, in hortatory exposition text consisting of: 1) should ads banned from tv program, 2) corruption, 3) school uniform another good lesson, and 4) agriculture. time allocation for every meeting is 2x45 minutes, and the text given to the students started from very easy level to difficult level. technique for analyzing the data edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 70 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in collecting the data, the writer used reading comprehension test. the purpose of the test was to know the result of teaching reading by using guided discovery strategy. reading comprehension test in the pretest was administered before treatment and posttest was administered after treatment. the test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students reading comprehension achievement before and after treatment. after got the scores of pre-test and post-test from students in experiment and control groups, the scores from the data will be analyzed by using matched t-test. this formula is used to compared the two mean obtained from two groups to determine whether or not any significant difference between the two mean scores is presented (farhady & evelyn, 1982). population and sample population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study (fraenkel and wallen, 1990:68). in this study, the eleventh grade students of man arahan in academic year 2012/2013 were used as the population. the number of eleventh grade students was 140, consisting of four classes; xi science, xi social 1, xi social 2, and xi pai. in each class consisting of 35 students. sample is a group in a research study on which information is obtained (fraenkel and wallen, 1990:66). for the sample of the study, the writer used convenience sampling technique. the total sample of this study was 70 students from the population, 35 students as experimental group (xi science) and 35 students as control group (xi social 1). data analysis and discussions validity validity means that the individual’s scores from an instrument make sense, are meaningful, and enable the researcher to draw good conclusions from the sample she/he is studying to the population (creswell, 2005). a test should be considered valid if it asks about something else. there are two ways to check validity of the test, by validity test of each question item and content validity. validity test of each question item is used to indicate whether the test item of the instrument in each question is valid or not. to know whether it is valid or not, the score of significance (r-output) should be compared with the score of r-table product moment. in this study, the writer is going to analyze the validity of each question item with multiple choice questions. there are 60 multiple choice questions with n (sample) is 30 students. from students’ answer, the correct answer is labelled 1, and the wrong answer is labelled 0. from the result analysis of validity of each question item, it is found that there are 20 question items considered invalid, and there are 40 question items are considered valid since the scores of significance are higher than 0.361. then, the writer also did content validity. hughes (1989) states that a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc., with which it is meant to be concerned. in order to know if the contents of the test items given were appropriate, the researchers suited them to content of the syllabus. here, the writer used syllabus of senior high school (sma) and the specification of reading comprehension test, which contained the items that were necessary to test in reading comprehension. selecting the appropriate text and items were used based on the syllabus that used in the school. there are five texts used for the test, consisting of fluffy bunny rabbit (8 questions), why are diazon and dursban should be banned (6 questions), a small experiment (7 questions), home schooling (7 questions), the legend of kesodo feast (5 questions), and the necessity of salt (7 questions). then, there are five indicator of the test consisting of; 1) to find main idea; 2) to find a detail information; 3) to find reference; 4) to find inference; 5) to find a vocabulary (synonym and antonym). edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 71 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reliability in this study, the writer found out the reliability of the test analyze by using internal consistency reliability; kuder richardson formula 21 (k-r 21) (fraenkel and wallen, 1990:135). from the calculation, the writer found the result was 0.91. fraenkle and wallen (1990: 136) state that for research purposes a useful rule is that reliability should be at least 0.70 or preferably higher. since the result of kuder richardson calculation was 0.91 it can be stated that the score of the try out test was considered reliable. descriptive statistics students’ pre-test and post-test scores in control group based on analyzing the data from pre-test scores of control group, it was found that the minimum score was 47.5, the maximum score was 75, the mean score was 64.43, and the standard deviation was 2.80. then, based on analyzing the data from post-test scores, it was found that the minimum score was 52.5, the maximum score was 77.5, the mean score was 67.61, and the standard deviation was 2.80. students’ pre-test and post-test scores in experimental group based on analyzing the data from pre-test scores of experimental group, it was found that the minimum score was 47.5, the maximum score was 75, the mean score was 64.43, and the standard deviation was 2.60. then, based on analyzing the data from post-test scores of experimental group, it was found that the minimum score was 55, the maximum score was 85, the mean score was 71.14, and the standard deviation was 2.60. normality test on students pre-test and post-test scores in control and experimental groups normality test is used to measure whether the obtained data normal or not. according to basrowi and soenyono (2007) state that the data can be classified into normal when p-output is higher than mean significant difference at 0.025 level. in measuring normality test, one sample kolmogorov smirnov is used. the normality test is used to measure students’ pre-test score in control and experimental groups, and students’ post-test score in control and experimental groups. normality analysis of students’ pre-test and post-test scores in control and experimental groups from the statistical analysis using normality test of kolmogorov smirnov, it was found that the significant value of the pre-test in control and experimental groups was 0.283, it can be stated that the pre-test scores in both groups were categories normal since the p-output was higher than significant difference at 0.05 level. furthermore, from the statistical analysis using normality test of kolmogorov smirnov, it was found that the significant value of the post-test in control group was 0.506 and the significant value of the post-test in experimental group was 0.894, it can be assumed that the post-test scores of the students’ in control and experimental groups was categories normal since the p-output was higher than significant difference at 0.05 level. homogeneity test on students pre-test and post-test scores in control and experimental groups homogeneity test is used to measure the score obtained whether it is homogeny or not. according to basrowi and soenyono (2007), states that the score is categorized homogeny when the p-output was higher than mean significant difference at 0.05 level. the obtained data are edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 72 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achieved from students’ pre-test and post-test scores in control and experimental groups. in analyzing the homogeneity test, levene statistics found in spss is used in this study. homogeneity analysis of students pre-test and post-test scores in control and experimental groups based on analyzing the data using levene statistics, it was found that the p-output was 1.000, it means that the sample of pre-test scores in control and experimental groups was categories homogeneous because the p-output was higher than mean significant difference at the 0.05 level. moreover, from the statistical analysis of post-test in both groups, it was found that the poutput was 0.853, it means that the sample of post-test scores in control and experimental groups was categories homogeneous because the p-output was higher than mean significant difference at the 0.05 level. result of testing hypothesis in measuring mean significant difference based on the result of post-test in experimental and control groups, the writer calculated the scores from both group used matched t-test formula to find out whether or not any significant difference in reading comprehension achievement between the students who are taught by using guided discovery and those who are taught by using conventional strategy to the eleventh grade students of man arahan. from the result analysis measuring significant difference, it is found that the mean difference between x2 (67.61) of post-test in control group and x1 (71.14) of post-test in experimental group was 3.53 point. based on the calculation using matched t-test formula, the value t-obtained (4.52) was higher than critical value of t-table (2.080) at the significance level p < 0.05 in two tailed testing. consequently the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. it means that there was significant difference in students’ reading comprehension achievement between the students who were taught by using guided discovery strategy and those who were taught by using conventional method, and it was indicate that guided discovery technique was effective to apply in teaching reading comprehension to the eleventh grade students of man arahan. conclusion based on the findings of the study, the writer concludes that: first, there was significant difference between students who were taught by using guided discovery and those who were taught by using conventional strategy. it can be seen from the gain scores of post-test in both experimental and control groups, the mean difference between x1 (67.61) of post-test in control group and x2 (71.14) of post-test in experimental group was 3.53 point. second, the result of matched t-test shows that the t-obtained was 4.52. therefore, the value t—obtained was higher than the critical value of t-table (2.080) at the significance level p<0.05 in two-tailed testing. from the result, it was conclude that, the null hypothesis (ho) was rejected and the null alternative (ha) was accepted. third, guided discovery technique was effective to teaching reading comprehension to the eleventh grade students of man arahan. references basrowi & soenyono. (2007). metode analisa data sosial. kediri: cv. jenggala pustaka utama. brown, h .d. (2007). principles of language learning and teaching (5 th ed). usa. pearson education, inc. creswell, j.w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2 nd ed). new jersey. pearson education, inc. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 73 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi curties, e. m., & kruidenier, j. r. (2005). a summary of scientifically based research principles teaching adults to read. national institute for literacy. retrieved from http://lincs.ed.gov/publications/pdf/teach_adults.pdf. on january, 13 th 2013. daiek, deborah, b., & anter, n.m. (2004). critical reading for college and beyond. new york: mcgraw-hill. denton, p. (2005). learning through academic choice. northeast foundation for children, inc. el-kahlout, y.a. (2010). the effectiveness of using guided discovery on developing reading comprehension skills for the eleventh graders in gaza. published m. a dissertation, alazhar university. retrieved from: http://www.google.com/search?q=the+effectiveness+of+using+guided+ discover&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:id:official&client=firefox-a. on january, 2 nd 2013. fraenkel, j.r., & wallen, n.e. (1990). how to design and evaluate research. usa. mcgraw-hill. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. habibi, a., mukminin, a., riyanto, y., prasojo, l.d., sulistiyo, u., saudagar, f., & sofwan, m. (2018) building an online community: student teachers’ perceptions on the advantages of using social networking services in a teacher education program. turkish online journal in distance education, 19 (1), 46-61. hossein, f., & hatch, e. (1982). research design and statistics for applied linguistics. london. newbury house publisher, inc. hughes, arthur. (1989). testing for the language teachers. new york. cambridge university press. linse, c. t. ( 2005). practical english language teaching: young learners. singapore. mcgraw-hill. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1 (1), 6-17. mcshane, s. (2005). applying research in reading instruction for adults first steps for teachers. national institute for literacy. retrieved from: http://lincs.ed.gov/publications/pdf/applyingresearch.pdf. on january, 13th 2013. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. moore, k. d. (2005). effective instructional strategies from theory to practice. usa. saga publication, inc. murcia, m.c. (2001). teaching english as a second or foreign language (3th ed). usa. heinle & heinle, thomson learning, inc. prasojo, l. d., habibi, a., mukminin, a., muhaimin, ikhsan, taridi & saudagar, f. (2017). managing digital learning environments: student teachers’ perception on the social networking services use in writing courses in teacher education. the turkish online journal of educational technology, 16 (4), 42-55. schneider, d. k. (2006). guided discovery learning. retrieved from: http://edutechwiki.unige.ch/en/guided_discovery_learning. on february, 6 th 2013. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. westwood, p. s. (2008). what teachers need to know about teaching methods. australia. acer press. http://lincs.ed.gov/publications/pdf/teach_adults.pdf http://www.google.com/search?q=the+effectiveness+of+using+guided+discover&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:id:official&client=firefox-a http://www.google.com/search?q=the+effectiveness+of+using+guided+discover&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:id:official&client=firefox-a http://lincs.ed.gov/publications/pdf/applyingresearch.pdf http://edutechwiki.unige.ch/en/guided_discovery_learning 107 teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang herlina muhamad holandyah uin raden fatah palembang abstract: the objectives of the study are (1) to find out whether or not there is a significant improvement on students’ speakingability average score (2) to find out whether or not means paired differences on students’ speaking ability who are taught by usingguided conversation technique through pair taping higher than those who are taught by using teachers technique to the seventh grade students ofsmp pti palembang. the population of the study was the seventh grade students of smp pti palembang in the academic year of 2013/2014. the writer got the class vii.1 as the control group and vii.ii as the experimental group. it consisted of 76 students, 38 students for control group and 38 students for experimental group. the result showed that teaching speaking using guided conversation technique through pair taping had a significant effect on the students’ speaking ability. it can be seen from the result of the post-test of each group. based on the paired sample t-test analysis, it was found that t-obtained was higher than t-table. the t-obtained was 10.790 and t-table was 2.045 at the significance level p<0.05 in two-tailed testing with the degree of freedom. if t-obtain was higher than t-table, so the null hypotheses (ho) was rejected and the alternative hypotheses (ha) was accepted. it means that there was significant improvement in speaking ability between the students who were taught by using guided conversation technique through pair taping than those who were taught teacher’s technique. keyword: speaking achievement.guided conversation technique through pair taping introduction english is an international language. it is used by many people in the world for different purposes such as to communicate to other people from different countries and provide a means for exchanging knowledge. it is in line to richard (2007: 2) who states that, english is the language of globalization, international communication, commerce and trade media, pop culture, different motivation for 108 learning, it come in to play language. so it is important for people to learn english, because english is used in every aspect of the society life. in learning english speaking as foreign language, the students have to master the other language components of english such as comprehension, grammar, vocabulary, pronunciation, and fluency. comprehension, used for oral communication certainly requires as subject to respond to speech as well as to initiate it.grammar is needed for students to arrange a correct sentence in conversation. vocabulary means the appropriate choice that is used in communication. pronunciation is the way for students’ to produce clearly language when they speak. fluency can be defined as the ability to speak fluently and accurately. fluency in speaking is the aim of many language. sakur (1987: 1). there are four skills that should be mastered in learning english. there are listening, speaking, reading, writing. khameis (2006: 111) states that the four skills (reading, writing, speaking and listening) naturally appear together in every english class, even in the efl context. inside the classroom, speaking skill is the most important part of language (naushin, 2009: 9). where speaking is iterative process of contacting meaning that involve producing and receiving and processing information. moreover, (naushin, 2009: 9) emphasize that speaking is often spontaneous, open ended, and evolving. speaking needs that learner not only should know how to produce specific points of language such as grammar, pronunciation, or vocabulary but also they understand when, why and in what ways to produce language. teaching speaking in indonesia is not easy (aleksandrzak 2011: 37). the teacher should make the students fun in learning process. if the students are not fun and interested in the lesson, the teacher will be very difficult to make the students understand the lesson. english teachers must create an interesting atmosphere in teaching learning process because the student’s ability of learning english depends on their previous experience. moreover, aleksandrzak (2011: 38) there are some problems face by the teachers in teaching speaking. the problem are caused by 109 several reasons. it was because; (1) the students seldom practices speaking english in daily activities; (2) the students sometimes had no partner to practice speaking in english and; (3) the students were not accustomed to say anything in english. the same problems were faced by the writer when she had a teaching practice at smp pti palembang, she observed that some of the students who were not able to respond the conversation given by the teacher, although the students could understand what the teacher said but the students could not speak english well, moreover, the students were very shy and afraid of making mistakes in speaking english based on the description above, the writer conducted a research study entitled “teaching speaking skill by using guided conversation technique through pair taping to the seventh grade students of smp pti palembang”. concept of teaching according to moore (2001: 4) states that teaching is the actions of someone who is trying to assist others to reach their fullest potential in all aspects of development the personal characteristics and skills. based on those explanation, the writer conclude that teaching is viewed as something that is constructed by individual teachers to integrate theory and practice in teaching and learning process for the students( richards& renandya, 2002: 6). it means that teaching is the process to give someone information about particular subject or knowledge, besides that teaching is the process to guidance the learners to reach the goals and to make average learner capable of competence and performance. furthermore, teaching is to educate people that haven’t known something. allah swt says in surah alalaq paragraph 3-5 َْمۜ (5) َْم یَْعل َم اْالِْنَساَن َما ل َّ َمِۙ (4)عَل َل َم ِباْلق َّ َّ۪ذي عَل ْ َوَربَُّك اْالَْكَرُمۙ (3)اَل اِْقَرأ recite, and your lord is the most generous, who taught by the pen. taught man that which he knew not. 110 from the holy verse of alqur’an above, it is conducted that allah swt asks us to learn all of god’s creations where allah is the most generous who knows everything. he’s worthless, he wasn’t created, but the creator. allah swt gives knowledge. he is the source of education and knowledge through al-quran. angel (malaikat), zikir, fikir, and so on were intermediaries to acquire the knowledge. allah swt taught us to know something that we haven’t known yet by sending the intermidiaries. the source of knowledge and education are from allah swt. indeed, the men were from being not knowing the knowledge because without knowledge, the men are abject and stupid. concept of speaking speaking is to express the needs, such as requesting, information, service, etc. the speaker say words to the listener not only to express what in his or her mind but also to express what he or she needs whether information service. most people might spend of their everyday life to communicate with other. richard and renandya (2002: 201) states that: speaking is one of the central elements of communication and used for many different purposes; (1) it can be used as a casual conversation, for example may be to make social contact with people, to establish rapport, or to engage in the harmless chitchat that occupies much of time with friends; (2) engage in discussion.with someone like may be to seek or express opinions, to persuade someone about something or to clarify information. the spoken productive language skill is called speaking. it is the skill of the speaker to communicate information to a listener or a group of listeners her or his skill is realized by her or his ability. to apply the rules of the language she or he is speaking to transfer the information she or he has in her or his mind, to her or his listener(s) effectively. the ability of she or he is speaking, the types of the information she or he is transferring, and rhetoric she or he is conducting in a 111 communicative event sanggam (2008: 2). in contrary, chaney (1998: 13) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts, speaking is the process of getting the meaning across between a speaker and a listener in order that they can respond to each other clearly. furthermore, in traditional methodologies, speaking is usually meant repeating after the teacher, memorizing a dialog, or responding to drill, all of which reflect the sentence based view of proficiency prevailing in the audio-lingual and other drill-based or repetition-based methodologies richard ( 2008: 2). moreover, speaking can be used as a instructions or to get thing done, to describe thing, to complain about people’s behavior, to make polite requests, or to entertain people with joke and anecdotes. each of these purposes for speaking implies knowledge of the rules that account for how spoken language reflects the context or situation in which speech occurs. concept of guided conversation guided conversation are dialogues and exercises that are the central learning devices the lesson begins with a model guided conversation that illustrate the use of one or more functions and the structures students require, all in the context of a meaning full exchange of communication (molinsky& bliss 1986). it means that guided conversation are the dialogue and the question and answer exchanges, the students are presented with a model conversation that highlight a specific aspect of grammar to help students improve their accuracy in constructing the sentences. teaching procedure using guided conversation according to molinsky&bliss (1986: ix) the procedures of teaching guided conversation, as step: 112 step 1 : give the model conversation offers initial practice with the function and structures of the lesson and the functional expressions. step 2 : encourage the students to be inventive as the create their character and situation of the model conversation step 3 : present to the class each sentences of the model conversation a containing footnote expression with is alternative. step 4 : have pairs the students present the model conversation in the class step 5 :have pair the students practice all the exercise using the footnoted expression with is alternative. step 6 : assign the exercise as homework and ask them to present to the class next. concep of pair taping pair taping is a fluency practice in which learners record themselves speaking freely in pair (schneider 2001: 1). the students who chose pair taping method reported increases in ease of speaking english, self confidence about speaking english, motivation about their spoken english, relaxation in speaking english, enjoyment of speaking english, and improvement in speaking english. according to (schneider 1993: 1) states that an effective method for increasing the motivation and achievement of efl students is to have them practice fluency by recording themselves while speaking in pairs. pair taping has became an indispensable aspect of teaching as well. methode of study in this research, the writer used experimental design. experimental design is the way to find the causal relationship between two factors which are raised by the researcher. in doing an experimental research usually two groups are involved and compared to find the influence of a treatment best and kahn (1993: 146). 113 the writer used thematching only pretest-posttest control group design. there were two groups in this study. the first group was experimental and the second group was control group; the experimental group was taught by using pair taping method to develop their ability in speaking skills, while the control group was taught by using teachers’ technique. in this design, there were two kinds of test would be administered, that is pre-test and post-test to the students of both control and experimental groups.the results of two testsare compared to know the students’ achievements in speaking before and after they were taught. the formula of design suggested by franken and wallen (1990: 243) as follows: where : x1 : treatment for the experimental group taught using pair taping method x2 : treatment for the control group taught using teachers’ method 01 : pretest control group 03 : pre-test experimental group 02 : posttest control group 04 : post-test experimental group m : matched the subject of pretest according to best and kahn (1993:137), “in educational research an independent variable may be a particular teaching method, a type of teaching material, or an attribute such as sex or level of intelligence.” then, in this study, there is one independent variable: the use of guided conversation technique through pair taping. the dependent variable may be a test score, the number of errors, or measured speed changes in pupil performance attributable to the influence of the independent 01 m x1 02 -------------------- 03 m x2 04 114 variable best and kahn (1993: 137). in this study, the dependent variable was speaking ability. population and sample the population is all of the investigated subject. population is area generalization which consisting of object or subject which has certain quality and characteristic to be decided by researcher to be studied and also concluded sugiyono (2012: 61). thereby the population for this study will be taken from the seventh grade students in smp pti palembang the academic year of 2013/2014. there are three classes of the seventh year students at smp pti palembang those are vii.1, vii.2, and vii.3 with the total amounted 111 students. in this study, the writer used convenience sampling method. according to creswell (2012: 145), in convenience sampling the researcher selects participants because they are willing and available to be studied. the writer got two classes that was chosen by the headmaster of the school, those are vii.1 which was treated as control group and vii.2 which was treated as experimental group. technique in collecting data in collecting the data, the writer did oral test. the test would be given twice: pretest and posttest. the pretest used for starting point of the investigation and to know the students’ competence in speaking before they give the treatment. then, at the end of treatment, the posttest is given to find out the students’ improvement and significance difference between both classes after the treatment were given. according to brown (2004:3), test is a method of measuring someone’sknowledge, ability or performance in a given domain.” based on the statement above,test can be used to measure the students’ ability or students’ learning achievement. inthis study, the writer used pretest and posttest. pretest was given to both control group and experimental group. it was conducted before the treatment and 115 the posttest, thepurpose is to know how is the students’ achievement in speaking skill especiallyin performing daily expressions. meanwhile, post test will be conducted after thetreatment. it is also given to both control group and experimental group. it was taken as measurement tool to measure students speaking achievement before and after thetreatment is conducted. validity test according to fraenkel&wallen (2006: 148) validity is the most important idea to consider when preparing or selecting an instrument for use. in this study the writer used construct validity, and content validity. a. construct validity a test, part of a test, or testing technique is said to have construct validity if it can be demonstrated that it measures just the ability which it is supposed to measures (hughes, 1989: 26). in addition, sugiyono in holandyah (2013: 36) stated that expert judgment is required to estimate the construct validity. in order to obtain the construct validity of the test, the writer distributed the scoring sheet of instrument validation to validators. there were three validations to validate her research instrument. the three validations were drs. herizal ma, as the first validation, amalia hasanah. m.pd as the second validation and, manalullaili, m.ed as the third validation. the components of the construct validity were format, illustration, language, and content of the instrument. the assessment of the construct validity was the oral test instrument. b. content validity in this research, the writer also did a content validity to estimate the validation of the test. the measurement of content validity can be observed when we can clearly define the students’ achievement which related to the objective of the 116 study that stated on the lesson plan that we are measuring brown (2004: 2223). according to hughes (1989:22) in holandyah (2013:46) a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc., with which it is meant to be concerned. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. then the result analysis in constructing the content validity is presented in the test specification table including; objectives of the test items, text’s title, test indicators, number of test items, total of the questions and type of test (holandyah, (2013: 46) reliability test to find out the reliability of the test, the writer held the try out test to give to non sample students. the writer conducted the try-out before the test. “the result of try out can be used to measure reliability of the test, and it can be carried out in either a small number or a large number” (arikunto, 1993:223). so, the function of try out is to determine the extent to which it discriminates between individuals who are different. thus, the test which has been designed is to represent the sample of testers. the writer used interrater reliability. according to brown (1996: 99) interrater reliability is essentially a variation of the equivalent forms type of reliability in that the scores are usually produced by two raters and a correlation coefficient is calculated between them. the writer used inter-rater reliability to know whether the test is reliable or not. inter-rater reliability is a common occurrence for classroom teachers because of unclear scoring criteria, fatigue, bias toward particular “ good” and “bad” students ( brown, 2004: 32). interrater reliability is the degree of agreement among raters. there are two raters in scoring students’ speaking test, they are anggun anggraini, s.pd and adi irawan.s pd. 117 normality test after the result to the 30 sample of the students pretest in experimental and control groups was measured, it was found that the significant value of the pre-test in control and experimental group was 0.716, it can be stated that the data of both groups were categorized normal since the p-output was higher than mean significant different at 0.025 level, then after the result to the 30 sample of the students in experimental and control groups it was found that the significant value of control group was 0.918 and experimental group was 0.569, it can be assumed that the scores in the data of post-test control and experimental group were categorized normal since p-output was higher than mean significant different al 0.025 level. homogenity test homogeneity test is used to measure the scores obtained whether it is homogeny or not. basrowi (2007:106) states that the score is categorized homogeny when the p-output was higher than mean significant difference at 0.05 levels.based on the result of analyzing the data of pre-test of control and experimental groups, it was found that the p-output was 1.000,the result analysis of homegenity test of post-test control and experimental groups to get verification the sample data is homogeneous or not. based on the result, it was found that the p-output was 0.646, it can be assumed that the students’ post-test scores in control and experimental group is homogen, since p-output was higher than 0.05. hypothesis testing means significant improvement was found from testing students’ pre-test to post-test score in experimental group using paired sample t-test. means significant improvement is found whenever the p-output was lower than mean significant difference at 0,05 level. 118 from the analysis, it was found p-output 0.000 and it was considered that there was a means significant improvement from students pre-test to post-test score taught using guided conversation through pair taping since the p-output was lower than 0.05. and t-value 9.204 was higher compared to t-table (with df29) 2.045. it was confirmed that teaching speaking skill using guided conversation technique through pair taping gave significant improvement. conclusion after analyzing the result of the study in the previous chapter, the writer concluded that guided conversation technique through pair taping could improve students’ speaking skill achievement. it indicated that there was significant improvement on students pretest to posttest scores taught using guided conversation technique through pair taping. it was because, guided conversation technique through pair taping could make students are accustomed to use english in real life communication, and apply the conversation in their life. teaching speaking skill by using guided conversation technique through pair taping could improve students speaking achievement, it can be seen when they have speaking class. the student always use english in their real life communication especially in their conversation class. it meant that the students might apply the conversation with others in their real daily life, and then the students interested and fun in learning speaking skill. they showed their contribution and participated well in teaching and learning process by giving some question that they want to know. references aleksandrzak.m. (2011). problems and challenges in teaching and learning speaking at advanced level. adam mickiewicz: university press poznan. bailey, k. m. & lance s. (1994).new ways in teaching speaking.united stated: automated graphic systems. basrowi and soenyono. (2007). metode analisis data sosial. kediri: cv jenggala pustaka utama. 119 best, j. w & kahn j. v. 1993.research in education. new york , ny: library of congress catalog. brown, h. d. (2004). language assessment principle and practice in the classroom. new york, ny: pearson education, inc. creswell, j. w. (2005). educational research.planning, conducting, and evaluating quantitative and qualitative research. new jersey, cl: person merrlill prentice hall. fraenkel& wallen.1990.educational research a guide to the process. new york, ny: grow. hill inc. holandyah.m. (2013).how to design a quantitative research: palembang. noerfikri offset. hughes, a.(1989). testing for language teaching. australia. khameis, m.( 2006). using creative strategies to promote student’s speaking skill. bachelor thesis from fujairah woman collage. molinsky. s. j. & bill. b. (1986).express ways. england: prentice hall nieminen, g. et al. (2009). foundation of meaningful educational assessment. new york, ny: mcgraw-hill higher education. richards, j. c. and renandya.w.a. (2002).methodology in language teaching: city state, cambridge university press. richard. j. c. (2007). a personal reflection. singapore: seameo regional language centre. schneider, p. h. (1993). developing fluency with pair taping. jalt journal, 15(1), 55-62.( accessed on 15 march 2013). sanggam, s. (2008) .the english paragraph. grahailmu: yogyakarta. syakur. (1987). the component of speakingability.http://beddebah (accessed on 20 february 2013). http://beddebah teaching narrative reading by using character quotes strategy to the eleventh grade students of man 1 novindabersakareni@gmail.com abstract: the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of man 1 palembang by using character quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of man 1 palembang between the students who are taught by who are not. in this study, the researcher used quasi experimental design using pretest-posttest nonequivalent groups design. students belonged to experimental group and 30 st in collecting the data, test was used. the test was given twice to both experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independ sample t-test in spss program. the findings showed that the p sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t was higher than t-table with df=29 (2.0452). the result of p sample t-test was 0.001 which was lower that 0.05 and the t than t-table with df=58 (2.0017). it means that teaching narrative reading by using character quotes strategy had significant effect on the students’ comprehension scores. keywords: character quotes strategy, teaching introduction language is one of the most important things in communication and it cannot be separated from our life. according to javed, xiao, and nazli (2013, p. 130), language is an effective way to communicate our feelings. communication to express a message of the speaker’s idea to listener. languages that human use for communication is english. english is considered as a first language, second language and foreign language. narrative reading by using character quotes strategy to the eleventh grade students of man 1 palembang novinda bersa kareni uin raden fatah palembang novindabersakareni@gmail.com the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade mprehension scores of man 1 palembang by using character quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of man 1 palembang between the students who are taught by using character quotes strategy and those who are not. in this study, the researcher used quasi experimental design using posttest nonequivalent groups design. purposive sampling was used, where 30 students belonged to experimental group and 30 students belonged to control group. in collecting the data, test was used. the test was given twice to both experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired test in spss program. the findings showed that the p-output from paired tailed) was 0.000 which was lower than 0.05 and t-value 11.399 table with df=29 (2.0452). the result of p-output from independent test was 0.001 which was lower that 0.05 and the t-value 3.465 was higher table with df=58 (2.0017). it means that teaching narrative reading by using character quotes strategy had significant effect on the students’ character quotes strategy, teaching narrative reading language is one of the most important things in communication and it cannot be separated from our life. according to javed, xiao, and nazli (2013, p. 130), language is an effective way to communicate our feelings. it means that language is a to express a message of the speaker’s idea to listener. languages that human use for communication is english. english is considered as a first language, second language and foreign language. patel and jain (2008, p. 20) 173 narrative reading by using character quotes strategy to the eleventh grade students of man 1 the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade mprehension scores of man 1 palembang by using character quotes strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of man 1 palembang using character quotes strategy and those who are not. in this study, the researcher used quasi experimental design using was used, where 30 udents belonged to control group. in collecting the data, test was used. the test was given twice to both experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of test and paired output from paired value 11.399 utput from independent value 3.465 was higher table with df=58 (2.0017). it means that teaching narrative reading by using character quotes strategy had significant effect on the students’ reading language is one of the most important things in communication and it cannot be separated from our life. according to javed, xiao, and nazli (2013, p. 130), it means that language is a to express a message of the speaker’s idea to listener. one of languages that human use for communication is english. english is considered as a (2008, p. 20) mailto:novindabersakareni@gmail.com 174 state that english as a fore indonesia, the government has considered english as the most important foreign language and the compulsory foreign language subject that must be learnt by students in every school level. in learning english, there are four major language skills. t speaking, reading, and writing. all of those skills are important especially reading. carrel (1998, p. 1) says that important in learning english reading, students will get many kinds of information needed in order to help them acquire knowledge. as one of the basic skills, reading is very useful and important for our life. patel and jain important skill for people. from the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the words. it is clear that readi student’s achievement. in indonesia, there are many kinds of reading texts that students should learn of senior high school especially for the eleventh grade students and it is supported by school-based curriculum (ktsp 2006). they are narrative, spoof and hortatory exposition texts. in this study the researcher will focus on narrative text. narrative text is learnt by the students as one of materials in english and some of the students get difficulty to read and comprehend the narrative text. leinhardt, beck, and stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal chains. therefore in this study, the researcher chose man 1 palembang as the population because the researcher did the interview to the teacher of english and eleventh grade students of man 1 palembang on september 14 many problems that students faced i state that english as a foreign language has a very complex system of vowels. in indonesia, the government has considered english as the most important foreign language and the compulsory foreign language subject that must be learnt by students lish, there are four major language skills. they are listening, speaking, reading, and writing. all of those skills are important especially reading. carrel (1998, p. 1) says that reading is one of the four skills considered as the most ng english. reading should be mastered by students because by reading, students will get many kinds of information needed in order to help them as one of the basic skills, reading is very useful and important (2008, p. 113) describe that reading is the most useful and important skill for people. from the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the it is clear that reading is a fundamental requirement that can influence the in indonesia, there are many kinds of reading texts that students should learn of senior high school especially for the eleventh grade students and it is supported ed curriculum (ktsp 2006). they are narrative, spoof and hortatory exposition texts. in this study the researcher will focus on narrative text. narrative text is learnt by the students as one of materials in english and some of the students to read and comprehend the narrative text. leinhardt, beck, and stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal in this study, the researcher chose man 1 palembang as the population because the researcher did the interview to the teacher of english and eleventh grade students of man 1 palembang on september 14 th , 2015. students faced in learning narrative reading. the problems were ign language has a very complex system of vowels. in indonesia, the government has considered english as the most important foreign language and the compulsory foreign language subject that must be learnt by students hey are listening, speaking, reading, and writing. all of those skills are important especially reading. reading is one of the four skills considered as the most reading should be mastered by students because by reading, students will get many kinds of information needed in order to help them as one of the basic skills, reading is very useful and important (2008, p. 113) describe that reading is the most useful and important skill for people. from the definition above, the purpose of reading is to get something from what the readers have read by understanding the meaning of the ng is a fundamental requirement that can influence the in indonesia, there are many kinds of reading texts that students should learn of senior high school especially for the eleventh grade students and it is supported ed curriculum (ktsp 2006). they are narrative, spoof and hortatory exposition texts. in this study the researcher will focus on narrative text. narrative text is learnt by the students as one of materials in english and some of the students to read and comprehend the narrative text. leinhardt, beck, and stainton (2009, p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal in this study, the researcher chose man 1 palembang as the population because the researcher did the interview to the teacher of english and , 2015. there were the problems were the lack of students’ motivation in reading english text, the students had poor vocabulary so they were not able to guess the meaning easily predict the content of the narrative text, character of the narrative text. the last, some of the students got difficulties in comprehending the text. the researcher also acquire the information from the teacher of english at man 1 palembang about the ele learning reading text, especially in narrative text. based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of kkm of 75 (see appendix a). it happened interests in narrative reading text. therefore, the students of man 1 palembang felt bored in reading narrative text and lazy in reading narrative text. there are various reading to assist the students to gain the one of the strategies is character quotes strategy. character quotes strategy is a reading strategy that extends students’ insights into a character; according to sejnost (2009, p. 101), acquaint the students with a topic to be studied by examining the actual quotations of a character from narrative text. studying the quotes gives stude inferences about the content of the narrative text. in addition, defines that character quotes strategy can be applied to elementary, secondary, and post secondary grade level adaptability. students’ motivation. the students will be assisted in comprehending the reading text and they can reach the final stage of reading comprehension. therefore, can support the students’ learning especially in narrative reading com senior high school. based on the reasons above, the researcher is interested in conducting a research study entitled “teaching narrative reading by using character quotes strategy to the eleventh grade students of man 1 palembang” the lack of students’ motivation in reading english text, the students had poor so they were not able to guess the meaning easily, the students predict the content of the narrative text, the students got difficulty to identify the character of the narrative text. the last, some of the students got difficulties in comprehending the text. the researcher also acquire the information from the teacher of english at man 1 palembang about the eleventh grade students’ difficulties in learning reading text, especially in narrative text. based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of kkm of 75 (see appendix a). it happened because the teaching did not attract their interests in narrative reading text. therefore, the students of man 1 palembang felt bored in reading narrative text and lazy in reading narrative text. there are various reading techniques and strategies that can be used in order to assist the students to gain the comprehension level as the goal of reading activity. one of the strategies is character quotes strategy. character quotes strategy is a reading strategy that extends students’ insights into a character; fiction or nonfiction. (2009, p. 101), character quotes strategy is a strategy that acquaint the students with a topic to be studied by examining the actual quotations of a character from narrative text. studying the quotes gives students practice in making inferences about the content of the narrative text. in addition, tilton (2012, p. 70) defines that character quotes strategy can be applied to elementary, secondary, and post secondary grade level adaptability. it also increases comprehension and students’ motivation. the students will be assisted in comprehending the reading text and they can reach the final stage of reading comprehension. therefore, this strategy can support the students’ learning especially in narrative reading comprehension in based on the reasons above, the researcher is interested in conducting a “teaching narrative reading by using character quotes strategy to the eleventh grade students of man 1 palembang”. 175 the lack of students’ motivation in reading english text, the students had poor , the students could not identify the character of the narrative text. the last, some of the students got difficulties in comprehending the text. the researcher also acquire the information from the teacher venth grade students’ difficulties in learning reading text, especially in narrative text. based on the data evaluation, it was known that 50% of the total of the students got the lowest score, under the criteria of because the teaching did not attract their interests in narrative reading text. therefore, the students of man 1 palembang felt be used in order comprehension level as the goal of reading activity. one of the strategies is character quotes strategy. character quotes strategy is a fiction or nonfiction. character quotes strategy is a strategy that acquaint the students with a topic to be studied by examining the actual quotations of nts practice in making tilton (2012, p. 70) defines that character quotes strategy can be applied to elementary, secondary, and rehension and students’ motivation. the students will be assisted in comprehending the reading text this strategy prehension in based on the reasons above, the researcher is interested in conducting a “teaching narrative reading by using character quotes 176 concept of teaching reading comprehension teaching is a process helping someone to know something or to do something. according to brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of som providing with knowledge, causing to know or understand. interaction between teacher and students. harmer (2001, p. 56) defines that teaching is “transmissions” of knowledge from teacher to students. that teaching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. reading is certainly an important activity for expanding knowledge of a language. patel and jain (2008, p information and a pleasurable activity but also as a means of consolidating and extending one’s knowledge of the language. the most complex skills in english and reading plays an important role in many aspects of life. it means that reading can give us some information for anything. reading cannot be separated from comprehension. the main purpose of reading activity. all re material that they read. of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. according to linse (2006, p. 71), reading comprehen meaning, understanding, and entertainment the readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable information stated in the passage in relation to comprehending the over reading materials. concept of narrative text narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. according to flippo (2014, p. 102), narrative text teaching reading comprehension teaching is a process helping someone to know something or to do something. according to brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of som providing with knowledge, causing to know or understand. teaching is also interaction between teacher and students. harmer (2001, p. 56) defines that teaching is “transmissions” of knowledge from teacher to students. the researcher assumes ching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. reading is certainly an important activity for expanding knowledge of atel and jain (2008, p. 114) say that reading is not only a source of information and a pleasurable activity but also as a means of consolidating and extending one’s knowledge of the language. it can be assumed that reading is one of s in english and reading plays an important role in many aspects of life. it means that reading can give us some information for anything. reading cannot be separated from comprehension. reading comprehension is the main purpose of reading activity. all readers intend to have connection to the material that they read. of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. according to linse (2006, p. 71), reading comprehension refers to reading for meaning, understanding, and entertainment the readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable information stated in the passage in relation to comprehending the overall content of concept of narrative text narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. according to flippo (2014, p. 102), narrative text teaching is a process helping someone to know something or to do something. according to brown (2000, p. 7) teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, teaching is also interaction between teacher and students. harmer (2001, p. 56) defines that teaching the researcher assumes ching is how the teacher gives someone knowledge or to train someone to instruct, teaching also gives some information of a subject matter to the students in the classroom. reading is certainly an important activity for expanding knowledge of . 114) say that reading is not only a source of information and a pleasurable activity but also as a means of consolidating and it can be assumed that reading is one of s in english and reading plays an important role in many aspects of life. it means that reading can give us some information for anything. reading comprehension is aders intend to have connection to the material that they read. of course, the process of reading comprehension is also complex and it takes time for a reader to acquire the meaning of a reading material. sion refers to reading for meaning, understanding, and entertainment the readers need to be able to figure out the author’s purpose presenting the material, comprehending some valuable all content of narrative text is a kind of text that happens at the past and it tells about story whether true story or fictional. according to flippo (2014, p. 102), narrative text usually includes most story entertain, create, stimulate emotions, motivate, guide and teach. wardiman, jahur, and djusma (2008, p. 94) mention that the purpose of narrative text is to entertain listener or readers with a true ex the generic structure of narrative text usually has four components. they are orientation, complication, resolution, and reorientation. sudarwati and grace (2007, p. 154) describe orientation is set the scene, where and when introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of the main participants; resolution is the problem (the crisis) is re happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. it consist of moral lesson, advice or teaching from the writer. concept of character quotes strategy character quotes str character and predict the content of the narrative text. that character quotes strategy is a strategy that helps students develop insight about a character by examining wha encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. similarly, podmorka, state that character quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. using the language of the text, the character quotes strategy allows students to examine charact making generalizations based on instructor selected quotes from the text. analyzing a profile, students can synthesize the traits they have identified into a preliminary sketch of the character. in addition, tilton (2012, character quotes strategy is to motivate students to read the assigned text, as well as usually includes most story type of materials. the purpose of narrative text is to entertain, create, stimulate emotions, motivate, guide and teach. wardiman, jahur, and djusma (2008, p. 94) mention that the purpose of narrative text is to entertain listener or readers with a true experience or an imaginary one. the generic structure of narrative text usually has four components. they are orientation, complication, resolution, and reorientation. sudarwati and grace (2007, p. 154) describe orientation is set the scene, where and when the story happened, introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of the main participants; resolution is the problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. it consist of moral lesson, advice or teaching from the writer. concept of character quotes strategy character quotes strategy is a strategy that help students to identify the character and predict the content of the narrative text. buehl (2014, p. 79) explains that character quotes strategy is a strategy that helps students develop insight about a character by examining what he or she says. in other words, this strategy can encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. similarly, podmorka, paulus, mead, kauffman, and soldner (2011, p. 55) state that character quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. using the language of the text, the character students to examine characters, authors, or personages by making generalizations based on instructor selected quotes from the text. analyzing a profile, students can synthesize the traits they have identified into a preliminary sketch of the character. in addition, tilton (2012, p. 70) describes that character quotes strategy is to motivate students to read the assigned text, as well as 177 type of materials. the purpose of narrative text is to entertain, create, stimulate emotions, motivate, guide and teach. wardiman, jahur, and djusma (2008, p. 94) mention that the purpose of narrative text is to entertain the generic structure of narrative text usually has four components. they are orientation, complication, resolution, and reorientation. sudarwati and grace (2007, the story happened, introduces the participants of the story, who and what is involved in the story; complication is tell the beginning of the problem which leads to the crisis (climax) of solved, either in a happy ending or in a sad (tragic) ending; and reorientation is a closing remark to the story and it is optional. it consist of moral lesson, advice or teaching from the writer. that help students to identify the buehl (2014, p. 79) explains that character quotes strategy is a strategy that helps students develop insight about t he or she says. in other words, this strategy can encourage student in critical thinking by examining the quotation from the character and making inferences, prediction and connection about the character of the text. (2011, p. 55) state that character quotes strategy introduces students to text via excerpted quotes before approaching the text as a whole. using the language of the text, the character ers, authors, or personages by making generalizations based on instructor selected quotes from the text. by analyzing a profile, students can synthesize the traits they have identified into a p. 70) describes that character quotes strategy is to motivate students to read the assigned text, as well as 178 to help them analyze and predict character traits of an individual in the upcoming reading selection and it is appropriate for fiction, nonfiction based on the explanation above, it can be concluded that character quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. teacher n challenge students to develop better thinking and understand about the text. through character quotes strategy, the students quickly understand and comprehend the text what they had just read. research design the method of this research was quasi experimental design with the non equivalent control group design. it involved two classes, an experimental class and a control class. the experimental class was the class taught by using character quotes strategy. the nonequivalent control group design suggested by cohen, l, manion, l, & morrison, k, (2007, p. 283) is shown below: o1 : pretest of experimental group x : treatment in experimental group by using character quotes strategy o2 : posttest of experimental group o3 : pretest of control group o4 : posttest of control group --- : dashed line (non random) population and sample gay and diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. the population of this study was all students in the eleventh grade of man 1 palembang. o1 ----------------- o3 to help them analyze and predict character traits of an individual in the upcoming reading selection and it is appropriate for fiction, nonfiction and expository text. based on the explanation above, it can be concluded that character quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. teacher n challenge students to develop better thinking and understand about the text. through character quotes strategy, the students quickly understand and comprehend the text the method of this research was quasi experimental design with the non equivalent control group design. it involved two classes, an experimental class and a control class. the experimental class was the class taught by using character nonequivalent control group design suggested by cohen, l, manion, l, & morrison, k, (2007, p. 283) is shown below: : pretest of experimental group in experimental group by using character quotes strategy : posttest of experimental group : pretest of control group : posttest of control group dashed line (non random) gay and diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. the population of this study was all students in the eleventh grade of man 1 palembang. 1 x o2 experimental group ----------------- o4 control group to help them analyze and predict character traits of an individual in the upcoming and expository text. based on the explanation above, it can be concluded that character quotes strategy is an excellent, effective and engaging strategy that places the responsibility upon students to construct their own meaning from a reading. teacher needs to challenge students to develop better thinking and understand about the text. through character quotes strategy, the students quickly understand and comprehend the text the method of this research was quasi experimental design with the nonequivalent control group design. it involved two classes, an experimental class and a control class. the experimental class was the class taught by using character nonequivalent control group design suggested by cohen, l, in experimental group by using character quotes strategy gay and diehl (1996, p. 127) state that the term population is the group which a researcher would like the result of the study to be generalizable. the population of the researcher used p. 100) say that purposive sampling researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe they need. the researcher took the two science classes of the eleventh grade students of man 1 palembang, because for the english subject especially in narrative reading, the classes had poorer english co student. xi ipa 2 and xi ipa 3 were selected as the sample. furthermore, the researcher determined the two classes which class became control and experimental group, after those classes were given the pretes 2 and xi ipa 3 showed that the students’ score in class xi ipa 3 was lower than class xi ipa 2. therefore, it is assumed that this class is better to get the treatment by using character quotes strategy. the total sa 247 populations. 30 students as experimental group and 30 students as control group. data collection the researcher used reading comprehension test in the form of multiple choice to collect the data. the test items because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. treatment. the purpose of giving pretest to t english reading comprehension scores before implementing character quotes strategy. posttest was given after the treatment. the posttest was administered to know the students english reading comprehension scores after i character quotes strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using character quotes strategy the researcher used purposive sampling. fraenkel, wallen and hyun (2012, urposive sampling is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data the researcher took the two science classes of the eleventh grade students of man 1 palembang, because for the english subject especially in narrative reading, the classes had poorer english competence than other classes and similar total of student. xi ipa 2 and xi ipa 3 were selected as the sample. furthermore, the researcher determined the two classes which class became control and experimental group, after those classes were given the pretest. the result in pretest between xi ipa 2 and xi ipa 3 showed that the students’ score in class xi ipa 3 was lower than class xi ipa 2. therefore, it is assumed that this class is better to get the treatment by using character quotes strategy. the total sample of this study was 60 students from 247 populations. 30 students as experimental group and 30 students as control group. the researcher used reading comprehension test in the form of multiple choice . the test items in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading comprehension scores before and after treatments. pretest was given before the treatment. the purpose of giving pretest to the students was to know the students english reading comprehension scores before implementing character quotes posttest was given after the treatment. the posttest was administered to know the students english reading comprehension scores after implementing character quotes strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using character quotes strategy 179 purposive sampling. fraenkel, wallen and hyun (2012, is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to , based on prior information, will provide the data the researcher took the two science classes of the eleventh grade students of man 1 palembang, because for the english subject especially in narrative reading, mpetence than other classes and similar total of student. xi ipa 2 and xi ipa 3 were selected as the sample. furthermore, the researcher determined the two classes which class became control and experimental t. the result in pretest between xi ipa 2 and xi ipa 3 showed that the students’ score in class xi ipa 3 was lower than class xi ipa 2. therefore, it is assumed that this class is better to get the treatment by mple of this study was 60 students from 247 populations. 30 students as experimental group and 30 students as control group. the researcher used reading comprehension test in the form of multiple choice in the pretest were the same as those of posttest, because the purpose of giving them was to know the progress of students’ reading pretest was given before the he students was to know the students english reading comprehension scores before implementing character quotes posttest was given after the treatment. the posttest was administered to mplementing character quotes strategy. the result of this test was compared to the result of pretest in order to measure the students’ progress taught by using character quotes strategy. 180 results and discussion validity test validity is the way to measure or to know that the test we use are successful or not in the object. in order to ensure each items of researcher used three kinds of validity. they were: construct validity the researcher asked the related to some aspects measured validator, eka sartika, m.pd. as the second validator, and winny a. riznanda, m.pd. as the third validator. three validators accepted it to continue doing tryout to the eleventh grade students. validity of each question item to find out the validity of the test question items, the researcher analyzed the items of the tests by doing try spss statistics program version 15 with the correct answer was labeled 1 and the wrong answer was labeled 0. p.24), if the result of the test sho means that the item is valid. which was given to the students. the result analysis of validity in each question items by using spss 15. from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. there were 19 question items were invalid since the scores of significance were low 0,312. content validity a content validity was very important, since it is an accurate measure of what it is supposed to measure. validity is the way to measure or to know that the test we use are successful in order to ensure each items of reading test is three kinds of validity. they were: the researcher asked the lecturers as validators after constructing the instruments related to some aspects measured. they were manallullaili, m.ed. as the first validator, eka sartika, m.pd. as the second validator, and winny a. riznanda, m.pd. as the third validator. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eleventh grade validity of each question item to find out the validity of the test question items, the researcher analyzed the ests by doing try out. the result of the test was analyzed by using spss statistics program version 15 with the correct answer was labeled 1 and the wrong answer was labeled 0. according to basrowi and soenyono (2007, p.24), if the result of the test shows that routput is higher than rtabel means that the item is valid. in this case, there were 60 multiple choice items which was given to the students. the result analysis of validity in each question items by using spss 15. it was found that there were only 41 question items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. there were 19 question items were invalid since the scores of significance were low a content validity was very important, since it is an accurate measure of what it is supposed to measure. the researcher analyzed content validity to know if the validity is the way to measure or to know that the test we use are successful reading test is valid, the fter constructing the instruments they were manallullaili, m.ed. as the first validator, eka sartika, m.pd. as the second validator, and winny a. riznanda, ring the format of the instrument test, the three validators accepted it to continue doing tryout to the eleventh grade to find out the validity of the test question items, the researcher analyzed the out. the result of the test was analyzed by using spss statistics program version 15 with the correct answer was labeled 1 and according to basrowi and soenyono (2007, tabel (0,312), it in this case, there were 60 multiple choice items which was given to the students. the result analysis of validity in each question ere were only 41 question items from 60 test items provided by the researcher which could be used as the instrument since the scores of significance were higher than 0,312. there were 19 question items were invalid since the scores of significance were lower than a content validity was very important, since it is an accurate measure of what it the researcher analyzed content validity to know if the contents of the test items given were appropriate, the resear materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. test reliability reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. reliability refers to the consistency of the scores obtained how consistence they are for each individual from one administration of an instrument to another and from one set of items to another. they also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably higher. in this part, split half scores of reliability were obtained from tryout analysis. were analyzed by using pearson correlation formula spss program version 15. from the calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. therefore, it could be stated that this instrument was considered reliable for this study. normality test normality test is used to d from normally distributed population or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. the data was obtained from students’ pretest and posttest in measuring normality test, the researcher used one sample kolmogorov in spss 15. the result showed that the pretest in control and experimental groups were 0.907 and 0.487. then, the contents of the test items given were appropriate, the researcher checked the test materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. fraenkel, et. al. (2012, p. 154) describe that reliability refers to the consistency of the scores obtained how consistence they are individual from one administration of an instrument to another and from one they also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably r. in this part, split half method in internal consistency reliability was used. the scores of reliability were obtained from tryout analysis. then, the scores of the test were analyzed by using pearson correlation formula spss program version 15. calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. therefore, it could be stated that this instrument was considered reliable for this study. normality test is used to determine whether the sample data has been drawn from normally distributed population or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. the data was obtained from students’ pretest and posttest in experimental and control group. in measuring normality test, the researcher used one sample kolmogorov-smirnov test the result showed that the pretest in control and experimental groups 0.487. then, the posttest in control and experimental groups were 181 cher checked the test materials to the curriculum. in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the reliability test measures whether research instrument used for pretest and fraenkel, et. al. (2012, p. 154) describe that reliability refers to the consistency of the scores obtained how consistence they are individual from one administration of an instrument to another and from one they also state that the test score is considered reliable whenever the reliability coefficient of test score should be at least 0.70 and preferably was used. the then, the scores of the test were analyzed by using pearson correlation formula spss program version 15. calculation, it was found that the coefficient reliability of the reading test items was 0,787 which higher than 0,70. therefore, it could be stated that this etermine whether the sample data has been drawn from normally distributed population or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. the data was experimental and control group. in smirnov test the result showed that the pretest in control and experimental groups xperimental groups were 182 0.700 and 0.816. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the researcher used levene statistic that the pretest scores was 0.591 data was homogeneous since the score was higher than 0.05. hypothesis testing a significant improvement is foun scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental that the p-output is 0.000 with df=29 (2.0452) words there is a significant improvement from students’ pretest to posttest scores in experimental group taught than 0.05. it can be stated that the null hypothe hypothesis (ha) is accepted. moreover, there is a significant different from students’ posttest to posttest scores in control and experimental group since p than 0.05. it was found that the p the p-output was lower than 0.05 level and the t value of t-table with df=58 (2.0017). and the alternative hypothesis (ha) i 0.816. it can be concluded that the data were considered normal since they homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the researcher used levene statistics in spss 15 software application. the result showed 0.591 and posttest scores 0.772. it can be conluded that the data was homogeneous since the score was higher than 0.05. a significant improvement is found from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing students’ posttest to posttest score in control and experimental group. it was found output is 0.000 with df=29 (2.0452), and t-value= 11.399, in the other there is a significant improvement from students’ pretest to posttest scores in experimental group taught by using character quotes strategy since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. moreover, there is a significant different from students’ posttest to posttest scores in control and experimental group since p-output is lower than 0.05. it was found that the p-output was 0.000 and the t-value was 3.465. since output was lower than 0.05 level and the t-value (3.465) was higher than critical table with df=58 (2.0017). therefore, the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. 0.816. it can be concluded that the data were considered normal since they homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the the result showed t can be conluded that the d from testing students’ pretest to posttest scores in experimental group, and a significant different is found from testing t was found in the other there is a significant improvement from students’ pretest to posttest scores in output is lower sis (ho) is rejected, and the alternative hypothesis (ha) is accepted. moreover, there is a significant different from students’ output is lower value was 3.465. since value (3.465) was higher than critical the null hypothesis (ho) is rejected, conclusion there are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. first, based on the result of pretest to posttest, character quotes comprehension score to the eleventh grade students of man 1 palembang. second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using character quotes strategy and those who were taught by strategy that usually used by the teacher of man 1 palembang. therefore, it could be assumed that character quotes the eleventh grade students of man 1 palembang. the students got improvements from the implementation of character quotes strategy. it also could be seem from the result of the test, it implied that character quotes alternative strategy in teaching reading skill. buehl, d. (2014). classroom strategies nj: international reading association, inc. brown, h. d. (2000). principles of language learning and teaching york, ny: addision wesley longman, inc. carrel, p. d., & eskey, d. (1998). reading (7th ed.). cambridge, uk: cambridge university press. cohen, l, manion, l, & morrison, k. (2007). ed.). new york, ny: routledge. flippo, r. f. (2014). assessing readers: qualitat ed.). new york, ny: routledge. flynn, d. (2003). students guide to spss. https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf fraenkel, j. r., wallen, n. e., & research in education gay, l.r. & diehl, p.l. (1996). singapore, sg: printice hall international, inc. there are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. first, based on the result of pretest to posttest, character quotes strategy significantly improved students’ reading comprehension score to the eleventh grade students of man 1 palembang. second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using character quotes strategy and those who were taught by strategy that usually used by the teacher of man 1 therefore, it could be assumed that character quotes strategy was effective to the eleventh grade students of man 1 palembang. the students got improvements plementation of character quotes strategy. it also could be seem from the result of the test, it implied that character quotes strategy could be used as an alternative strategy in teaching reading skill. references classroom strategies for interactive learning (4th ed.). jersey city, nj: international reading association, inc. principles of language learning and teaching (4th ed.) york, ny: addision wesley longman, inc. carrel, p. d., & eskey, d. (1998). interactive approaches to second language (7th ed.). cambridge, uk: cambridge university press. cohen, l, manion, l, & morrison, k. (2007). research method in education ed.). new york, ny: routledge. assessing readers: qualitative diagnosis and instruction ed.). new york, ny: routledge. students guide to spss. barnard retrieved from https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8 th ed.). new york, ny: mcgraw-hill companies, inc. gay, l.r. & diehl, p.l. (1996). research methods for business and management singapore, sg: printice hall international, inc. 183 there are some conclusions of this research referred to the descriptions and discussions presented in the previous chapter. first, based on the result of pretest to students’ reading comprehension score to the eleventh grade students of man 1 palembang. second, there was significant difference on students’ reading comprehension score to the eleventh grade students who were taught by using character quotes strategy and those who were taught by strategy that usually used by the teacher of man 1 was effective to the eleventh grade students of man 1 palembang. the students got improvements plementation of character quotes strategy. it also could be seem from the could be used as an jersey city, (4th ed.). new ctive approaches to second language research method in education (6th ive diagnosis and instruction (2nd barnard retrieved from https://barnard.edu/sites/default/files/inline/student_userguide_for_spss.pdf how to design and evaluate hill companies, inc. research methods for business and management. 184 harmer, j. (2001). the practice of english language teaching uk: longman. javed, m., xiao, w. j., & nazli, s. (2013). a study of students’ assessment in writing skills of the english language. 144. retrieved from ww.e leinhardt, g., beck, i, l., & stainton, c. (2009). new york, ny: routledge. linse, c. (2006). practical english language teaching: young learners ny: mcgraw-hill companies, i patel, m.f. & jain, p.m. (2008). publisher & distributor. podmorka, g, paulus, a., mead, e., kauffman, k., soldner, l. (2011). tips for the classroom in their own words: making connection through character journal of college literacy and learning, sejnost, r. l. (2009). tools for teaching in the block. press. sudarwati & grace. (2007). tilton, j.b. (2012). now i get it!. inc. wardiman, jahur, and djusma. (2008). school. jakarta, id: pusat perbukuan departemen pendidikan nasional. the practice of english language teaching (3rd ed.). cambridge, javed, m., xiao, w. j., & nazli, s. (2013). a study of students’ assessment in writing skills of the english language. international journal of instruction, 144. retrieved from ww.e-iji.net. leinhardt, g., beck, i, l., & stainton, c. (2009). teaching and learning in history. new york, ny: routledge. practical english language teaching: young learners. newyork, hill companies, inc. patel, m.f. & jain, p.m. (2008). english language teaching. jaipur, in: sunrise publisher & distributor. podmorka, g, paulus, a., mead, e., kauffman, k., soldner, l. (2011). tips for the classroom in their own words: making connection through character journal of college literacy and learning, 37(1), 54-56. tools for teaching in the block. thousand oaks, ca: corwin sudarwati & grace. (2007). look ahead: an english course. jakarta, id: erlangga. now i get it!. lanham, md: rowman & littlefield publishers, wardiman, jahur, and djusma. (2008). english in focus: for grade ix junior high . jakarta, id: pusat perbukuan departemen pendidikan nasional. (3rd ed.). cambridge, javed, m., xiao, w. j., & nazli, s. (2013). a study of students’ assessment in writing international journal of instruction, 6(1), 130teaching and learning in history. . newyork, . jaipur, in: sunrise podmorka, g, paulus, a., mead, e., kauffman, k., soldner, l. (2011). tips for the classroom in their own words: making connection through character quotes, thousand oaks, ca: corwin jakarta, id: erlangga. lanham, md: rowman & littlefield publishers, english in focus: for grade ix junior high . jakarta, id: pusat perbukuan departemen pendidikan nasional. normality test is used to determine whether the sample data has been drawn from normally distributed population or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. the data was obtained from students’ pretest and posttest in experimental and control group. in measuring normality test, the researcher used one sample kolmogorov-smirnov test in spss 15. the result showed that the pretest in control and experimental groups were 0.907 and 0.487. then, the posttest in control and experimental groups were 0.700 and 0.816. it can be concluded that the data were considered normal since they are higher than 0.05. homogeneity test is used to measure the scores obtained whether it is homogen or not. according to flynn, (2003, p.17), the data can be categorized homogen whenever it is higher than 0.05. in measuring homogeneity test, the researcher used levene statistics in spss 15 software application. the result showed that the pretest scores was 0.591 and posttest scores 0.772. it can be conluded that the data was homogeneous since the score was higher than 0.05. hypothesis testing 132 teaching reading comprehension in recount text by using zooming in and zooming out (zizo) strategy grade students of there are two purposes of this study significant difference on the eighth grade students’ recount reading between those who are taught by using zooming in and zooming out who are not at smp sriguna significant improvement on the eighth grade students’ recount reading before and after the treatment. this study non-equivalent group design students of smp sriguna palembang. the sample of the study was convenience sampling method. class and viii.7 as experimental class. both of class study used independent hypotheses, the score data analyzed by using independent sample t significance is (0.001), df data between pretest and paired sample t-test. in paired t (9.171) and t-table (2.042) eighth grade students’ recount reading those who are not. then, there was a significant improvement students’ recount reading before and after the treatment than 0.05 and t-value was higher than t keywords: zizo strategy, recount text, introduction teaching is one of the activit higher education. teaching is an activity that can transfer the information teacher to the students. it is in line with teaching is “transmissions” of knowledge from teacher to students teaching reading comprehension in recount text by using and zooming out (zizo) strategy to the eighth grade students of smp sriguna palembang ekha yusthi uin raden fatah palembang email.eyusthi@gmail.com abstract purposes of this study. first, to find out whether or not significant difference on the eighth grade students’ recount reading between those taught by using zooming in and zooming out (zizo) strategy who are not at smp sriguna palembang. second, to find out whether or not there is a significant improvement on the eighth grade students’ recount reading before and his study used quasi-experimental design that is pretest equivalent group design. the population of the study was all of the eighth grade students of smp sriguna palembang. the sample of the study was selected thod. the samples of this study were class viii.6 as control as experimental class. both of classes consist of 70 students. sample t-test and paired sample t-test. to veri data between posttest in experimental and control groups were independent sample t-test. in independent t-test, level of df (68), t-value (3.390) and t-table (2.000). then, posttest in experimental groups were analyzed by using . in paired t-test, level of significance is (0.000), df (34 ). it means that there was a significant difference on the ’ recount reading who were taught by using zizo strateg those who are not. then, there was a significant improvement on the eighth grade ’ recount reading before and after the treatment since the p-output was lower value was higher than t-table. , recount text, reading comprehension. teaching is one of the activities in education from elementary school until higher education. teaching is an activity that can transfer the information . it is in line with harmer (2007, p.107) who states that teaching is “transmissions” of knowledge from teacher to students. many kind of teaching reading comprehension in recount text by using to the eighth to find out whether or not there is a significant difference on the eighth grade students’ recount reading between those strategy and those to find out whether or not there is a significant improvement on the eighth grade students’ recount reading before and pretest-posttest the population of the study was all of the eighth grade selected by using 6 as control consist of 70 students. this to verify the and control groups were test, level of . then, the score rimental groups were analyzed by using 34), t-value that there was a significant difference on the were taught by using zizo strategy and eighth grade output was lower in education from elementary school until higher education. teaching is an activity that can transfer the information from the who states that many kind of mailto:eyusthi@gmail.com subject in education can be subject. nowadays, english is therefore, english subject higher education, so the students are easy to understand and interact in aspects by using english. based on the syllabus (ktsp 2006) of english subject for junior high school there are four main skills that must be learned by the students. there are listening, speaking, reading and writing. very important aspect in our life. zare and othman (2013, p. reader takes part in a conversation with the author through the text comprehension is needed. if the students just read without comprehend, they can not get information from it. however, many student by some factors. one of them is they text because they do not understand epp, harrison and prentice (2004, p. 39), allow them to comprehend what they are readin understand the meaning of ideas and the words that describe those ideas. there are many kinds of the of english subject of junior high schools that must be learned by the students. one of them is recount text. interviewed one of the english teachers at smp sriguna palembang, she found the students’ reading comprehension in recount text was low. so, the writer chose th recount text in conducting her study. learned by the student. it containe mukarto, sujatmiko, murwani, a means to inform by retelling past events be taught to get much knowledge. one of them is nowadays, english is international language that is used in various aspects. english subject is taught to the students from elementary school until higher education, so the students are easy to understand and interact in the syllabus (ktsp 2006) of english subject for junior high school here are four main skills that must be learned by the students. there are listening, speaking, reading and writing. reading is one of the skills that very important aspect in our life. much information can be obtained from reading. , p. 188) state that reading is a cognitive activity in which the reader takes part in a conversation with the author through the text. . if the students just read without comprehend, they can not students cannot comprehend what they have read. it is caused . one of them is they had difficulty to get factual information in the text because they do not understand the meaning words in reading text epp, harrison and prentice (2004, p. 39), students need to understand the words that allow them to comprehend what they are reading. it is important for them to understand the meaning of ideas and the words that describe those ideas. there are many kinds of the text to be read by the students. based o of junior high schools for the eighth grade, there are that must be learned by the students. one of them is recount text. after the writer interviewed one of the english teachers at smp sriguna palembang, she found the students’ reading comprehension in recount text was low. so, the writer chose th recount text in conducting her study. recount text is a text that is important to be containes events, stories or facts happened in the , sujatmiko, murwani, and kiswara (2007, p. 174) define that recount text to inform by retelling past events. it presents the events chronologically 133 knowledge. one of them is english international language that is used in various aspects. taught to the students from elementary school until higher education, so the students are easy to understand and interact in various the syllabus (ktsp 2006) of english subject for junior high school, here are four main skills that must be learned by the students. there are listening, very important. it is much information can be obtained from reading. 188) state that reading is a cognitive activity in which the in reading, . if the students just read without comprehend, they can not . it is caused difficulty to get factual information in the the meaning words in reading text. based on students need to understand the words that g. it is important for them to to be read by the students. based on syllabus some texts after the writer interviewed one of the english teachers at smp sriguna palembang, she found the students’ reading comprehension in recount text was low. so, the writer chose the recount text is a text that is important to be the past time. ecount text as t presents the events chronologically. 134 in the writer's preliminary study, it was found that some students' problems in learning reading after she interview palembang. he said that th text. one of them is recount text. it was caused they did not understand the meaning of the word and they still confused about generic structure from that when he asked about conclusion from the text, they could not answer. she interviewed some students of problem which they had difficulty to understand the meaning of the words that contained in reading texts. it makes them had difficulty to comprehend the text. considering these problems, in teaching reading, a the students to improve their reading comprehension. apply an alternative strategy in zooming out (zizo) strategy in teaching reading comprehension according to doty, cameron and barton instructional framework that can help students analyze a con helps students to examine concept more closely by ranking im about the concept and listing what the concept would not be expected to do or tell us. second, it introduces students to similar and related concept statement. concept here means that what the topics will be t teacher to the students (ningsih, 2012, p. 2). furthermore, doty, et. al. when examining new terminalogy, people, places, and events. so, this strategy can used for recount text. because recount text is retell past event. appropriate for the eighth grade students. it is in line with states that zizo strategy is a strategy for teaching content learning with concept development in grades 4 descriptions, the writer is n the writer's preliminary study, it was found that some students' problems in learning reading after she interviewed one of the english teachers of smp he students had difficulty to get the information from the text. one of them is recount text. it was caused they did not understand the meaning they still confused about generic structure from the text. the asked about conclusion from the text, they could not answer. some students of smp sriguna palembang. she found the same problem which they had difficulty to understand the meaning of the words that texts. it makes them had difficulty to comprehend the text. considering these problems, in teaching reading, a strategy can be used to improve their reading comprehension. therefore, it is important to alternative strategy in teaching reading. in this case, zooming in and zooming out (zizo) strategy in teaching reading comprehension can be used cameron and barton (2003, p. 103), zizo strategy is instructional framework that can help students analyze a concept in two ways. helps students to examine concept more closely by ranking important information about the concept and listing what the concept would not be expected to do or tell us. second, it introduces students to similar and related concept and provides a summary statement. concept here means that what the topics will be taught in the text by the the students (ningsih, 2012, p. 2). furthermore, doty, et. al. (2003, p. 103) state that this strategy is very effective new terminalogy, people, places, and events. so, this strategy can because recount text is retell past event. this strategy is appropriate for the eighth grade students. it is in line with bromley (2002, p. 42) o strategy is a strategy for teaching content-area that blends word learning with concept development in grades 4-8. in accordance with the above is interested in applying zizo strategy for the eighth grade n the writer's preliminary study, it was found that some students' problems in smp sriguna get the information from the text. one of them is recount text. it was caused they did not understand the meaning then he said asked about conclusion from the text, they could not answer. after that, . she found the same problem which they had difficulty to understand the meaning of the words that texts. it makes them had difficulty to comprehend the text. can be used to help it is important to in this case, zooming in and can be used. strategy is an cept in two ways. first, it ortant information about the concept and listing what the concept would not be expected to do or tell us. and provides a summary in the text by the this strategy is very effective new terminalogy, people, places, and events. so, this strategy can be this strategy is 2002, p. 42) who area that blends word in accordance with the above zizo strategy for the eighth grade students of smp sriguna palembang in teaching reading comprehension of recount text. concept of teaching according to moore (2005, p. 4), teaching trying to assist reach their fullest potential in all aspects of development. (2007, p. 8) argues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand knowledge from teacher to students explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. concept of reading reading is a set of skills that involves making sense and deriving meaning from the printed word (linse, 2005, p. 69) 170) argue that it becomes an envolving interaction between the text and the background knowledge of the reader. from the statements, it means reading is an activity to making sense that involving interaction between background knowledge of reader and the printed word. a َعلََّم . الَِّذي َعلََّم بِاْلقَلَمِ . اْقَرْأ َوَربَُّك األْكَرمُ .اإلْنَساَن َما لَْم یَْعلَمْ meaning: “read the name of god that creating. creating humans are from clod-blood. read, god is honor that had pr preached human to read some lesson that they don’t know yet”. (al alaq, verse 1-5) based on the verse above, it could be seen the message from allah swt is an obligation to read. allah swt orders us to read, so that we can get much knowledg palembang in teaching reading comprehension of recount moore (2005, p. 4), teaching is the actions of someone who is trying to assist reach their fullest potential in all aspects of development. gues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with knowledge, causing to know or understand. teaching is “transmissions” of knowledge from teacher to students (harmer, 2007, p.107). from the previous explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. reading is a set of skills that involves making sense and deriving meaning from (linse, 2005, p. 69). meanwhile, lems, miller, and soro (2010, p. 170) argue that it becomes an envolving interaction between the text and the edge of the reader. from the statements, it means reading is an activity to making sense that involving interaction between background knowledge of reader and the printed word. a verse from al-qur’an that explains about reading is: اْقَرْأ َوَربَُّك األْكَرمُ . َخلََق اإلْنَساَن ِمْن َعلَقٍ . الَِّذي َخلَقَ اْقَرْأ بِاْسِم َربَِّك meaning: “read the name of god that creating. creating humans blood. read, god is honor that had preached us. god preached human to read some lesson that they don’t know yet”. (al based on the verse above, it could be seen the message from allah swt is an obligation to read. allah swt orders us to read, so that we can get much knowledg 135 palembang in teaching reading comprehension of recount the actions of someone who is trying to assist reach their fullest potential in all aspects of development. brown gues that teaching is showing or helping someone to learn how to do something, giving interaction, guiding in the study of something, providing with eaching is “transmissions” of from the previous explanations, it can be concluded that teaching is an action from teachers in helping the students in learning process to transfer their knowledge to the students. reading is a set of skills that involves making sense and deriving meaning from meanwhile, lems, miller, and soro (2010, p. 170) argue that it becomes an envolving interaction between the text and the edge of the reader. from the statements, it means reading is an activity to making sense that involving interaction between background knowledge of qur’an that explains about reading is: اْقَرْأ بِاْسِم َربَِّك meaning: “read the name of god that creating. creating humans eached us. god preached human to read some lesson that they don’t know yet”. (albased on the verse above, it could be seen the message from allah swt is an obligation to read. allah swt orders us to read, so that we can get much knowledge. 136 it means that reading is very important. the people will get much information by reading. concept of reading comprehension in reading, comprehension is needed. without comprehension, the readers cannot get the information. two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is the proces connected text. based on hamra and syatriana (20 comprehend meaning and comprehension depends on the ability to get individual word meanings. lems, et. al (2010, p. 170) argue t competency. it varies according to the purposes for reading and the text that is involved. while, klingner, vaughn comprehension is a multicomponent, highly complex proc interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in understanding of the text types). meaning, understanding and entertainment (linse, 2005, p. 71). therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader and strategy which in interaction, comprehension is needed, so that the reader will get much information and knowledge from it. there are many kinds of the text that can be read for the students, one of them is recount text. concept of recount text it means that reading is very important. the people will get much information by comprehension in reading, comprehension is needed. without comprehension, the readers cannot get the information. in accordance with козак (2011, p. 7), reading consists of two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is the process of making sense of words, sentences and hamra and syatriana (2010, p. 30), the goal of reading is to comprehend meaning and comprehension depends on the ability to get individual (2010, p. 170) argue that reading comprehension is not a static competency. it varies according to the purposes for reading and the text that is klingner, vaughn and boardman (2007, p. 8) state that comprehension is a multicomponent, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text types). reading comprehension refers to reading for meaning, understanding and entertainment (linse, 2005, p. 71). therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader interaction, comprehension is needed, so that the reader will get much information and knowledge from it. there are many kinds of the text that can be read for the students, one of them is recount text. it means that reading is very important. the people will get much information by in reading, comprehension is needed. without comprehension, the readers in accordance with козак (2011, p. 7), reading consists of two related processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken s of making sense of words, sentences and the goal of reading is to comprehend meaning and comprehension depends on the ability to get individual hat reading comprehension is not a static competency. it varies according to the purposes for reading and the text that is ) state that reading ess that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in the text, reading for therefore, reading comprehension is complex activity that involved many interactions between the text (printed word), the background knowledge of the reader interaction, comprehension is needed, so that the reader will get much information and knowledge from it. there are many kinds of the text that can in this study the writer is and pardede (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. meanwhile, yuliani novita and suhartono (2013, p eighth grade students of junior high school where its content to inform the reader about something or sequence of events which happened in the past time. recount text is to document a ser way (priana, irjayanti & renitasari recount text has generic structure and specific feature. the generic of recount text are orientation, event, and reorientation. background information needed to understand the text. a record of events usually recounted in chronological oder. and et. al, 2008, p. 69). therefore, recount text is a text tells an incident that past time, the event was told in sequence. the language feature of recount text use simple past tense. generic structures of recount text are reorientation, event and reorientation. concept of zooming in and zooming out (zizo) strategy according to harmon and hedrick (2000, p. 156), zooming in and zooming out (zizo) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important concepts. meanwhile, virgin zizo strategy generally works well with concept here means that what the topics will be t (ningsih, 2012, p. 2). furthermore, harmon and hedrick (2000, p. 156) define that zizo strategy involves a two-part framework, one part for situating the concept in its larger picture (zo) and the other for taking a close look (zi). the zi part contains three in this study the writer is going to use recount text. based on saragih, (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. meanwhile, yuliani novita and suhartono (2013, p. 2) argue recount text is a text which is taught in the eighth grade students of junior high school where its content to inform the reader about something or sequence of events which happened in the past time. the purpose recount text is to document a series of events and evaluate their significance in some renitasari, 2008, p. 69). recount text has generic structure and specific feature. the generic text are orientation, event, and reorientation. an orientation providing background information needed to understand the text. a record of events usually recounted in chronological oder. and reorientation remarks on the incident therefore, recount text is a text tells an incident that happened in past time, the event was told in sequence. the language feature of recount text use simple past tense. generic structures of recount text are reorientation, event and zooming in and zooming out (zizo) strategy ing to harmon and hedrick (2000, p. 156), zooming in and zooming out (zizo) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important meanwhile, virginia department of education (2004, p. 124) analyzes that zizo strategy generally works well with concept-laden informational texts. concept here means that what the topics will be taught in the text by the teacher to the students hermore, harmon and hedrick (2000, p. 156) define that zizo strategy part framework, one part for situating the concept in its larger picture (zo) and the other for taking a close look (zi). the zi part contains three 137 going to use recount text. based on saragih, silalahi, (2014, p. 57), recount is written out to inform an event or to entertain people and a text function as for telling an incident in the past. meanwhile, yuliani, . 2) argue recount text is a text which is taught in the eighth grade students of junior high school where its content to inform the reader the purpose ies of events and evaluate their significance in some recount text has generic structure and specific feature. the generic structures on providing background information needed to understand the text. a record of events usually remarks on the incident (priana, happened in past time, the event was told in sequence. the language feature of recount text use simple past tense. generic structures of recount text are reorientation, event and ing to harmon and hedrick (2000, p. 156), zooming in and zooming out (zizo) strategy focuses on discriminating as well as interconnected features concepts and the framework help teachers to scaffold student learning of important ia department of education (2004, p. 124) analyzes that laden informational texts. concept the students hermore, harmon and hedrick (2000, p. 156) define that zizo strategy part framework, one part for situating the concept in its larger picture (zo) and the other for taking a close look (zi). the zi part contains three 138 components: a) identifying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. the zo part also contains three components: a) identifying similar or parallel concepts summary statements. procedures of zizo strategy there are some procedures of zizo strategy. in accordance with harmon and hedrick (2000, p. 156-159), procedures in teaching reading by using zizo stra are described as follow: 1) brainstorming (zooming in and zooming out) the teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. the teacher places the word in the center transparencies, or on the chalkboard) and then asks as the whole class what they might know about the topic. as the students offer the information, the their responses on the overhead ch listing is posted near the information display. 2) reading (zooming in). the students read a designated passage to find support for what they know and to find new information. the s a highlighter. 3) discussion about most important information and least important information after the student have read and gathered fact, the teacher bring together to add new facts to the previou confirm or despute items already list three (or more) most important facts they would want to remember about the topic and three facts that are not as important. the stu ying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. the zo part also contains three components: a) identifying similar or parallel concepts; b) identifying related concepts, ideas or events; c) zizo strategy there are some procedures of zizo strategy. in accordance with harmon and 159), procedures in teaching reading by using zizo stra brainstorming (zooming in and zooming out). the teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. the teacher places the word in the center of the information display (on chart paper, overhead or on the chalkboard) and then asks as the whole class what they might know about the topic. as the students offer the information, the teacher their responses on the overhead chalkboard or chart paper for later references. this listing is posted near the information display. he students read a designated passage to find support for what they know and the students notes new information by marking the text with discussion about most important information and least important information after the student have read and gathered fact, the teacher brings the whole class together to add new facts to the previously established brainstorming list and to already listed. small students groups then must decide on three (or more) most important facts they would want to remember about the topic and three facts that are not as important. the students examine the information list to ying the concept, person or event; b) a rank ordering of important information; c) a list unrelated or improbable ideas, actions or expectations related to the concept. the zo part also contains three components: a) identifying ; b) identifying related concepts, ideas or events; c) there are some procedures of zizo strategy. in accordance with harmon and 159), procedures in teaching reading by using zizo strategy the teacher selects a conceptually important term that demands a through understanding of word knowledge instead of a general understanding. the teacher of the information display (on chart paper, overhead or on the chalkboard) and then asks as the whole class what they teacher records alkboard or chart paper for later references. this he students read a designated passage to find support for what they know and new information by marking the text with discussion about most important information and least important information. the whole class sly established brainstorming list and to . small students groups then must decide on three (or more) most important facts they would want to remember about the topic dents examine the information list to evaluate each fact in relation to the other facts on the list. t class together to vote on the three most important facts. with the highest number of votes on the used for least important facts. 4) discussion about the “similar to” category (zooming out). the teacher conducts a whole ideas, people, or places similar to the topic prompts with questions such as “what does this remind you of?” discussion, the teacher or a student scribe records responses on the information display under this category. 5) discussion about “related ideas, people or events” category in the whole-class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. prompts can include questions such as “you cannot talk about ______ without also reveal misconceptions or inaccurate interpretations and connections students may have about the topic. 6) discussions about “unrelated ideas, the teacher guides the who knowledge to make decisions about what a person would not do or what ideas and things are unrelated to the concept. 7) formulation of a summary the teacher help student to summarize w concepts and to focus on the larger picture in which the topic is situated. the teacher can conduct this segment by having small groups write a summary statement in 10 words or less. the whole class then decides on the best display by using the voting format previously described. research design evaluate each fact in relation to the other facts on the list. then, the teacher class together to vote on the three most important facts. the teacher records the facts with the highest number of votes on the information display. the same procedure is used for least important facts. discussion about the “similar to” category (zooming out). the teacher conducts a whole-class discussion to help the students consider ideas, people, or places similar to the topic at hand. to encourage talk, the teacher prompts with questions such as “what does this remind you of?”. in the course of the discussion, the teacher or a student scribe records responses on the information display under this category. ated ideas, people or events” category (zooming out). class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. prompts can include questions such as “you cannot talk about ______ without talking about _____”. this part of activity can also reveal misconceptions or inaccurate interpretations and connections students may discussions about “unrelated ideas, things, etc.” category (zooming in). the teacher guides the whole-class discussion to help students use their own knowledge to make decisions about what a person would not do or what ideas and things are unrelated to the concept. formulation of a summary statement (zooming out). the teacher help student to summarize what they know about a person or concepts and to focus on the larger picture in which the topic is situated. the teacher can conduct this segment by having small groups write a summary statement in 10 words or less. the whole class then decides on the best statement for the information display by using the voting format previously described. 139 he teacher calls the the teacher records the facts information display. the same procedure is students consider at hand. to encourage talk, the teacher in the course of the discussion, the teacher or a student scribe records responses on the information zooming out). class discussions segment, the teacher helps the students situate the concept with in relation to other concepts. prompts can include questions such as talking about _____”. this part of activity can also reveal misconceptions or inaccurate interpretations and connections students may things, etc.” category (zooming in). class discussion to help students use their own knowledge to make decisions about what a person would not do or what ideas and hat they know about a person or concepts and to focus on the larger picture in which the topic is situated. the teacher can conduct this segment by having small groups write a summary statement in 10 statement for the information 140 in this study, quasi e do not include the use of random assignment 275). in this study, pretesttwo groups, they are experimental and control group which both posttest. the experimental group is given treatments control group is not. cohen, manion and marrison (2007 non-equivalent groups design as follows: where: o1 : pretest in experimental group o3 : pretest in control group x : treatment in experimental group using o2 : posttest in experimental group o4 : posttest in control group : dash line indicates that the experimental and control group have equated by randomization population and sample the population of this study palembang consisting of seven class sampling was used. convenience sampling is a group of individuals who (conveniently) are available for stud cohen, et. al. (2007, p. sometimes called, accidental or opportunity sampling involves choosing the nearest individuals to serve as respondents and conti o1 o3 experimental design was used. quasi experimental designs do not include the use of random assignment (fraenkel, wallen and hyun -posttest non-equivalent group design was used experimental and control group which both are given the experimental group is given treatments by using zizo strateg cohen, manion and marrison (2007, p. 283) define the figure of pretest equivalent groups design as follows: : pretest in experimental group : pretest in control group reatment in experimental group using zizo strategy osttest in experimental group osttest in control group : dash line indicates that the experimental and control group have equated of this study is the eighth grade students of smp seven classes. to get the sample of this study, convenience onvenience sampling is a group of individuals who (conveniently) are available for study (fraenkel, et. al, 2012, p. 99). additionally, , p. 113-114) argue that convenience sampling or, as it is sometimes called, accidental or opportunity sampling involves choosing the nearest individuals to serve as respondents and continuing that process until the required x o2 o4 experimental designs wallen and hyun, 2012, p. was used. there are pretest and strategy, but the the figure of pretest-posttest : dash line indicates that the experimental and control group have equated of smp sriguna convenience onvenience sampling is a group of individuals who additionally, that convenience sampling or, as it is sometimes called, accidental or opportunity sampling involves choosing the nearest nuing that process until the required sample size has been obtained or those who happen to be available and accessible at the time. viii.6 and class viii.7 were selected as the sample. sample from two classes is experimental group, and 35 students as the control group. finding and discussion test validity fraenkel, et. al. (2012 consider when preparing or selecting an instrument 1) construct validity construct validity of the instrument is whether the components of the instrument are valid or not to be applied in research activities. they were question items for pretest and posttest a plans for experimental groups. in this study, some lecturers were asked as validators. they are winny agustia riznanda. m.pd as validator i, eka sartika, m.pd as validator ii and amalia hasanah, m.pd as validator iii. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eighth grade students. 2) validity of each question item validity of each question item is used to indicate whether the test item of the instruments in each qu question items, the tryout students (viii 3) of eighth grade students basrowi and soenyono (2007 r-count is higher than r-table test is analyzed by using labeled 1 and the wrong answer is labele of questions were valid for research instrument sample size has been obtained or those who happen to be available and accessible at the time. viii.6 and class viii.7 were selected as the sample. the number of sample from two classes is 70 students from 256 students. 35 students as the experimental group, and 35 students as the control group. (2012, p. 147) argue that validity is the most important idea to consider when preparing or selecting an instrument for use. ct validity of the instrument is consulted with some experts to evaluate whether the components of the instrument are valid or not to be applied in research activities. they were question items for pretest and posttest activities, and lesson plans for experimental groups. in this study, some lecturers were asked as validators. they are winny agustia riznanda. m.pd as validator i, eka sartika, m.pd as validator ii and amalia hasanah, m.pd as validator iii. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the eighth grade students. validity of each question item validity of each question item is used to indicate whether the test item of the instruments in each question is valid or not. to find out the validity of each , the tryout was done. the instruments of the test were given ) of eighth grade students of smp setia darma palembang. basrowi and soenyono (2007, p. 24) argue that if the result of the test shows that table, it means that the item is valid. then, the result of the ing spss version 20 softwere with the correct answer is labeled 1 and the wrong answer is labeled 0. from the result of tryout, there are 42 of questions were valid for research instrument since the scores of significance 141 sample size has been obtained or those who happen to be available and accessible at the number of the nts. 35 students as the validity is the most important idea to some experts to evaluate whether the components of the instrument are valid or not to be applied in research ctivities, and lesson plans for experimental groups. in this study, some lecturers were asked as validators. they are winny agustia riznanda. m.pd as validator i, eka sartika, m.pd as validator ii and amalia hasanah, m.pd as validator iii. after measuring the format of the instrument test, the three validators accepted it to continue doing validity of each question item is used to indicate whether the test item of the o find out the validity of each ere given to 32 setia darma palembang. if the result of the test shows that the result of the with the correct answer is d 0. from the result of tryout, there are 42 since the scores of significance 142 were higher than 0,349 while t scores of significance were higher than 0,349 3) content validity fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to represent. the instruments junior high school for the eighth grade. in this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid question items. the instrument focused on recount text. test reliability in accordance with consistency of the scores obtained how consist one administration of an instrument to another and from one set of items to another. reliability test measures whether research instrument use posttest are reliable or not calculated the students’ score 20.0 software. furthermore, fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and preferably higher. from the calculation, it was found the coefficient reliability of the reading comprehension test items was 0.715. it was higher than 0.70. therefore, it could be stated that this instrument was considered reliable for state that this study. normality test normality test is conducted data can be classified into normal when the p bridgman, 2012, p. 22). to test the normality, the writer use were higher than 0,349 while there are 18 questions items were invalid scores of significance were higher than 0,349 fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to represent. the instruments were made based on syllabus of english subject fo for the eighth grade. in this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid question items. the instrument focused on recount text. fraenkel, et. al. (2012, p. 154), reliability refers to the consistency of the scores obtained how consistent they are for each individual from administration of an instrument to another and from one set of items to another. measures whether research instrument used for activities of reliable or not. after doing try out, to measure the test, t the students’ score by using split half. it was run by using spss urthermore, fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and . from the calculation, it was found the coefficient reliability of the test items was 0.715. it was higher than 0.70. therefore, it could be stated that this instrument was considered reliable for state that this study. ed to know whether the data obtain is normal or not. the n be classified into normal when the p-output is higher than 0.05 ( o test the normality, the writer used kolmogorov here are 18 questions items were invalid since the fraenkel, et. al. (2012, p.150) define content validity is a matter of determining if the content that the instrument contains is an adequate sample that supposed to of english subject for for the eighth grade. in this study, forty question items were taken to be an instrument of pretest and posttest after obtaining forty two valid reliability refers to the they are for each individual from administration of an instrument to another and from one set of items to another. activities of pretest and . after doing try out, to measure the test, the writer by using spss version urthermore, fraenkel, et. al. (2012, p. 157) state that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and . from the calculation, it was found the coefficient reliability of the test items was 0.715. it was higher than 0.70. therefore, it could be stated that this instrument was considered reliable for state that this study. to know whether the data obtain is normal or not. the output is higher than 0.05 (martin & kolmogorov smirnov in spss version 20.0 software pretest and posttest scores in both groups (experimental and control homogeneity test homogeneity test is used to measure whether the data obtained not. martin and bridgman when the p-output was higher than mean significant difference at 0.05 levels homogeneity test is used groups (experimental and levene statistics in spss version hypothesis testing a. in measuring a significant improvement, the paired sample t testing students’ pretest to posttest score in experimental groups. the significant of experimental group is accepted whenever the p 0.05 and t-obtained is higher than t experimental group is rejected when the p and tvalue is lower than ttable b. in measuring a significant difference. independent sample t testing students’ posttest scores in control and experimental groups. the significant difference is accepted whenever the p than 0.05 and t-obtained is higher than t difference is rejected when the p is lower than ttable (2.000). software. the normality test is used to measure students’ pretest and posttest scores in both groups (experimental and control group). to measure whether the data obtained are homogen (2012, p. 24) stated that the score is categorized homogen output was higher than mean significant difference at 0.05 levels to measure students’ pretest and posttest scores in both and control). in measuring homogeneity test, the writer version 20.0 software. in measuring a significant improvement, the paired sample t-test was used for testing students’ pretest to posttest score in experimental groups. the significant of experimental group is accepted whenever the p-output (sig.2-tailed) is lower than obtained is higher than ttable (2.042). while, the significant of experimental group is rejected when the p-output (sig.2-tailed) is higher than 0.05 table (2.042) in measuring a significant difference. independent sample t-test was used for testing students’ posttest scores in control and experimental groups. the significant difference is accepted whenever the p-output (sig.2-tailed) is lo obtained is higher than ttable (2.000). while, the significant difference is rejected when the p-output (sig.2-tailed) is higher than 0.05 and t (2.000). 143 to measure students’ ). re homogenous or e is categorized homogen output was higher than mean significant difference at 0.05 levels. the to measure students’ pretest and posttest scores in both he writer used test was used for testing students’ pretest to posttest score in experimental groups. the significant of tailed) is lower than (2.042). while, the significant of tailed) is higher than 0.05 test was used for testing students’ posttest scores in control and experimental groups. the tailed) is lower (2.000). while, the significant tailed) is higher than 0.05 and tvalue 144 conclusion based on the findings and interpretation writer concluded the result of this study. first, from the result between posttest in experimental and control groups, it could be concluded that difference on students’ recount reading betwe zooming in and zooming out strategy palembang. second, from the result of pretest and posttest in experimental group, it could be concluded that there was a significant students’ recount reading before and after the treatment. assumed that zooming in and zooming out strategy students of smp sriguna palembang arikunto, s. (2010). prosedure indonesia: pt. rineka cipta. basrowi & soenyono. (2007 jenggala pustaka utama. bromley, k. (2002). stretching students’ vocabulary: best rich vocabulary students need to achieve in reading, writing, and the content areas. new york, ny: scholastic, inc brown, h. d. (2007). principle of language learning and teaching york, ny: pearson education cohen, l., manion, l., & marrison k. (2007). ed.). new york, ny: routledge. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative educational, inc. doty, j. k., cameron, g. n., & barton, m. l. (2003). studies: a supplement to teaching reading in the content areas teacher’s manual (2nd ed.). colorado, co: mcrel. english standard of learning: enhanced scope and sequence for grades 6 richmond, va: virginia department of education. retrieved from http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_ scope_sequence/2008/scopeseq_histsoc2.pdf based on the findings and interpretations presented in the previous chapter concluded the result of this study. first, from the result between posttest in experimental and control groups, it could be concluded that there was a significance recount reading between those who are taught zooming in and zooming out strategy and those who are not at smp sriguna second, from the result of pretest and posttest in experimental group, it there was a significant improvement on the eighth reading before and after the treatment. therefore, it could be zooming in and zooming out strategy was effective to the eighth grade palembang especially in recount text. references prosedure penelitian: suatu pendekatan praktik indonesia: pt. rineka cipta. 2007). metode analisis data sosial. kediri, indonesia: jenggala pustaka utama. stretching students’ vocabulary: best practices for building the rich vocabulary students need to achieve in reading, writing, and the content . new york, ny: scholastic, inc. principle of language learning and teaching (5th : pearson education. cohen, l., manion, l., & marrison k. (2007). research methods in education ed.). new york, ny: routledge. educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson cameron, g. n., & barton, m. l. (2003). teaching reading in social studies: a supplement to teaching reading in the content areas teacher’s . colorado, co: mcrel. of learning: enhanced scope and sequence for grades 6 richmond, va: virginia department of education. retrieved from http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_ scope_sequence/2008/scopeseq_histsoc2.pdf. chapter, the concluded the result of this study. first, from the result between posttest in significance en those who are taught by using those who are not at smp sriguna second, from the result of pretest and posttest in experimental group, it eighth grade therefore, it could be was effective to the eighth grade raktik. jakarta, kediri, indonesia: ractices for building the rich vocabulary students need to achieve in reading, writing, and the content (5th ed.). new research methods in education (6th educational research: planning, conducting, and evaluating (4th ed.). boston, ma: pearson teaching reading in social studies: a supplement to teaching reading in the content areas teacher’s of learning: enhanced scope and sequence for grades 6-8. (2004). richmond, va: virginia department of education. retrieved from http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_ http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc2.pdf http://www.doe.virginia.gov/testing/sol/scope_sequence/history_socialscience_scope_sequence/2008/scopeseq_histsoc2.pdf epp, w. l., harrison, g., & prentice, b. (2004). teaching students with reading difficulties and disabilities: retrieved from www.education.gov.sk.ca/reading fraenkel, j. r., wallen, n. e., & hyun, h. h. research in education hamra, a., & syatriana, e. (2010). developing a model of teaching reading comprehension for efl students. http://journal.teflin.org/ind harmer, j. (2007). the practice of english language teaching england: longman. harmon, j. m., & hedrick, vocabulary and conceptual learning in soc 2. retrieved from http://www.jstor.org klingner, j. k., vaughn, s., & boardman, a. (2007). comprehension to students with learning difficulties guilford press. козак, м. (2011).the types of reading and exercises for teaching reading from http://www.e-osnova.ru/pdf/osnova_10_0_696.pdf lems, k., miller, l. d., & soro, m. t. (20 learners: insights from linguistics linse, c. t. (2005). practical english language teachings: young learners singapore: mcgraw hill companies, inc. martin, w. e., & bridgman, k. method from hypothesis to result moore, k. d. (2005). effective instructional strategies: from theory to practice thousand oaks, ca: sage pub mukarto, sujatmiko, murwani, j. s., & kiswara, w for junior high school ningsih, d. s. (2012). the effect of using zooming in and zooming out strategy toward ttudents’ reading pertiwi 2 padang. journal http://ejournal-s1.stkip park, j. j., jin, q., yeo, m. s., & hu, b. (2012). service in smart lace. new york, ny priana, j., irjayanti, a. r., & renitasari, v. (2008). high school students grade viii departemen pendidikan nasional. saragih, n., silalahi, r., & pardede, h. (2014). the effectiveness of using recount text to improving writing skill for grade iii students of kalam kudus elementary school 2 pematangsiantar. science, 19, 57. retrieved from http://www.iosrjournals.org epp, w. l., harrison, g., & prentice, b. (2004). teaching students with reading difficulties and disabilities: a guide for educators. saskatchewan learning www.education.gov.sk.ca/reading-difficulties-disabilities , wallen, n. e., & hyun, h. h. (2012). how to design and ducation (8th ed.). new york, ny: mcgraw hill, inc. hamra, a., & syatriana, e. (2010). developing a model of teaching reading comprehension for efl students. teflin journal, 21, 30. retrieved from http://journal.teflin.org/index.php/journal/article/download/31/33. the practice of english language teaching (3rd ed. harmon, j. m., & hedrick, w. b. (2000). zooming in and zooming out: enhancing vocabulary and conceptual learning in social studies. the reading teacher http://www.jstor.org. klingner, j. k., vaughn, s., & boardman, a. (2007). teaching reading comprehension to students with learning difficulties. new york, ny: the the types of reading and exercises for teaching reading osnova.ru/pdf/osnova_10_0_696.pdf. lems, k., miller, l. d., & soro, m. t. (2010). teaching reading to english language learners: insights from linguistics. new york, ny: the guilford press. practical english language teachings: young learners singapore: mcgraw hill companies, inc. martin, w. e., & bridgman, k. d. (2012). quantitative and statistical research method from hypothesis to result. san francisco, ca: john wiley & sons, inc. effective instructional strategies: from theory to practice : sage publications, inc. sujatmiko, murwani, j. s., & kiswara, w. (2007). eos english on chool students year vii. jakarta, indonesia: erlangga. the effect of using zooming in and zooming out strategy toward ttudents’ reading comprehension, a study at eighth grade of smp journal of english language teaching, 1. 6. retrieved from s1.stkip-pgri-sumbar.ac.id/index.php/inggris/view/165. q., yeo, m. s., & hu, b. (2012). human centric technology and . new york, ny: springer. priana, j., irjayanti, a. r., & renitasari, v. (2008). scaffolding: english for junior high school students grade viii. jakarta, indonesia: pusat p pendidikan nasional. saragih, n., silalahi, r., & pardede, h. (2014). the effectiveness of using recount text to improving writing skill for grade iii students of kalam kudus elementary school 2 pematangsiantar. iosr journal of humanities and retrieved from http://www.iosrjournals.org 145 epp, w. l., harrison, g., & prentice, b. (2004). teaching students with reading saskatchewan learning. disabilities esign and evaluate hamra, a., & syatriana, e. (2010). developing a model of teaching reading , 21, 30. retrieved from .). london, (2000). zooming in and zooming out: enhancing the reading teacher, 54, teaching reading . new york, ny: the the types of reading and exercises for teaching reading. retrieved teaching reading to english language . new york, ny: the guilford press. practical english language teachings: young learners. quantitative and statistical research . san francisco, ca: john wiley & sons, inc. effective instructional strategies: from theory to practice. nglish on sky 2 erlangga. the effect of using zooming in and zooming out strategy comprehension, a study at eighth grade of smp , 1. 6. retrieved from sumbar.ac.id/index.php/inggris/view/165. human centric technology and scaffolding: english for junior pusat perbukuan saragih, n., silalahi, r., & pardede, h. (2014). the effectiveness of using recount text to improving writing skill for grade iii students of kalam kudus es and social http://journal.teflin.org/index.php/journal/article/download/31/33 http://www.jstor.org/ http://www.e-osnova.ru/pdf/osnova_10_0_696.pdf http://ejournal-s1.stkip-pgri/ 146 yuliani, e., novita, d., & suhartono, l. (2013). recount text through heading into questions university, pontianak zare, p., & othman, m. (2013). the relationship between reading comprehension and reading strategy use among malaysian esl learners. humanity and social science http://www.ijhssnet.com/journals/vol_3_no_13_july_2013/22.pdf yuliani, e., novita, d., & suhartono, l. (2013). teaching reading comprehension on recount text through heading into questions. unpublished thesis. tanjjungpura university, pontianak. , m. (2013). the relationship between reading comprehension and reading strategy use among malaysian esl learners. international journal of humanity and social science, 3, 188. retrieved from http://www.ijhssnet.com/journals/vol_3_no_13_july_2013/22.pdf. teaching reading comprehension on tanjjungpura , m. (2013). the relationship between reading comprehension and international journal of 3, 188. retrieved from http://www.ijhssnet.com/journals/vol_3_no_13_july_2013/22.pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 147 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students’ perceptions on the use of google classroom in writing activities: a case study adeliya lestari universitas islam negeri raden fatah palembang manalulaili universitas islam negeri raden fatah palembang winny agustria riznanda universitas islam negeri raden fatah palembang abstract google classroom is an application for online learning and teaching. the objective of this study was to find out the students’ perceptions on the use of google classroom in writing activities at sman 3 lubuklinggau. the qualitative research method with a case study research design was used in this study. the participants of this study were six students who were obtained by using a maximum variation sampling based on teacher’s recommendation. the study used interview and thematic analysis was selected as analyzing the data in developing categories and sub-categories of the data. the findings showed that there were positive and negative perceptions on the use of google classroom in writing activities. they were (1) being easy to acces, (2) saving time, (3) getting feedback, (4) being easy to post writing assignments, (5) having lack of interaction, and (6) increasing problem in writing. the results showed that google classroom used in online learning had advantages and disadvantages for students in learning writing. keywords: google glassroom, students’ perception, writing manuscript submitted: september 21, 2021 manuscript revised: october 31, 2021 accepted for publication: november 28, 2021 introduction english is an international and global language. nishanti (2018) states that english is the most commonly used language universally where its importance cannot be denied or ignored. besides, english as lingua franca means that english is used among speakers of diffrent first language (barancicova & zerzova, 2015). in the field of education, english as a lingua franca has been widely implementated in various school, especially indonesia. in short, english is very essential to use in various fields like education. one of the most important language skills to be mastered is writing. through the mastery of writing skills, student can communicate ideas, thought, feeling, and emotions into written form edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 148 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (sakkir et al., 2016). moreover, writing is a process of the most important skill of human which usually consists of text and numerical data (hyland, 2004). durga and rao (2018) who state that writing is important that communication is transmitted more through writing than other types of media. it is supported by muflihin (2015) states that writing is an effective way to communicate and express our thoughts, feelings and opinions to others. in addition, klimova (2013) claims that in language teaching, writing has a unique position because it involves practice and knowledge. therefore, writing is a way to express ideas or opinions through paper. despite it’s importance, writing requires a complex process. richards and renandya (2002) state that writing is the most complex and difficult skill for students to master. writing is considered a difficult skill for students to master because in producing good sentences that need to be mastered by students. in addition, babalola (2012) states as it is well known that writing is considered a difficult language skill that students must learn to convey their ideas. students must be able to express ideas effectively in order to obtain good writing skills. therefore, writing is very important to be taught to students in order to produce an effective and interesting composition. there are various problems that occur in the writing class. hyland (2006) reveales that the main problem in second language is the low knowledge of vocabulary. furthermore, ghabool (2012) states that every individual at the time of writing may experience difficulties in one aspect of skills such as: use of grammar, conventions, punctuation, capitalization, spelling, and some basic aspects and prefixes are written correctly. in addition, al-badi (2015) in his research concluded that the main problems in writing is grammatical errors, improper vocabulary selection, irregular verbs, and incorrect punctuation and spelling. in short, students experienced problems in the writing process. student of indonesia who learn english as a foreign language encountered problems in learning writing. english foreign language students must also work hard in transferring meaning from the indonesian context to english so that the results of their writing can be understood and make sense when read by the public, especially native speakers (ariyanti, 2016). according to leki (1992), english foreign language is difiicult to master because students have difficulty understanding the implications and meanning of words. in addition, astrid et al., (2019) writing in a foreign language (fl) is even more difficult as it demands a certain amount of knowledge on the language background. many efl students still have difficulty mastering these skills because there are some differences between language and english such as structural terms and grammar and style. meanwhile, the average student has a problem where a lack of english language skills is the main cause of many difficulties faced by esl students in writing assignments. yaqin (2015) further states that the weakness in academic writing for indonesian students is their inadequate english language skills. currently, almost parts of the world are hit by the covid-19 outbreak or better known as the corona virus pandemic. as a result, various countries have to implement a lockdown system to prevent the spread of the virus, one of which has an impact on the education sector, therefore the ministry of education in indonesia is implementing a remote learning system (online). supported by the circular letter of the ministry of education and culture of the republic of indonesia number 4 (2020) which states that the teaching and learning process is carried out at home through online learning. according to ernst and young (2012) as cited syaiful et al.,(2019), have a prediction that even though the digital revolution will not eliminate campus base universities, it will revolutionize how the stakeholders deliver and support the process of education and the way the institutions produce value and system. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 149 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi one of the online learning media used at schools are google classroom, which is a program for teachers and students to create, evaluate, and assess paper assignments (mersand, 2014). shaharanee et al. (2016) suggest that google classroom facilitates teachers to create and organize assignments quickly, provide input efficiently, and communicate with the class easily. the advantages of google classroom are very easy to use and can even be accessed. google classroom’s design deliberately simplifies the instructional interface and the options used to deliver and track assignments; communication with all courses or individuals is also simplified through announcements, e-mails, also simplifies the distance learning process, saves time, collects paperwork, and can write anytime without time limits. supported by iftakhar (2016), google classroom is a learning platform intended for all spheres of education which is intended to find a way out of difficulties in making paperless assignments. according to beal (2017), google classroom is a tool that facilitates student and teacher collaboration. in conclusion, google classroom really help teachers manage the creation and collection of paperless assignments, which are very suitable to support today's learning media. google classroom is beneficial for writing class using google classroom, the teacher can guide students to reflect on themselves using their own words without feeling anxious when writing. jannah and yuniarti (2019) state that google classroom is widely accessed by teachers, one of which is for the teaching and learning process, especially in learning to write. furthermore, fitriningtyas et al. (2019) claim there are features that support learning to write; one of them is when writing students easily upload tasks that have been needed as files, various features are also available such as, single view for student assignments menu, class management, decimal assessment, transfer of calendar ownership. in short, using google classroom in learning to write really helps teachers and students to be equipped with advanced supporting features. a preliminary study was conducted by interviewing one of the teachers of english at sman 3 lubuklinggau. it was revealed that google classroom is used for the english teaching and learning in writing activities. according to the teachers who teach at sman 3, google classroom is really used to support the english learning process epecially eleventh grade. then, all eleventh grade used google classroom to support the learning proses, because learning that used google classroom in only eleventh grade. while the tenth and twelfth grades use zoom, whatsapp and google meet to carry out the online learning process. besides, being easy it also has a positive impact on the low economy for students as google classroom saves quota so that it helps children with limited internet quotas, and is effective for learning writing because it can send attached data so that participants can write and share data (d, informal communication, 16 october 2020). furthermore, informal interviews are also conducted to three students of sma n 3 lubuklinggau. the students said that learning using the google classroom application was easy to understand, before students sent assignments in the form of videos or files that had a large capacity, it had to be minimized first (f. informal communication, 16 october 2020). in addition, according to them online learning is easy, even though it was difficult because the signal was not supportive plus the internet quota they have is limited (a and y, informal communication, 16 october 2020). in short, the interview was conducted that online learning was very effective to do, and helped the teaching and learning process even though there were still things to be done above. previous studies showed that google classroom had positive impact in teaching learning on writing. study conducted by shaharane et al. (2016) revealed that google classroom provides student enthusiasm so that it shows it is effective as an active learning tool. study conducted by mai (2019) revealed virtual classes using google classroom are superior to ordinary classes. the results edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 150 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of student involvement in writing will be higher than students in the control group who only learn in ordinary classes. kathleen (2016) indicated that google classroom can be positive results student learning outcomes in vocabulary, their understanding of content knowledge has limited improvement. according to the description above, an investigation of students' perceptions about the use of google classrooms in writing learning will be carried out at sman 3 lubuklinggau. therefore, we wanted to conduct this research to find out students' perceptions about the use of google classroom in writing activities at sman 3 lubuk linggau. literature review writing and components there are several ideas about the definition of writing in general. nunan (2003) states that wiring is mental work to find ideas, think about how to express them, and organize them into statements and paragraphs that will be clear to readers. its means that students can communicate thoughts, feelings, and emotions to others in writing. supported by (marzulina & saputra, 2016), writing is the more complicated and appears to be the most difficult of the skills, even for native speakers of a language, because it entails not just a graphic representation of speech, but alsomthe development and presentation of thoughts in an organized way. generally, people who are good at writing in english and have a good written language, they also have good english competence. in short writing is not easy because the writer must pay attention to the main purpose or writing and also must pay attention to aspects in his writing. referring to the expert opinion above, we can conclude that writing is complex activity to change spoken to written language according to grammatical accuracy to convey the message or the author's intent and that can not be separated from the main purpose to convey or disclose ideas, thoughts and feelings. the stock of vocabulary, grammar and how to make a correct sentence must be considered to make a good writing. the students’ writing score will be evaluated by the scoring system. hossain (2015) propeseed the aspect of writing as folows: 1. form (organization), the organization of the text is fluent in expressing, reveal clearly ideas, good organization, logic sequence, and cohesive. 2. the content, refers to the topic and its explanation, discussion, evaluation, and conclusion. it should be clear, specific, and relevant. 3. grammar, the employment of grammatical form and syntactic patterns. it means that sentecence is another aspect that should be considered. 4. vocabulary, the student could choose the correct words as it is function amd master informing words. 5. mechanics, mechanic refers to the use of conventional graphic of the language, i.e., the step of arranging letters, words, paragraphs, by using knowledge of structure and some others related to one another. in writing skill, we need to know and master the writing components. they must be mastered by the students before they write down what they want to express. it is suported by haris (1969) as cited in basonggo et al. (2016) states that in order to make a good writing, we need to recognize the component of writing skill such as content, forms, grammar, vocabulary, and mechanics (punctuation and capitalization). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 151 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi distance learning distance education is the kind of education in which students may not always be physically present at a school. according to okmawati (2020) online learning is the use of telecommunications technology to convey information for education and training. in using online learning, several alternative media or applications can be used to support the learning process. modern students are inseparable of digital life. they need internet, texting, social media, and multimedia is a natural activity of daily life for them, and they expect use technology in their academic life. benefits of distance learning distance learning may not be the best choice for every student but with the current situation it is the best solution to do to support the distance learning process. sadeghi (2019) provides the benefits of distance learning as follows: 1. learn from anywhere, anytime, the best thing about distance education is that you can learn from anywhere and anytime.. 2. saving significant amounts of money, you do not have to live in the same city or country to attend the learning institution of your choice. you can study anywhere you have access to a computer and an internet connection. 3. flexibility to choose, even if they are outside the touch form learning process, distance learning programs offer them the flexibility to choose their learning program. 4. saving time, in a distance learning program, your classroom is right in your bedroom – study material at your desk or in electronic material on your computer. limitations of distance learning although online learning allows more people to acquire higher education, it does not come without its own perks and benefits. sadeghi (2019) provides the limitation of distance learning as follows: 1. high chances of distraction, it implies there will be no face-to-face interaction with the teacher and no peers to help with reminders of ongoing assignments, which will most likely result in missed deadlines. 2. complicated technology, one of the biggest disadvantages of online learning is its reliance on technology. the class session will be halted if there is a software or hardware malfunction, so be prepared. 3. no social interaction, lack of physical interaction in the educational process can cause many problems. online learning only limits students to online-based classes and learning materials. 4. difficulty staying in contact with intructors, students will have more difficulty connecting with their instructors. google classroom for learning writing google classroom is very simple to create and to use. here all available features are integrated. fitriningtyas et al. (2019) provide the feature of google classroom as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 152 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 1. single view for student assignments, classrooms have pages for each student that show all student assignments in the class. with this view, teachers and students can see teachers and students can see the status of each task, and can use filters to see each assignment, assignments lost, or tasks that have been assessed and returned. 2. class arrangement, through classroom, teachers can arrange and organize classes based on the criteria of the class they have. for example arranging based on daily schedules, priority workload. 3. decimal grading, through classroom, teachers will be able to easily use assessments that require high accuracy, for example, the use of decimals in their assessment. 4. transfer of class ownership, with this feature, the admin and teacher can transfer ownership of the google classroom class to other teachers, without the need to create a new class. automatically, new class owners can get complete access to student work through google drive. 5. new class integration, this feature offers easy integration between teachers and various other applications they like. 6. code display class, with this feature, teachers can now display their class code on the screen in full so students can quickly join a new class. 7. import the google form quiz score to class, using quizzes through google forms allows teachers to conduct real-time assessments of student understanding of a topic. then, the teacher will be able to import the value from the quiz made earlier directly to google classroom. 8. add a profile picture on the cellphone, with this feature, both teachers and students can easily change profile pictures through their cellphones. the reseacher from setiadi (2020) proposed some features of google classroom as follow: a. posting and sharing, teachers are able to post links to important class website, post files for students, post teaching material, and another things. this is very efficience way to distribure class material to students and one of google classroom most benefical features. b. assignment, teachers and students are able to creating, distributing, collecting assignment into a quick and simple process. c. grading, teachers are able to assign any poin value to the assignment and add private feedback comments to student assignment. d. question, teachers are able to assign any poin value to the assignment and add private feedback comments to student assignment. e. calendar, google classroom automatically creates an assignment calendar for students and teachers to remind about assignment deadline. benefits of writing activities through google classroom google classroom provides many opportunities for both students and teachers as a free online learning site. korman (2020) provide the benefit of writing activities as follows: 1. accessibility, google classroom can be accessed via google chrome from an machine, or from any mobile device, regardless of platform. all files shared by teachers and students shall be stored in a classroom folder on google drive. users can access the classroom anywhere. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 153 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2. exposure, google classroom exposure can help students turn to other learning management systems used in higher education. 3. paperless, teachers and students won't have to shuffle excessive quantities of paper since the classroom is entirely paperless. students may access lost work due to absences and find other likely required services. 4. time saver, the classroom is a perfect time-saver. with all money being saved in one location and being able to access the classroom anytime, teachers would have more free time to complete other tasks. 5. communication, teachers and students can submit emails, post into the web, submit private comments on assignments, and provide input on work. 6. collaborate, the classroom gives the students many ways to work together. 7. engagement, the classroom offers many ways to make learning collaborative and interactive. it allows teachers to separate tasks, to incorporate videos and web pages into lessons, and to create group tasks for collaboration. 8. feedback, avaluable part of all learning is to provide meaningful feedback to the students. inside the classroom's grading tool, teachers can send feedback on assignments to each student. some researchers proposed some advantages of google classroom as follows: a. easy to use, it is very easy to use. google classroom’s design purposefully simplifies the instructional interface and options used for delivering and tracking assignments; communication with the entire course or individuals is also simplified through announcements, email, and push notifications (ifkhair, 2016). b. saves time, google classroom is designed to save time. it integrates and automates the use of other google apps, including docs, slides, and spreadsheets, the process of administering document distribution, grading, formative assessment, and feedback is simplified and streamlined. harjanto and sumarni (2019) who found that google classroom save their time much and the teacher needn’t spend time on copying materials and transferring to student by via google classroom. c. cloud-based, google classroom brings more professional and authentic technology to use in a learning environment because google apps represent "the vast majority of cloud-based enterprise communication tools used across the professional workforce. d. flexible, the app is easily accessible and can be used by instructors and students in face-toface learning and fully online environments. this allows the educator to explore and influence "reverse instructional methods more easily as well as automate and organize the distribution and collection of tasks and communication in a variety of instructional environments." (mary, 2014 ac cited in ifkhair, 2016). e. free, google classes themselves are not necessarily available to students without access to educational institutions. but anyone can access all other applications, like drive, docs, sheets, slides, etc. simply sign up for a google account and also, googles classroom can acces anywhere, anytime. f. mobile friendly, google classroom is designed to be responsive. easy to use on any mobile device. "mobile access to engaging and easy-to-interact learning materials is essential in today's web-connected learning environment (ifkhair, 2016). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 154 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design and participants in this study, we used qualitative research with a design of a case study. this qualitative case study is an approach that facilitates exploration of a phenomenon within its context using a variety of data sources (baxter & jack, 2010). qualitative research is an interpretative approach, which attempts to gain insight into the specific meanings and behaviours experienced in a certain social phenomenon through the subjective experiences of the participants (palmer & bolderston, 2006). furthermore, creswell (2012) states that one of major characteristic in qualitative research is exploring a problem and developing a detail understanding of central phenomenon. in this qualitative study, case study was used as the research design to find out the students’ perception toward using google classroom in learning writing. according to creswell (2010), a case study is problem that will be explored in depth of a bounded system which involves understanding an activity, event, process, or individual. the elevent grade students of sman 3 lubuklinggau were chosen as the participants in this study by using a purposeful sampling technique. in addition, purposeful sampling is generally used in qualitative research to obtain infromation that require field access to help identify cases with special purposes (suri, 2011). maximal varition sampling was used as one of purposeful sampling strategies to choose the participant. creswell (2010) states that maximal variation sampling is a purposeful sampling strategy in which the researcher sample cases or individuals that differ on some characteristic or trait. based on our preliminary study, there are 5 classes that used google classroom in learning writing. we selected 6 students as the participants based on their score in learning writing through maximal variation sampling. they were two students who had highest score in writing, two students who had medium score in writing, and two students who had lower score in writing. it was decided based on the information from the teacher. in addition, students were also be selected based on their gender. data collection and analysis the interview was used to collect the data to determine students’ perceptions on the use of google calssroom in writing activities at sman 3 lubuklinggau. we had a telephone interview to collect data by using mobile phone and whatsapp. there were six students as participant. four participants were interviewed by mobile phones and two participants were interviewed by using whatsapp. the interview for each participants lasted about 8-15 minutes. semi-stuctured interview was used. al-balushi (2016) indicates that semi-structured interview is considered as a great medium for research interpretatively because they can help the researcher obtain data of participants’ perception deeply and make their experience depend on the reality. jamshed (2004) claims that indepth interview where subject has to answer predetemined open-ended questions is semi-structured interview. semi-structured interview is an appropriate medium for interpretive research because it can help the researcher obtain data of participants’ perception in depth and make their experiences and life stories depends on the factc (al-balushi, 2016). there were 25 items in the form questions related to students’ perceptions on the use of google classroom. one-on-one interview was used in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 155 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi this study. in the interview process, we introduced ourselves first and explained the purpose of the interview and the use of audio recording to the students and the students also introduced her/himself so they could get to know each other. the interviewers and interviewee used indonesia language during interview proses. all of the interview was recordered and later transcribed into english. the interview was done as supporting data to know how the students’ perception on the use of google classroom in writing activities. in analyzing data, we applied thematic analysis folowing steps from creswell (2012). first, we collected the detailed data from interview (e.g.,transcriptions or typed notes). then, we put the data into computer files after transcribing the raw data into text. next, we started to code all of the data. in this process, we read all transcriptions and started to code the data that were related to the research question of this study. the last, we made a personal interpretation as the final summary of this research. to analyze students’ perception using google classroom in writing activities, the recorded interview data were prepared after interviewing the chosen participants. then, we transformed the recorded data from the interview into a transcription. afterward, we interpreted the result from the interview about what was found. establishment of trustworthiness in the process of collecting and analyzing data, the accuracy of findings and interpretation was ensured. the validation of findings is related to how the researchers decides the accurate findings by using ways such as member checking or triangulation (creswell, 2012). in this study, the trustworthiness was used to check the accuracy of the data using member checking. according to carlson (2010), member checking is an opportunity for participants to agree on data from existing intepretations. we checked the accuracy of the interview results by asking the interviewers to recheck the trancripts of interview as conformity about infromation which had been given by them in the interview. if they thought it was not right, then we asked them the part that was not correct until they were correct and accurate result. findings students’ perceptions on the use of google classroom in writing activites based on the data gained from interview, we found that there were positive and negative perceptions on the use of google classroom in writing activities. it was found that various information about students’ perceptions on the use of google classroom in writing activities. it was divided into five; being easy to access, saving time, getting feedback, being easy to post the writing assignment, having lack of interaction, and increasing problem in writing. belows are the explanation: easy to access the result of interview showed that most of the students felt that google classroom was easy to access in subbmiting assigment when in writing activities. the student with initial ta said “yes, i think it is easy to use to receive material because there are no problems in google classroom when accessing it” edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 156 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (personal communication, april 07, 2021). the students initial el added that “yes, it is very easy for me to accept writing material because when it is easier to access there are no problems, especially when the material is neatly arranged” (personal communication, april 07, 2021). saving time most of the students said that google classroom was saving more time than learning faceto-face based on the result of the interview. the student with initial da said “yes, because it can make me focused on doing tasks quickly so it can save my time” (personal communication, april 07, 2021). the student initial al “yes, it saves more time than learning face to face because the teacher does not explain the material and there is no direct question and answer” (personal communication, april 07, 2021). moreover, the student with initial ta added that “yes, because we can access the material directly and without being explained by the teacher” (personal communication, april 07, 2021). getting feedback based on the data obtained from interview, it indicated that most of the students felt that the teacher always commented on the writing assignment. as confessed by the student initially da “yes, when i submit assignments, the teacher usually immediately comments on what is unclear in my assignment” (personal communication, april 07, 2021). the student initial aa “yes, but it took a very long time, like during the final assessment feedback to our writing assignment” (personal communication, april 07, 2021). in addition, the students agreed that teacher could provide feedback when they submitted assignments. as confessed by the student initially el claimed that “yes, i think comment and suggestions from teachers are very important so the teacher can improve my writing” (personal communication, april 07, 2021). moreover, the student with initial ta added that “yes, because with comments from the teacher, she/ he can tell us where the mistakes are in writing, so we can improve our writing” (personal communication, april 07, 2021). easy to post the writing assignment the data obtained from interview indicated that most of the students claimed the google classroom feature was very easy to use when submitting assignments in google classroom. the students with initial ay “no, because it's very easy to post assignments unless there is a signal problem” (personal communication, april 07, 2021). the student with initial al “no, because there is a column for collecting assignments and it is supported by a strong signal, making it easier for me to carry out the task collection process” (personal communication, april 07, 2021). moreover, the student with initial da added that “no, because the google classroom feature is very easy to use when submitting assignments in google classroom” (personal communication, april 07, 2021). lack in interaction most of the students felt that google classroom could decrease the interaction between teacher and student based on the interview result. as confessed by the student initially da “yes, there is very little interaction between teachers and students. i don't think that's enough.” (personal communication, april 07, 2021). the student with initial al “yes, because we feel that there is a lack of interaction between edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 157 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers and students, and that is not enough for students, especially since we learn through online learning” (personal communication, april 07, 2021). moreover, the student with initial ay added that “yes, because interacting using chat is difficult; it's easier to connect directly” (personal communication, april 07, 2021). increasing problem in writing the data obtained from interview showed most of the students said that the google classroom did not help them in choosing the right diction. the students with initial ta “no, i think google classoom is just an applications to accept assignments and submit assignments”(personal communication, april 07, 2021). the student with initial da added that “no, choosing the right diction depends on each individual's knowledge” (personal communication, april 07, 2021). moreover, the students also felt that google classroom could not help them to arrange the idea. as confessed by the student initially al claimed that “no, because at the time of writing we had to use english, so we indirectly improved the ideas and grammar used” (personal communication, april 07, 2021). the student with initial el “of course not, because google classroom does not provide this feature”. (personal communication, april 07, 2021). discussion students’ perceptions on using google classroom in writing activities at sma n 3 lubuklinggau found in this study consisted of (1) being easy to access, (2) saving time, (3) getting feedback, (4) being easy to post the writing assignment, (5) having lack of interaction, and (6) increasing problem in writing. an explanation the factors were described as following in order to know further much information about them. the first perception from students was that google classroom was being easy to acces. almost all students felt that google classroom was very easy to use. it indicated that students agreed and got good response about that. students could access faster material, assignment and important announcement from google classroom that could be accessed via website or smartphone by students. it was related to research conducted by shaharanee et al. (2016) which stated that google classroom made the process of submitting assignment easier. furthermore, students felt that operating google classroom for the learning process was easy to use. it was supported by harjanto and sumarni (2019) who found that to operate google classroom was also quite easy for students in their study. in additon, the student agreed that google classroom was easy to access material anywhere. it was in line with research done by setiadi (2019) who said that google classroom was easy for students to use because students could access materials, assignments, and they could access google classroom anywhere. the second perception from students was that use of google classroom was saving time. students agreed that learning to use google classroom can save time and then the students claimed that used google classroom saved their time because the teacher did not need to spend time explaining the material and distributing it to students. the students did not need to listen to the teacher's explanation. they easily accessed the material. it was in line with the research conducted by harjanto and sumarni (2019) who said that google classroom saved their time much and teachers did not need spend time on copying materials and distributed them to students. in addition, learning writing in google classroom saved more time than learning face to face because the teacher did not explain the material and there was no direct question and answer. as research conducted by edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 158 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi fitriningtyas (2019) which found that google classroom could save time in assigning assignments to students. the third was that use google classrroom was getting feedback. student felt that by the comments from the teacher could show them the mistakes in writing. it was in line with shaharanee et al. (2016) who found in term of usefulness of the google classroom, the feedback provided by the teacher was very useful. the students stated that the teacher always commented on the writing assignment. it was supported by iftkhar (2016) who found that the students commented that teachers had to use it regularly and gave positive feedback about students' participation in google classroom. student claimed that the teacher always provided feedback for his assignmnet in google classroom. it was supported by alim (2019) who found that the teacher gave feedback on all assignments to students and graded it using google classroom. additionally, sukmawati and nensia (2019) revealed that when students submitted assignments, a lecturer gave grades and students could see directly from google classroom. furthemore, the students agreed that by teachers’ comment could improve their writing. it was supported by sheelavant (2020) who said that the students felt that instant feedback by the teacher helped them improved in writing activities. the fourth perception was the use of google classroom was made the students easy to post their writing assignment. the students could post their assignments quickly and also they could share material easily and could be accessed anytime via handphone. it was supported by sukmawati and nensia (2019) who found that students easily submit assignment anywhere by handphone. setiadi (2019) discovered that students was easy to get information or announcement, do and submit their task or assignment. sheelavant (2020) also supported that the students could use the application anytime and anywhere. additionally, mustaniroh (2015) stated that google classroom as a media of learning could repeat the learning material and the material could be opened anytime. the fifth perception was having lack of interaction. students claimed that google classroom could decrease the interaction between teacher and student. this result was in line with sheelavant (2020) who found that the students felt online classes was not as effective as traditional classes due to lack of student-teacher interaction. however, the lack of interaction in online classes between teachers and students had to be resolved, so that teachers and students could communicate online like face-to-face. it was supported by muthudprasad (2021) who discovered that the lack of traditional, face-to-face interactions in online classes was also a major concern. additionally, a study conducted by mustaniroh (2015) also showed that the students agreed that google classroom made students difficult to communicate with teacher. the last perception from students was that the use of google classroom increased problem in writing. most of student claimed that the google classroom did not help them in the learning process of writing. it indicated that the students agreed that the use of google classroom did not help in choosing the right diction. it was supported by janah and yuniarti (2019) who discovered that the students’ writing was dominated by errors on mechanics (punctuation, paragraphing, and capitalization), and language use (structure and grammar), but overall the content of their text was enough to be evaluated. then, the students felt that google classroom could not help students to arrange the idea. it was in line with the research of laili and muflihah (2020) which indicated that the several students experienced an obstacle in the writing. it indicated that the student felt difficulties to construct sentences into paragraphs. it was caused by the lack of concepts or ideas. furthermore, klimova (2013) found that the student confessed that they had difficulties using the formal language which was related, such as limited knowledge of grammar (e.g. articles, word order and tenses), it revealed that the language use was different from the native language. in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 159 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi addition, janah and yuniarti (2019) stated that students by using google classroom in learning writing for language use still made errors on tense. therefore, the use google classroom in writing activities had advantages and disadvantages for students to learn in writing ativities. students felt that google classroom was easy to access, provided getting feedback, saved the time, and was easy to post in writing assignment. however, the use of google classroom in learning writing activities could lead to a lack of interaction, and could increase problems in writing. conclusions based on the result of the study, we found that there were positive and negative perceptions on the use of google classroom in writing activities. the positive perceptions were as follows: (a) the students felt that google classrroom was easy to acces received the materials in writing, (b) the student felt that google classroom could save more time than learning face-to-face, (c) the students stated that the teacher always commented on the writing assignment, (d) the student felt that by the comments from the teacher could tell them the error in writing, (e) the students claimed the google classroom feature was very easy to use when submitting assignments in google classroom. however, there were negative perception on use of google classroom in writitng activities. they were as follow: (a) the students felt that google classroom could decrease the interaction between teacher and student; (b) the students claimed that the google classroom did not help students in choosing the right diction, (c) the students felt that google classroom could not help students to arrange the idea. this research only focused on finding out the students’ perceptions toward the use of google classrroom in writing activities. we suggested that next research can conduct more in-depth research and get new perceptions of this topic on the use of google classroom in writing activities. then, it is suggested that next research can develop this research so that it does not only focus on writing skills but also includes other skills such as reading, speaking and listening. furthermore, we suggested to students, especially students of sman 3 lubuklinggau, to maintain the advantages of google classroom in writing activities such as students easily access material in google classroom, students feel more time-saving in learning, and students feel feedback by being able to find errors in writing. next, we suggested to the teacher to optimize more how to teach writing through google classroom. then, we also hope that using google classroom for writing activities can provide new experiences for teachers and students. by knowing the results of the perception of using google classroom in writing activities, we suggested that students can further develop the use of google classroom to improve english language skills in writing. finally, all students, especially sman 3 lubuklinggau, can learn to write well through google classroom. references al-balushi, k. (2016). the use of online semi-structured interviews in interpretive research. international journal of science and research (ijsr), 7(4), 726–732. al-badi i., & ali, a. (2015). academic writing difficulties of esl learners. wei international academic conference proceedings. the west east institue barcelona, spain. alim, f. g. (2019). the effectiveness of google classroom as an instructional media: a case of state islamic institute of kendari, indonesia. humanities & social sciences reviews, 7(2), 2019, 240246. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 160 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi anyan, f. (2013). the influence of power shifts in data collection and analysis stages : a focus on qualitative research interview. the qualitative report, 18(36), 1-9. ariyanti, a. (2016). shaping students’ writing skills: the study of fundamental aspects in mastering academic writing. indonesian journal of efl and linguistics, 1(1), 63–77. annisa astrid., marzulina, l., dian erlina, d., kasinyo harto, s., akhmad habibi, h., & amirul mukminin, a. (2019). teaching writing to efl student teachers: teachers' intervention and no teachers' intervention through peer feedback writing techniques. universal journal of educational research. doi: 10.13189/ujer.2019.070908 http://ilkogretimonline.org.tr/index.php/io/article/view/3264 babalola, h. a. l. (2012). effects of process-genre based approach on the written english performance of computer science students in a nigerian polytechnic. journal of education and practice, 3, (6), 1-7. barančicová, j., & zerzová, j. (2015). english as a lingua franca used at international meetings. journal of language and cultural education, 3(3), 30–51. basonggo, h., said, m. m., & dewi, a. k. (2016). developing writing skill of grade viii students. e-journal of english language teaching society (elts), 4(1),1–11. baxter, p. & jack, s. (2008). qualitative case study methodology: study design and implementation for novice researchers. the qualitative report, 13(4), 544–559. beal, v. (2017). goggle classroom. http//www.wobopedia.com/g/google-classroom/htm. carlson, (2010). avoiding traps in member checking. the qualitative report vol. 15, no. 5, september 2010 htpp://www.nova.edu/ssss/qr/qr15-5/carlson.pdf creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. person education. durga, s. s., & rao, c. s. (2018). developing students’ writing skills in english a process approach. journal for research scholars and proffessionals of english language teaching, 2(9), 1689–1699. ghabool, n., mariadass, m. e. a., & kashef, s. h. (2012). investigating malaysian esl students’ writing problems on conventions, punctuation, and language use at secondary school level. journal of studies in education, 2(3), 130–143. https://doi.org/10.5296/jse.v2i3.1892 ghoshal, b. (2020). advantages and disadvantages of online teaching learning during pandemic. international journal of creative research thought (ijcrt), 8(8),982–985. harjanto, a. s., & sumarni, s. (2019). teachers’ experiences on the use of google classroom. english language and literature international conference (ellic) 3, 172–178. hossain, m. i. (2015). teaching productive skills to the students: a secondary level scenario. unplished bachelor thesis, brac university, dhaka, bangladesh. 1–90. hyland, k. (2006). teaching and researching writing. in an international handbook of tourism education. https://doi.org/10.4324/9780203875919-11. iftkhar, s. (2016). google classroom: what works and how?. jorunal of education and social sciense, vol. 3, (feb) https://doi.org/10.1080/10494820.2020.178 islam, s. (2018). bangladeshi university students’ perception on using google classroom for teaching english. international journal of psycho-educational sciences, 8(2) janah, m., & yuniarti, f. (2019). google classroom on students’ writing learning process. jurnal smart, 5(2, 128–138. jamshed, s. (2014). qualitative research method-interviewing and observation. journal of basic and chlinical pharmacy, 5(4), 87-90. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 161 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kathleen, d. (2016). effects of using google classroom on teaching math students with learning disabilities. unpublished theses, rowan university . http://rdw.rowan.edu/etd/2679 klimova, b. f. (2013). the importance of writing. paripex-indian journal of research, 2(1), 9–11. leki, y. (1992). teaching language skills, march, 113–134. marzulina, l., & saputra, h. (2016). teaching writing by using process genre approach to the eight grade students of smp n 22 palembang. edukasi: jurnal pendidikan pengajaran, 2(i), 1-12. muflihah, t. (2020). the effectiveness of google classroom in teaching writing of recount text for senior high schools. jollt journal of languages and language teaching, 8(4), 348–359. mustaniroh. (2020). students’ perception on the use of google classroom in language learning (descriptive research at semester 5 english education. 1–78. muthuprasad, t., aiswarya, s., aditya, k. s., & jha, g. k. (2021). social sciences & humanities open students’ perception and preference for online education in india during covid -19 pandemic. social sciences & humanities open, 3(1), 100101. nunan, d, (2003) . practical english language teaching. new york: mc graw hill https://www.google.com/url/%3a%2f%2 %2f9118 nishanthi, r. (2018). the importance of learning english in today world. international journal of trend in scientific research and development (ijtsr), 3 (1). november 2018 https://doi.org/10.31142/ijtsrd19061 okmawati, m. (2020). the use of google classroom during pandemic. journal of english language teaching, 9(2), 438. https://doi.org/10.24036/jelt.v9i2.109293 palmer, & bolderston, a. (2006). a brief introduction to qualitative research. canadian journal of medical radiation technology, 37(1), 16–19. https://doi.org/10.1016/s0820-5930(09)60112-2 pratiwi, d. k. (2016). student's difficulties in writing english. a study at the third semester students of english education program at university of bengkulu academic year 2011-2012 https://www.google.com/url ratnaningsih, p. w. (2019). the use of google classroom application for writing and speaking in english education class. paskalina widiastuti ratnaningsih indonesian efl journal: journal of elt, linguistics, and literature, 5(1), 2019. http://ejournal.kopertais4.or.id/mataraman/index.php/efi richards, j. c. & renandya, w. a (2002) language learning and teaching https://academic.oup.com/eltj/article-pdf/59/1/75/1186126/cci012.pdf sakkir, g., rahman, q., & salija, k. (2016). students’ perception on social media in writing class at stkip muhammadiyah rappang, indonesia. international journal of english linguistics, 6(3), 170. https://doi.org/10.5539/ijel.v6n3p170 setiadi, m. a. (2020). students’ perception on the use of google classroom in language learning. august, 1–10. https://www.academia.edu/43828726/ suri, h. (2018). purposeful sampling in qualitative research synthesis. qualitative research journal, vol.1, no. 2, 63–75. https://doi.org/10.3316/qrj1102063 syaiful, amirul mukminin, akhmad habibi, lenny marzulina, annisa astrid, friscilla wulan arum (2019). learning in the digital era: science education students’ perception on the snss use in the context of english for specific course, 18, 3,1070. yaqin, e. (2015). the ability of indonesian efl learners in writing academic papers. dinamika ilmu, 17(2), 237–250. https://doi.org/10.21093/di.v17i2.725 yolanda, g., & al-hafidz. (2014). teaching writing a descrivtive text by using tootphick game to junior high school students. jelt, 3(1). edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 39 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching reading narrative texts through story impression strategy to islamic junior high students suryani state islamic university of raden fatah, palembang, south sumatra suryani_pbi02@yahoo.com abstract the objectives of this study were to find out whether or not there were a significant difference and a significant improvement on the eighth grade students’ achievement in reading narrative text between those who were taught by using story impression strategy and those who were not. in this study, quasi experimental design was used. the sample of the study was taken by using convenience sampling technique consisted of 60 students. this study was conducted for about a month and a half consist of twelve meeting including pre-test and post-test. the instrument used in collecting the data was multiple choices test. the test was administered twice, as the pre-test and post-test for both control and experimental group. the result of the test was analyzed by using independent sample t-test, paired sample t-test and percentage analysis, it was found that there was a significant difference between students’ posttest experimental and control group, since the p-output (0,038) was lower than 0.05 and t-value (2.126) was higher than t-table (1.966). furthermore, there was a significant improvement both of group, since p-output (0.024), was lower than 0,05 and t-value (2.386) was higher than t-table (2.042). keywords: story impression strategy, narrative text, reading comprehension introduction english is considered important in order to absorb and develop science, technology, art and culture (mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). according to richards and rinandya (2002), english in different parts of the world where it is not native language may have the status of either a “second” or a “foreign” language. in the former case, it is a language that is widely used in society and learners need to acquire english in order to survive in society. indonesia is one of the countries that use english as their foreign language which taught as a school subject starting from elementary school up to university. in learning english, there are four skills that must be learned by the students. they are listening, speaking, reading and writing. one of them is reading which one of the important skills in learning english is. squire, berg, bloom, lac, ghosh, and spitzer (2013) state reading skills occupy a uniquely important position in overall cognitive development and critically supportive of educational success. it means that reading is an important part that needs to be developed. by reading, the students can get much information and knowledge, and also the students can improve their ability in english. based on the explanation above, it is clear that reading is an essential skill in learning english. therefore, the students must have ability in reading comprehension. in teaching and learning process, it is not easy for the teachers to encourage their students in order to get a good ability in reading. moreover, if the library school is not supported by good facilities and professional librarian, the collection of the books that is why the students are not interested to come to the library. the writer assumes the students’ reading ability is low. in learning reading, the students usually get some difficulties in understanding the texts for example narrative texts. they have problems in reading comprehension because they just read the text, edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 40 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi but they do not understand the meaning of the content of the texts. considering these problems, the writer concluded that students’ reading comprehension need an alternative strategy in learning reading, especially, narrative text. in this case, story impression strategy can be used. according to bligh (1955), story impression is a pre-reading activity that develops a schema for ideas found in the story, and provides a starting point for revising and confirming ideas as the students read. meanwhile, sejnost (2009) argues that this strategy is very effective with both exposition and narrative; it is especially successful when used with the plot line of narrative stories. moreover, denner and mcginley (1990) define that story impression can be applied to the second grade level. there are some benefits of story impression strategy. according to mccann (2002), there are four benefits of story impression strategy: 1) activate students’ prior knowledge, 2) assess students’ prior understanding of a topic, 3) motivate students by having them predict what the text will be saying, and 4) promote active reading. the objectives of this study were to find out whether or not there were a significant difference and a significant improvement on the eighth grade students’ achievement in reading narrative text between those who were taught by using story impression strategy and those who were not. literature review concept of teaching teaching is the process of transferring, guiding and sharing the knowledge and skills between the teacher and students (mukminin, rohayati, putra, habibi, & aina, 2017; kamil, mukminin, idrus, jamin, & yusuf, 2013; azkiyah & mukminin, 2017). in other words, richard and renandya (2002) state that teaching is viewed as something that is constructed by individual teachers. teaching is driven by teacher’s attempts to integrate theory and practice. the objective of teaching english to indonesian students is that the students are able to communicate in english both oral and writing. to achieve the objective, the students should have the four language skills, such as listening, speaking, reading and writing. furthermore, royanti (2007) explains that teaching is the process of communication. it has to be created through the way of teaching and exchanging the message or information by every teacher and student. through the process of communication, the people can receive the message or information (mukminin, kamil, muazza, & haryanto, 2017). in addition, brown (2000) argues that teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. brown (2000) states that teaching is guiding and faciliting learning, enabling the learner to learn, setting the condition for learning. teaching is to educate people that haven’t know something. allah swt says in surah al-mujaddalah ayat 11: رِْيبَخ﴿ ۱۱﴾ ٌ لَِمع خ ب َ ِنو َ خ َُخ اْو رَخ ج ْ خ ٍ ت ََِمَ َِ ْنِل َِ َِِّ خ ََ ْْ َ خ َ ن ِْخ ِمَك ْْ مَِمَ ْ َِِّ خ َ ْْ َ ِ ِبف رْخ َُخ َ ن َِ َْ َُ ُِ َ ف ب َِ َْ َُ ُِ َِْيي خ َ َْاَ َ .... and when you are told, "arise," then arise; allah will raise those who have believed among you and those who were given knowledge, by degrees. and allah is acquainted with what you do.(ayat 11) from the holy verse of al-qur’an above, the writer iterpreted that allah swt asks us to learn all of god’s creations where allah is the most generous who knows everything. then allah swt explain about the primacy of the faithful and learned knowledge and those who believe and learned knowledge will be raised in degrees by allah swt. based on the experts’ explanation above, the writer assumed that teaching is a process of transferring knowledge from teacher to the students. it is not only the knowledge, ideas, experience, or other information but also value of the information itself. teaching can be defined as giving information and ask someone to do or not to do something, or to make someone understand and to be able to do something which is instructed by the instructor or teacher. moreover, teaching english is a process or transferring language and skill to the student, and how to use it in and outside of the classroom. the edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 41 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi objective is to make the students who do not understand yet about english language become understand, even they can master the four basic skills those are listening, speaking, reading, and writing. concept of reading reading is one of important skills in english which needs to understand the meaning that provided in text. according to brown (2004), reading is the most essential skill for success in all education contexts, remains a skill of paramount importance as we create assessments of general language ability. medina (2012) states that reading is an interactive process in which the writer and the dialogue meet through a text. for academic purposes, reading is important because it is one of the most frequently used language skills in everyday life. reading is fluent process of readers combining information from a text and their own background knowledge to build meaning (nunan, 2003). in addition, pang, muaka, benhardt, and kamil (2003) state that reading is about understanding written texts. it is a complex activity that involves both perception and thought. reading consists of two relates processes: word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. then, comprehension refers to the process of making sense of words, sentences and connected text. in conclusion, reading is consider as one of the important language skills that gives more information and knowledge for the readers especially the students in order to relate their prior knowledge to the reading text. reading comprehension and narrative text according to snow (2002), reading comprehension is the process of simultaneously extracting and constructing through interaction and involvement with written language. meanwhile, richards and renandya (2002) argue that reading for comprehension is the primary purpose for reading (thought this is sometimes overlooked when students are asked to read overly difficult text) awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. klingner et al. (2007) states that reading comprehension is a multicomponent, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). in short, reading comprehension relates to the students’ understanding about the text given by the teacher that they read and they try to analyze the texts and the meanings implicitly. narrative text is a story conveyed to entertain the reader or listeners. mukarto (2007) argues that narrative is a text to entertain the readers or listeners with the stories. meanwhile, billups-thomas (2011) argue that the purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literacy experience. according to barbara (2002), narrative text, broadly defined, tells a story. examples of narrative texts include short stories, novels, folktales, tall tales, myths, fables, legends, fantasies, and science fiction. additionally, hyland (2008) explains that narrative should include: 1) an orientation (where the setting are introduced and a time set for the event(s), 2) a complication (where the problem arises), and 3) a resolution (where the problem are resolved). language features of narrative: 1) use of words that link stages in time, 2) use of adjectives and adverbs, 3) use of action verbs, and 4) written in the first or third person. in conclusion, narrative text is a text that tells a story to entertain the readers or listeners. it is usually written in past forms. the examples of narrative text include folktales, tall tales, myths, fables, legends, fantasies, science fiction, and so on. it should include orientation, complication, and resolution. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 42 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi story impression strategy and procedures according to bligh (1995), story impression is a pre-reading activity that develops a schema for ideas found in the story, and provides a starting point for revising and confirming ideas as the students read. moreover, denner (1986) defines that story impression is pre-reading activity for improving reader’s comprehension of narrative passage. meanwhile, sejnost (2009) argues that story impression is very effective with both exposition and narrative; it is especially successful when used with the plot line of narrative stories. students use clue words associated with important ideas and event in the content area or the plot line of the narrative to write their own version of the material prior to reading it. furthermore, sejnost (2009) states this strategy asks readers to make predictions about the actual text they will read before they read, make possible connections to that material, and help improve their comprehension skills by providing them with fragments of the actual content. when students have composed their written version of the text based on the cue words provied, they are ready to compare their version to the actual text to be read. there are some strategies can be used by the teacher in teaching reading to help students in understanding and having creative thinking. allen and mclaughlin (2002), show that story impression strategy procedures are as follows: a) provide with a list words that provide clues about the story. choose words that relate to the narrative elements characters, setting, problem, events, and solution. b) list words in sequential order as they appear in the story. connect them with downward arrows. share the list of clues with the students. c) in small groups, students then create stories using the clues in the order presented. d) have students share their stories with the class and discuss them. e) read the original story to the class and have students compare and contrast their story with the original. methodology in this study, the writer used quasi experimental design. specifically, one of the quasi experimental designs used in this research was pretest-posttest non-equivalent control group design. there were two groups, they were experimental and control group which both were given the pretest and posttest. the writer did the treatments by using story impression strategy to the experimental group, but the control group was not. the population in this research was the students of the eighth grade students of mts sabilul hasanah. based on the data, there were 125 students, consist of four classes. furthermore, the sample of this study was taken by using convenience sampling technique. according to fraenkel et al. (2012), convenience sample is a group of individual who (conveniently) are available for study. in other words, the total number of students as the sample in this study was 60 students. it would be the students in viii.1 as an experimental group and viii.2 as control group. in this research, the test-question items which used for students’ pre-test was the same as it is given for students’ post-test activities. before they implemented as research instrument, it must be analyzed or checked for their validity and reliability tests. the writer had consulted the instrument with three validators to evaluate whether the components of the instrument are valid or not to be applied in research activities. the result from the validators can be assumed that the test instrument and lesson plan are appropriate to be used in this research study. furthermore, to find out the validity of the test question items, the writer did try-out to know whether it is valid or not. from the result analysis of each question item, there were 44 questions considered valid since the scores of significance are higher than 0,355. it can be took 40 items from 44 items. in order to know if the contents of the test items are appropriate, the writer checked the test materials to the curriculum. after try out, to measure the test, the writer calculated the students’ edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 43 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi score using split half in by spss version 20.0 programs with spearman-brown prophecy formula in internal consistency realibility. from the result of measuring reliability test using split half method, it was found that the p-output of guttmann split-half coefficient was 0.717. from the score it can be stated that the reliability of the test is reliable since the reliability was higher than 0.70. findings in findings, the writer presents data description, pre-requisite analysis and hypothesis testing. in distribution of data frequency, the writer got the interval score, frequency and percentage. the result of pre-test and post-test scores in control and experimental group are described in the following table: table 1. distribution of data frequency and descriptive statistic on students’ pre-test scores in control and experimental groups cont. group category n frequency (%) min max mean std deviation very good 35 0 0% 45 75 65.5833 6.55492 good 8 26.7% average 20 66.7% poor 2 6.6% exp. group very good 30 0 0% 30 75 61.9167 9.48418 good 8 26.6% average 19 63.3% poor 3 10% table 2. distribution of data frequency and descriptive statistic on students’ post-test scores in control and experimental groups cont. group category n frequency (%) min max mean std deviation very good 35 0 0% 45 77.5 67.9167 7.63057 good 13 43.3% average 15 50% poor 2 6.6% exp. group very good 30 0 0% 35 77.5 63.2500 9.28825 good 9 30% average 17 56.7% poor 4 13.3% furthermore, the writer analyzed the normality and homogeneity of students’ pretest and posttest scores in experimental and control group. the result showed that the significance value of the students’ pretest in control group was 1.360, while the experimental group was 0.728. moreover, the result of study showed that the significance value of the students’ post-test in control group was 1.524, while the experimental group was 1.076. from the score, it could be stated that the students’ pretest score in control and experimental group were considered normal since the result of p-output were higher than 0.05. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 44 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to compute homogeneity test, levene statistics in spss 20 was applied. in the pre-test of experimental and control group were found that the p-output is 0.092. from the result, it could be stated that the obtained score from students’ pretest in experimental and control groups are homogenous, because it is higher than 0.05. furthermore, in the posttest of experimental and control group were found that the p-output was 0.226. from the result, it could be stated that the obtained score from students’ post-test in experimental and control groups are homogenous, because it was higher than 0.05. in this study, independent sample t-test and paired sample t-test were used. independent sample t-test was implemented in measuring a significant difference between students’ achievement in reading narrative text who are taught by using story impression strategy , it was found that the p-output was 0.038 and the t-obtained was 2.126. since the p-output was lower than 0.05 and the t-obtained (2.126) was higher than t-table (1.996). it can be stated that there was a significant difference on students’ achievement in reading narrative text between those who were not at mts sabilul hasanah. furthermore, paired sample t-test was used to measure the significant improvement on the eighth grade students’ achievement in reading narrative text before and after treatment. it was found that the p-output is 0.024 with df =29, and t-value= 2.386. it can be stated that there is significant improvement from students’ pretest to post-test scores in experimental group taught using story impression strategy since p-output is lower than 0.05 and the t-value (2.386) was higher than t-table (2.042). it is concluded that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. interpretation based on the findings above, some interpretations were made as follows: first, the writer did pretest, posttest in experimental and control group, and treatment in experimental group. based on the result of pretest in experimental and control group, the students got average score in reading comprehension test of narrative text. it was because the students faced difficulties in learning reading. the difficulties are the students’ vocabulary is limited, their reading is not fluency, so that their motivation in reading is low. that is why the students did not comprehend narrative text and could not retell the story. but it is the opposite to billups-thomas (2011) that the purpose of narrative text is to entertain, to tell a story, or to provide an aesthetic literary experience. second, the treatment done in the experimental group by using story impression strategy to help students in learning reading, especially narrative text. after using story impression strategy, the writer found that the students have motivation in learning reading. it was because the students were active and enthusiastic in learning process, and develop the students’ comprehension in reading. it is also supported by pang (2012), comprehension is not a passive process, but an active one. the reader actively engages with the text to construct meaning. this strategy also can develop a schema for ideas found in the story. it is in line with bligh (1995, p. 287) story impression is a pre-reading activity that develops a schema for ideas found in the story, and provides a starting point for revising and confirming ideas as the students read. besides, it made them easier to predict story of the text before they read. it is also supported by sejnost (2009), story impression is a strategy which asks readers to make predictions about the actual text they will read before they read, makes possible connections to that material, and help improve their comprehension skills by providing them with fragments of the actual content. based on klingner et al. (2007) states that reading comprehension is a multi component, highly complex process that involves many interactions between readers and what they bring to the text (previous knowledge, strategy use) as well as variables related to the text itself (interest in text, understanding of text types). it’s supported by previous related of the study. putri (2013) found that the use of sketch to stretch and story impression strategy can edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 45 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi help the students to find the important information from the text and the students are able to identify and predict from the text. there was significant achievement in the experimental group through story impression strategy during treatment in ten meetings. in the first to second meeting, the students still felt confused to follow the learning process of story impression strategy. then, the writer explained again until they understood. nevertheless, the third to sixth meeting, the students become interested to learn and understand of story impression strategy, it could be seen when the treatment was conducted, they become active in giving their opinion about the text and they can find new information from narrative text. so, they become motivated in learning reading. in the seventh to tenth meeting, the students were accustomed with story impression strategy in learning reading. it is line with mcginley and denner (1986), story impression is pre-reading activity for improving readers comprehension of narrative passage. after the treatments, the posttest was given to the students in both groups. the writer found the students’ mean scores in experimental group were higher than the students’ mean scores in control group. it was caused the control group was not given the treatments by using story impression strategy. during the test, the students did not focus on those questions. they do the test faster than time that was offer. because they just guess the answer despite the writer remembered them to review their answer. furthermore, the factors made the students’ mean scores in posttest were higher than pretest in experimental group because the students were given the treatments through story impression strategy. there were some results of the improvement in reading comprehension after the treatments. they are: 1. the students became active in reading comprehension. it could be seen from the result of their work in develop a schema in the text by using story impression strategy. 2. the students were able to find the information of the texts. it could be seen from the result of story impression activities, the students could found the information from the text because they must comprehend what they read before doing story impression activities. 3. the students could summarize the important point from the texts. it could be seen from the result of their work, the students could retell the story in front of class. finally, it was inferred that the use of story impression strategy significantly improve the students’ reading comprehension achievement to the eighth grade students of mts sabilul hasanah. it could be stated that story impression was fit to be in teaching reading comprehension or improving students’ reading comprehension achievement. it is related to novita (2014), who says that story impression strategy is one of effective strategies that can be applied by the teacher in teaching english reading. conclusion based on the findings and interpretation in the previous chapter, it can be concluded as follows: first, there was a significance difference on the eighth grade students’ achievement in reading narrative text between those who are taught by using story impression strategy and those who are not at mts sabilul hasanah. it could be seen from the result of the calculation; tvalue was higher than critical value of t-table. hence, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. second, there was a significance improvement on the eighth grade students’ achievement in reading narrative text before and after the treatment. the students got higher score after they were given the treatment. it could be seen from the result of the mean score of the pretest and the posttest experimental group. therefore, it can be concluded that story impression strategy was succesfully applied to the eighth grade students of mts sabilul hasanah. the students got improvements from the implementation of story impression strategy. the result related to the improvements of the eighth grade students, as follow: edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 46 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 1. the students became active in reading comprehension. it could be seen from the result of their work in develop a schema in the text by using story impression strategy. 2. the students were able to find the information of the texts. it could be seen from the result of story impression activities, the students could found the information from the text because they must comprehend what they read before doing story impression activities. 3. the students could summarize the important point from the texts. it could be seen from the result of their work, the students could retell the story in front of class. references allen, b. m., & mclaughin. (2009). guided comprehension. library of congress cataloging-in-publication data. the international reading association, inc. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7 (4), 105-125. basrowi & soenyono. (2007). metode analisis data sosial. kediri: jenggala pustaka utama. billups-thomas, n. (2011). develop the territory under your hat-think! critical thinking: a workout for a stronger mind. victoria, canada: trafford publishing. bligh, t. (1995). using story impressions to improve comprehension. reading horizons. profile journal vol. 35, no 1. p. 287-288. brown, h. d. (2000). principle of language and teaching (4 th ed.). new york, ny: pearson education. brown, h. d. (2004). language assement: principles and classroom practices. new york, ny: pearson education. denner, p. r. (1986). story impressions: a prereading writing activity. idaho state university: department of education. denner. p. r., & mcginley, w. (1990). effects of prediction combined with story composing versus listing predictions as prereading activities on subsequent story comprehension. idaho state university: department of education. departemen pendidikan nasional (2006). ktsp (kurikulum tingkat satuan pendidikan. jakarta, indonesia: pusta penilitian pendidikan. frankel, j. r., & wallen, n. e., hyun, h. h. (2012). how to design and evaluate research in education (8 th ed.). new york, ny: mcgraw hill, inc. kamil, d., mukminin, a., idrus, a., jamin, a., and yusuf, m. (2013). curriculum orientation and teaching conception among islamic elementary public school teachers in indonesia: a rasch analysis approach. asia-pacific collaborative education journal, 9 (1), 1-13. klingner, k. j, vaughn, s., & boardman, a. (2007). teaching reading comprehension to the students with learning difficulties (2nd ed.). new york, ny: the guildford press. mccann, a. (2002). reading in the content areas. a facilitator’s guide. alexandria, va: association for supervision and curriculum development. medina, s. l. (2011). effect od strategy instruction in an efl reading comprehension course: a case study. profile journal vol. 14, no 1. p. 79-89. mukarto, s., murwani, j. s., & kiswara, w. (2007). eos english on sky 2 for junior high school students year viii. jakarta: erlangga. mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. the qualitative report, 22(1), 309-326. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 47 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085 novita, w. (2013). teaching reading by combining plan (predict-locate-add-note) and story impression strategy at eighth grade students of smp 2 bayang. college of teacher training and education (stkip) pgri. west sumatera. nunan, d. (2003). practical english language teaching (1st ed.). new york, ny: mcgraw hill companies, inc. pang, e.s., angaluki, m., & bernbardt, e. b., & kamil, m. l. (2003). teaching reading: educational practices series. france: sadag, bellegarde. richards, j. c., & willy, a. r. (2002). methodology in language teaching an anthology of current practice. new york, ny: cambridge university press. royanti. (2007). the used of english comics to improve students’ ability in story retelling. semarang : unpublished under graduate thesis. sejnost, r. l. (2009). tools for teaching in the block. new york, ny: corwin a sage company. snow, c. (2002). reading for understanding: toward an r&d program in reading comprehension. city, state: rand education. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 48 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching reading comprehension in news item text by using facts questions responses strategy retna handayani state islamic university of raden fatah, palembang, south sumatra retnahandayani13@gmail.com abstract the objectives of this study were to find out whether or not there was a significant improvement on the tenth grade students’ news item reading before and after the treatment and to find out whether or not there was a significant difference on the tenth grade students’ news item reading between those who were taught by using facts questions responses strategy and those who were. this study used pretest-posttest non-equivalent group design. the sample of the study was selected by using convenience sampling method. there were 70 students taken as sample. in collecting the data, test was used. the test was given twice to both experimental and control groups as a pretest and posttest. to verify the hypotheses, the score data between pretest and posttest in experimental groups were analyzed by using paired sample t-test. in paired sample ttest, the level of significance was 0.000 which was lower than 0.05 and t-value 8.304 was higher than t-table with df=34 (2.032). then, the score data between posttest in experimental and control groups were analyzed by using independent sample t-test. in independent sample t-test, the level of significance was 0.028 which was lower than 0.05 and the t-value 2.243 which was higher than t-table with df =68 (1.995). it means that teaching reading comprehension in news item text by using fqr strategy had significant effect on the students’ reading comprehension achievement. keywords: facts questions responses strategy, news item text, reading comprehension introduction english is an international language which is very popular and has been studied and used by a lot of people around the world, including indonesia. in indonesia, english is considered as a foreign language. hamra and syatriana (2010) state that english is the first foreign language in indonesia. english becomes one of the subjects in the curriculum of education in indonesia and taught formally from elementary school up to the university level. so, it helps the students to have better understanding in using the language it self. based on the curriculum and syllabus (ktsp 2006) of english subject for senior high school, there are four main skills that must be learned by the students. they are listening, speaking, reading and writing. the curriculum shows that the aim of teaching english at senior high school is to develop four components of language skills (mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). it means that reading is an important part that needs to be developed. according to alyousef (2005), reading can be seen as an “interactive” process between a reader and a text. while, lems, miller, and soro (2010) argue that it becomes an envolving interaction between the text and the background knowledge of the reader. reading is one of the important skills in teaching english. through reading, students can get the information and knowledge from the text they read and also the students can improve their ability in english. furthermore, nunan (2003) states that the goal of reading is comprehension. in reading process, the reader should comprehend what they have read to get the informations from the text. according to brassell and rasinski (2008), reading comprehension is the ability to take mailto:retnahandayani13@gmail.com edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 49 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. it is clear that reading comprehension requires the reader to actually know and understand what they are reading. therefore, the students must have ability in reading comprehension. based on the syllabus of english subject for the tenth grade students of senior high school. there are some texts that must be learned by the students. one of them is news item text. news item text is a brief text which informs readers about events of the day. sudarwati and grace (2007) define that news item text is a text which is used to inform readers, listeners, or viewers, about the events of the day which are considered newsworthy or important. news item text often find in a newspaper because the passage often tells the reader about great, important, interesting, tragic, entertaining or fresh incidents or events that all people should know about it. the results of the writer’s interview to the one of english teacher at sma nurul iman palembang, the teacher said that the students were not interested in reading the english text and the students had difficulties to find the main idea and information from the text, also the students were not able to convey their ideas of the text. beside that, the teacher said that students are more difficult to comprehend news item text than descriptive and narrative text. furthermore, after conducting a small test to the tenth grade students of sma nurul iman palembang, the writer found that the averages score of students reading comprehension in news item text was lower than narrative and descriptive text. because of that, the writer assumed that students had difficulties in comprehending news item reading text. considering to the problems above, the writer concluded that students’ reading comprehension need an alternative strategy in learning reading, especially, news item text. in this case, facts questions responses (fqr) strategy can be used. dorfman and cappelli (2009) argue that fqr strategy is a strategy that helps students synthesize information as they read by asking questions, determining important facts, and integrating their own thought and opinions. meanwhile, fogelberg, skalinder, satz, hiller, bernstein, and vitantonio (2008) state that fqr strategy helps students record new facts, pose question that the new facts may generate, and give their personal responses to the information. through this process, students can get the important information from the text. based on previous explanation, the writer is interested in applying fqr strategy to the tenth grade students of sma nurul iman palembang in teaching reading comprehension of news item text. the objectives of this study were to find out whether or not there was a significant improvement on the tenth grade students’ news item reading before and after the treatment and to find out whether or not there was a significant difference on the tenth grade students’ news item reading between those who were taught by using facts questions responses strategy and those who were at sma nurul iman palembang. literature review concept of reading comprehension reading is a process to understand the informations from the text, through reading the reader can enlarge their knowledge. based on linse (2005) reading is a set of skills that involves making sense and deriving meaning from the printes word. meanwhile, lems et al. (2010) argue that it becomes an envolving interaction between the text and the background knowledge of the reader. additionally, brassell and rasinski (2008) argue that reading is the creation of meaning from the printed page. so, reading is an interactive process between the reader and the text to get the informations that delivered by the author in the text. in reading process, the reader should comprehend what they have read to get the informations from the text. according to harvey (2012) comprehension is a process that involves thinking, teaching, past experiences, and knowledge. in addition, duffy (2009), state edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 50 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that comprehension is the essence of reading because the goal of written language is communication of messages. if we do not understand the message, we are not reading. reading comprehension requires the reader to actually know and understand what they read. in this case, the students not only read the text but also they have to find and understand the written information or message from the text. brassell and rasinski (2008) state that reading comprehension is the ability to take information from written text and do something with it in a way that demonstrates knowledge or understanding of that information. while, klingner, vaughn, and boardman (2015) state that reading comprehension is a multicomponent, highly complex process that involves many interaction between readers and what they bring to the text (previous knowledge) as well as variables related to the text itself (interest in the text, understanding of the text types). moreover, duffy (2009), mentions that reading comprehension depends on prior knowledge or knowledge about the world. prior knowledge is expressed with words. when comprehending, readers say to themselves. from the explanations above, it can be concluded that reading comprehension is the ability to comprehend the text in depth that include sub-skills in reading. besides, one who can comprehend the text, he/she can find the main idea, interpret meaning of the words and find specific information easier. facts questions responses strategy and procedures according to buehl (2007), fqr is an acronym for “facts, questions, responses,” which are outlined in a grapich organizer that students use to monitor their comprehension. while, dorfman and cappelli (2009) state that facts questions responses strategy is a strategy that helps students synthesize information as they read by asking questions, determining important facts, and integrating their own thought and opinions. additionally, harvey and goudvis (2007) state that fqr is a strategy that allows students to think more deeply about the topic by requiring that students record facts, questions and responses. in doing so, students synthesize information and come to new and deeper understanding. griek (2010) states that fqr is a reading comprehension strategy in nonfiction text for eighth to twelfth graders. in addition, buehl (2007) states that fqr is a strategy for reading nonfiction includes informational text and news report text (news item). buehl (2007) states that there are some advantages of fqr strategy. they are: (1) the fqr strategy walks students through productive thinking as they construct an understanding of written texts. (2) students learn to entertain their personal questions about material they are reading. (3) students are encouraged to personalize their learning by integrating new ideas into previous understandings and respond to what an author has shared with them. (4) the response column prompts readers to interject their background experiences into the chart and engages them in synthesizing new learning related to the factual information. meanwhile, fogelberg et al. (2008) state that fqr strategy helps address the readers’ challenges. it provides a graphic structure in which student can records new facts, pose questions that the new facts may generate, and pay attention to their responses to the information. through this process, students can get the important information while working through the interesting details. students use an fqr sheet with three columns headed, facts, questions, and responses, respectively serves as the springboard for conversation about what is the important information provided by the author. according to harvey and goudvis (2007), the procedures of fqr strategy as follow: 1. teacher introduces the passage that students will read and describes the details of the fqr focused reading strategy. 2. as students read the text, they should make note of the facts, questions, and responses that arise as they read the material. and paste these in appropriate places in the reading. 1) facts: materials presented as truthful items. students can also include items in this category that they want to verify or have clarified. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 51 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2) questions: items from the text that are confusing or for which further information is needed. 3) responses: personal reactions to specific sections of the reading. 3. after students complete the reading, teacher asks them to enter their data in the student discovery guide or fqr chart. 4. discuss the results of the reading with the entire class. news item text according to sudarwati and grace (2007) news item text is a text which is used to inform readers, listeners, or viewers, about the events of the day which are considered newsworthy or important. additionally, gerot and wignell (1995) state that the social function of news item text is to inform readers, listeners, or viewers about events of the day which are considered newsworthy or important. moreover, priyana, riandi, and mumpuni (2008) state that the generic structure of news item is divided into three parts. the first part is newsworthy events that consists of recount of event in summary form. the second parts is background events. this part includes the elaboration of what happened, to whom and in what circumtances experts on the event . the last part is source that consists of comments by participants, witnesses and authorities experts on the event. beside that, there are some language features of news item text. they are: information on the use of headlines, the use of material processes to retel the events, focus on circumstance, the use of action verbs, the use of saying verbs, the use of passive sentences, the use of adverbs in passive sentences (sudarwati and grace, 2007). methodology in this study, the writer used a quasi experimental design. specifically, one of the quasi experimental designs used in this study was pretest-posttest non-equivalent group design. there were two groups, they were experimental and control group which both were given pretests and posttests. the experimental group was given treatments by using fqr strategy, but the control group was not. the population of this study was all the tenth grade students of sma nurul iman palembang consisting of three classes. the total number of the students was 100 students. furthermore, the sample of this study was taken by using convenience sampling. the number of the sample from two classes were seventy students. each class consisted of 35 students from x.1 class and x.2 class. beside that, the writer determined the two classes which class became control and experimental group, after those classes were given the pretest. the result of pretest between x.1 and x.2 showed that the students’ score in class x.2 was lower than class x.1. therefore, it was assumed that x.2 class was better to get the treatment by using facts questions responses strategy. the research was conducted at the tenth grade students of sma nurul iman palembang. the reading materials were taught based on teaching learning objectives that refers to the english syllabus (ktsp 2006) of senior high school for the tenth grade. the treatments were given twice a week. each meeting took ninety minutes. the writer gave the treatment to the experimental group as many as twelve meetings. there were two meetings for pretest and posttest. so, the total meetings were fourteen meetings. to collect the data, the writer used test (pretest and posttest). the kind of test was a multiple choice reading questions which cover four options, namely (a, b, c, and d). the total numbers of question was forty after the test was tried out to the one class of tenth grade students of sma karya ibu palembang. before they were implemented as a research instrument, it must be analyzed or checked for their validity and reliability. the writer had consulted the edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 52 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi instrument with three validators to evaluate whether the components of the instrument were valid or no to be applied in research activities. the result of instrument test and lesson plan form were b. it means that the instrument test and lesson plan could be used with a slight revision. furthermore,validity of each question item was used to indicate whether the test items of each question were valid or not. a question item was considered valid if r-output was higher than rtable (0, 349). from 80 questions, there were 47 questions considered valid and 33 questions considered invalid. then, to measure the reliability test, the writer calculated the students’ scores using split half. the result shows that poutput of guttman split half coefficient was 0.771 which was higher than 0.70. since the result of reliability of test was higher than 0.70, it can be stated that the reading test was reliable for this study. after the data obtained, independent and paired sample t-tests were used to analyze the data from pretest and posttest between experimental and control group. paired sample t-test measured whether or not there was any significant improvement on the tenth grade students’ reading comprehension achievement who were taught by using fqr strategy before and after the treatments. meanwhile, independent sample t-test measured whether or not there was any significant difference on the tenth grade students’ reading comprehension achievement between the students who were taught by using fqr strategy and those who were not. findings data descriptions in the data descriptions, distributions of frequency data and descriptive statistics were analyzed. in distribution of data frequency, the writer got the interval score, frequency and percentage. the result of pretest and posttest scores in control and experimental group was described in table 1 and 2. table 1. distribution of data frequency on students’ pretest scores in control and experimental groups interval score category n frequency percentage (%) control group 85-100 very good 35 0 0% 75-84 good 4 11.5% 55-74 average 25 71.2% ≤54 poor 6 17.3% experimen tal group 85-100 very good 35 0 0% 75-84 good 2 5.7% 55-74 average 24 68,4% ≤54 poor 9 25.9% edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 53 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. distribution of data frequency on students’ posttest scores in control and experimental groups interval score category n frequency percentage (%) control group 85-100 very good 3 5 0 0% 75-84 good 5 14.4% 55-74 average 26 74% ≤54 poor 4 11.6% experimental group 85-100 very good 3 5 1 2.9% 75-84 good 9 25.7% 55-74 average 23 65.7% ≤54 poor 2 5.7% prerequisite analysis in prerequisite analysis, there were two analyses should be done. they were normality test and homogeneity test. in measuring normality test, ikolmogorov-smirnov was used. the result showed that the significance value of students’ pretest scores in control group was 0.540, while the experimental group was 0.680. moreover, the result showed that the significance value of students’ posttest scores in control group was 0.716, while the experimental group was 1.060. it could be stated that the students’ pretest and posttest scores in control and experimental group were considered normal since the result of p-outputwere higher than 0.05. furthermore, in measuring homogeneity test, levene statistics was used. levene statistics is a formula that used to analyze the homogeneity data, it was found in spss program. the result was obtained from the students’ pre-test and post-test scores in experimental and control groups. from the result of the output it was found that the significance level was 0.672 for pretest and 0.262 for posttest. it can be stated that the students’ pretest and posttest scores in experimental and control group was homogenous since it was higher than 0.05. hypothesis testing based on the result of paired sample t-test, it was found that p-output was 0.000, tobtained was (8.304) and t table was (2.032), it means that t-obtained is higher than t table and the p-output was lower than 0.05. it can be stated that there was a significant improvement on the tenth grade students’ reading comprehension achievement before and after the treatments. the result analysis of paired sample t-test is figured out in table 3 below. table 3. result analysis of paired sample t-tests from pretest to posttest scores in experimental group using fqr strategy paired sample t-test ho t df sig. (2tailed ) 8.304 34 0.000 rejecte d moreover, based on the result of independent sample t-test, it was found that p-output was 0.028, t-obtained was (2.243) and t table was (1.995). since t-obtained is higher than t table and the p-output was lower than 0.05. it can be stated that there was a significant difference on edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 54 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students’ reading comprehension scores between the students who were taught by using fqr strategy and those who were not. therefore, it could be concluded that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. the result analysis of independent sample t-test is figured out in table 4 below. table 4. result analysis of independent sample t-test from posttest scores in control and experimental groups control and experimental groups independent sample t-test ho t df sig. (2tailed ) 2.243 68 0.028 rejected discussion based on the finding in the previous section, some interpretations were made. before doing the treatments, the writer had conducted the pretest in both classes x.1 and x.2 to know the students’ reading comprehension scores and also to know which class will be the experimental and the control group. after the students’ pretest scores obtained from both classes, the writer chose x.1 as a control group and x.2 as experimental group. it was because the students’ scores in control group were higher than the students’ scores in experimental group. it was also proved by the mean of pretest in x.1 which was higher than x.2. the writer found that the students faced difficulties in learning reading before the treatment in experimental group. the problems were the students did not interest to read the english text, especially news item text. in fact, the students got difficulties to find the main idea on each paragraph and identify detail information of the text. the last, some of the students got difficulty in conveying ideas from the text. it was happened because the students were still lack of prior knowledge about news item text. therefore, the writer applied facts questions responses strategy to help students in learning reading, especially news item text. the treatment were given to the experimental group in twelve meeting from 16 th of august until 27 th of september 2016. in first meeting, the writer focused in explaining about news item text in order to make the students understand how to use fqr strategy properly. in second to fourth meeting, some of students still confused to follow the learning process on news item reading using fqr strategy. the writer had to explain them again in order to make them comprehend the text given by using this strategy. by the time, after fifth meeting and go on, the students could follow the learning process of news item reading which is taught by using fqr strategy and the students began to have an enhancement on their reading comprehension. it could be seen when the treatment was conducted, the students become active in giving their opinion about the text and they could find the new information from the news item text easily. dorfman and cappelli (2009) state that fact question responses strategy is a strategy that helps students synthesize information as they read by asking questions, determining important facts, and integrating their own thought and opinions. then, the students became interested in learning news item reading through the steps of fqr strategy. the students tended to give their personal responses related to the information from the text and the students began to show a greater interest in discussing the results of fqr sheet. it is related to fogelberg, et. al. (2008), they state that fqr strategy helps address the readers’ challenges. it provides a graphic structure in which student can records new facts, pose questions that the new facts may generate, and pay attention to their responses to the information. through this process, students can get the important information while working through the interesting details. besides, the students were able to connect the information from the text and their prior edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 55 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi knowledge through this strategy. it is lined with the statement of buehl (2007), he states that the students are encouraged to personalize their learning by integrating new ideas into previous understandings and the response column prompts readers to interject their background experiences into the chart and engages them in synthesizing new learning related to the factual information. after the treatments conducted, the posttest was given to the students in experimental and control group. based on the result of paired sample t-test, it was found that there was significant improvement from students’ pretest scores to posttest scores in experimental group. nevertheless, the students in control group also have an improvement, but not as significant as the experimental group. in other words, students’ reading comprehension scores in experimental group significantly improved after they were being taught by using facts questions responses strategy. moreover, from the result of independent sample t-test analysis, it was found that there was a significant difference between the students’ posttest scores in experimental and control group. it means that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. therefore, it could be interpreted that fqr strategy can be a reference to the teacher to improve students’ reading comprehension achievement. conclusion based on the findings and interpretations presented in the previous chapter, the writer concluded the result of this study. first, based on the result of pretest and posttest in experimental group, it could be concluded that there was a significant improvement on the tenth grade students’ news item reading before and after the treatment. second, from the result between posttest in experimental and control groups, it could be concluded that there was a significance difference on students’ news item reading between those who were taught by using facts questions responses strategy and those who were not at sma nurul iman palembang. therefore, it could be assumed that there was a good improvement that showed by the students after the treatments in experimental group. in other words, fqr strategy was successfully applied to the tenth grade students of sma nurul iman palembang and this strategy can be considered as one of alternative strategies to be used especially in teaching reading news item text. references alyousef, s. h. (2005). teaching reading comprehension to esl/efl learners. journal of language and learning, 5(2), 144. retrieved from http://www. ccsenet .org/ journ al/index.php/ass/.../1413 brassell, d., & rasinski, t. (2008). comprehension that works: taking students beyond ordinary understanding to deep comprehension. hungtington beach, ca: shell education. buehl, d. (2007). the reading room: fqr charts. on weac. madison, wi: wisconsin education association council. retrieved from http://www/weach.org/news/200607/march07/readingroommarch07.htm departemen pendidikan nasional (2006). ktsp (kurikulum tingkat satuan pendidikan). jakarta, indonesia: pusta penilitian pendidikan. dorfman, r. l., & cappelli, r. (2009). nonfiction mentor texts. portland, or: stenhouse publishers. duffy, g. g. (2009). explaning reading a resource for teaching concepts, skills, and strategies (2nd ed.). new york, ny: the guildford press. fogelberg, e., skalinder, c., satz, p., hiller, b., bernstein, l., & vitantonio, s. (2008). integrating literacy and math: strategies for k-6 teacher. new york, ny: guilford press. http://www/ http://www.ccsenet.org/journal/index.php/ass/.../1413 http://www.ccsenet.org/journal/index.php/ass/.../1413 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 56 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gerot, l., & wignell, p. (1995). making sense of functional grammar. sydney: antipodean educational enterprises. griek, v. l. (2010). determining importance in text: the nonfiction connection. e-journal of staff development plannning sheet. retrieved from http://www.ltl.state.edu/staff_devel2010/determiningimportance.htm hamra, a., & syatriana, e. (2010). developing a model of teaching reading comprehension for efl students. teflin journal, 21(1), 27. retrieved from http://journal.teflin.org/index.php/journal/article/download/31/33. harvey, m. (2012). reading comprehension strategies for elementary and secondary school students. lynchburg, va: lynchburg college publisher. harvey, s., & goudvis, a. (2007). strategies that work: taeaching comprehension for understanding and engagement (2nd ed.). maine, me: stenhouse publishers. klingner, j. k., vaughn, s., & boardman, a. (2015). teaching reading comprehension to students with learning difficulties (2nd ed.). new york, ny: the guilford press. lems, k., miller, l. d., & soro, m. t. (2010). teaching reading to english language learners: insights from linguistics. new york, ny: the guilford press. linse, c. t. (2005). practical english language teachings: young learners. singapore: mcgraw hill companies, inc. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. nunan, d. (2003). pratical english language teahing. new york, ny: mcgraw-hill companies. priyana, j., riandi, & mumpuni, a. p. (2008). interlanguage: english for senior high school students x science and social study programme: sma/ma kelas x ipa/ips. jakarta, indonesia: pusat perbukuan, departemen pendidikan nasional. sudarwati, m., & grace, e. (2007). look ahead an english course1. jakarta, indonesia: erlangga. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editor amirul mukminin, universitas jambi, indonesia assistant editors vahid nimechisalem , university putra malaysia, malaysia dedi rahman nur, widya gama mahakam university, east kalimantan, indonesia akhmad habibi, faculty of teacher training and education, universitas jambi, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://scholar.google.co.id/citations?hl=en&user=9-skib8aaaaj https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 97 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international editorial board prof. karim sadeghi, ph.d, urmia university, iran prof. stephen krashen, ph.d, university of western florida, usa prof. judit navracsics, ph.d, pannon egyetem, veszprem, hungary prof. erdogan bada, ph.d, hakkari university, turkey prof. florante p. ibarra, ph.d, central luzon state university, munoz, philippines prof. john sivell, ph.d, brock university, canada mohd faiz mohd yaakob, universiti utara malaysia, sintok, malaysia dr hassan soodmand afshar, university of hamedan, iran dr. ricky lam, hongkong baptist university, hongkong dr. jhon i. liontas, university of south florida, usa dr farah ghaderi, urmia university, iran mohd afifi bahurudin setambah, institut pendidikan guru, malaysia dr is'haaq akbarian, university of qom, iran hadiyanto, m.ed., ph.d, jambi university, jambi, indonesia yunisrina qismulla yusuf,m ling., ph.d, syiah kuala university, aceh, indonesia failasofah, phd. (scopus id: 57195244114), jambi university and university of pannonia, hungary dr. masbirorotni, (scopus id: 57204809540), jambi university, jambi, indonesia dr. umar fauzan, m.pd (scopus id: 57205097271), state islamic institute of samarinda, indonesia dr. dairabi kamil, m.pd, state islamic institute of kerinci, jambi, indonesia dr. dian erlina, s.pd., m.hum, (scopus id: 57168893300), universitas islam negeri raden fatah palembang, palembang, indonesia dr. siti rahma sari, iai nusantara, jambi, indonesia focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: education in general, english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study https://www.scopus.com/authid/detail.uri?authorid=54881358300 https://scholar.google.co.id/citations?hl=en&user=brdymc0aaaaj https://www.scopus.com/authid/detail.uri?authorid=57036826700 https://scholar.google.co.id/citations?user=b2vkscuaaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57193909163 https://www.scopus.com/authid/detail.uri?authorid=55288012100 https://www.scopus.com/authid/detail.uri?authorid=57203537360 https://scholar.google.co.id/citations?user=bxuz4yeaaaaj&hl=en http://educ.hkbu.edu.hk/?page_id=5788 http://educ.hkbu.edu.hk/?page_id=5788 https://www.usf.edu/education/faculty/faculty-profiles/john-liontas.aspx https://www.scopus.com/authid/detail.uri?authorid=55535409400 https://scholar.google.com/citations?user=baznvjqaaaaj&hl=en https://scholar.google.com/citations?user=z5hzkn0aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=55351138500 https://scholar.google.co.id/citations?hl=en&user=lgmkzc0aaaaj https://scholar.google.co.id/citations?user=f_cpy30aaaaj&hl=en https://scholar.google.co.id/citations?hl=en&user=mlcgwogaaaaj https://www.scopus.com/authid/detail.uri?authorid=57193135293 https://scholar.google.com/citations?user=txczia8aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57203321918 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 98 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) indexing we are proud to announce that edukasi: jurnal pendidikan dan pengajaran is currently indexed by: the indonesian minister of research, technology and higher education, sinta 3 (science and technology index), delivers access to citations and expertise in indonesia, web-based research information system offering fast access, easy and comprehensive to measure the performance of researchers, institutions and journals in indonesia. sinta provides benchmarks and analysis, identification of research strength of each institution to develop collaborative partnerships, to analyze the trend of research and expert directories. doaj on 29 april 2018. doaj's mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language. doaj will work with editors, publishers and journal owners to help them understand the value of best practice publishing and standards and to apply those to their own operations. doaj is committed to being 100% independent and maintaining its primary services and metadata as free to use or reuse for everyone. google scholar provides a simple way to broadly search for scholarly literature. from one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. google scholar helps you find relevant work across the world of scholarly research. moraref (ministry of religious affairs' reference) in an academic portal under the initiative of the ministry of religious affairs of indonesia run by the association of journals, universities' publishers, and research centers under the administration of higher education division in the ministry. this portal is made with the aim at enhancing, facilitating digitalization and indexation of academic journals published by the institutions under the coordination of the ministry of religious affairs of indonesia. these journals focuses not only on islamic studies or religious studies, but also on other sciences or discipline related to these studies. http://jurnal.radenfatah.ac.id/index.php/edukasi https://doaj.org/toc/2580-5711?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22terms%22%3a%7b%22index.issn.exact%22%3a%5b%222580-5711%22%5d%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22size%22%3a100%2c%22_source%22%3a%7b%7d%7d edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 99 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 96-99 editorial 100-107 the diffusion of innovations model: applications to education policymaking and critique marzul hidayat, amirul mukminin 108-125 the prototype of accdr model: m-learning multimedia development design model stem-based for the online science learning dian ratna sari, muhaimin muhaimin, tedjo sukmono 126-139 the transformational leadership and school culture on the learning organization capacity in vocational schools masbirorotni masbirorotni, robin pratama, nunung fajaryani, mukhlash abrar 140-155 the influence of psychosocial learning environments on students’ selfefficacy beliefs in english language learning lemma w/michael gelete, tamene kitila dhaba 156-167 the efl teachers’ challenges in teaching speaking online: a case study lenny marzulina, dian erlina, herizal herizal, lily kurnia margaretta 168-182 learning english at home: exploring indonesian efl students’ online learning experiences during the covid-19 pandemic dairabi kamil 183-192 the efl undergraduate students and english reading styles: evidence from one english education program fortunasari fortunasari, rd. m. ali, lili lestari, harlina harja, siti rahma sari, sri hidayati 193-204 english speaking class in a mathematics program: students’ difficulties muhamad holandyah, kasinyo harto, ayu mei suli edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 74 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi correlation between parental socioeconomic status and students’ english achievement henny yulia university of baturaja hennyyulia@yahoo.co.id abstract the main purpose of this research was to find out if there was indeed a correlation between parental socioeconomic status and student’s achievement in english at the eleventh grade students of sma n 1 oku. next problem of this research concerned with the dominat indicator of parental socioeconomic status, student’s achievement in english and correlation between parental socioeconomic status and student’s achievement in english. this research used correlation method.the population of the research was the eleventh grade students of sma n 1 oku, consisted 435 students. the sample was 111 students that were taken by using purposive sampling of eleventh grade students’ at sma n 1 oku in academic 2017/2018. the instruments used were questionnaire of parental socioeconomic status and the score of students’ english report. based on the data analysis and the result of investigation the dominant indicator that influenced parental socioeconomic status was parent’s income with the percentage 59, 90%. meanwhile, base on the students score there were no students in low level category, there were 25 students or 22, 52% got execelent category and there were 86 students or 77,47% got good category. it could be concluded that the students whose score were in good category came from good socioeconomic level. the coefficient of the correlation between parental socioeconomic status and students english achievement was 0,550.it mean that null hypothesis (ho) was rejected and consequently the alternative hypothesis (ha) was accepted. therefore, the research concluded that the dominant indicator that influenced parental socioeconomic status was parents’s income. next the most of students’ english achievement were included in good category. therefore there was positive correlation between parental socioeconomic status and student’s achievement in english at the eleventh grade students’ of sma negeri 1 oku. keywords: correlation, parental, socioeconomic status, students english achievement introduction education is one of the important factors in person life because with education a person could increase intelligence, skill, potential, and through education could create a good personality. one of parameter which is used to measure the students success in education was student’s academic achievement it’s self (mukminin, rohayati, putra, habibi, & aina, 2017; haryanto, mukminin, murboyono, muazza, & ekatina, 2016; samanhudi, 2017; luschei, 2017). ghaemi and yazdanpanah (2014) states that, academic achievement is the grade point averages of sophomore students in english language and linguistic programs. so academic achievement is about how success the learner could master the materials of the subject matter. in education process, some factors influence student’s achievement. according to aliyu (2016), there are common factor that can influence education process. first, visual situational factor include attitude, interest and believe of the community, government policies, the type of school, its history, the curriculum and the resources available. second, learners factors include the maturational and readiness of the learner, his interest, intelligence and value, his hope and aspirations, his physical health condition and his self-concept. third, the teacher factors are the mailto:hennyyulia@yahoo.co.id edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 75 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teacher education, training and experience her/his attitude to the subject and his students, his interest, values and his personality. fourth, family factor is such as unsatisfactory housing condition. family factor is very important to the students because family is first institute that students know to teach them and parents are the immediate relation of students. their financial status and education do have an important influence on the personality of students. in society, there are assumptions if the students have higher parental socioeconomic status so they will be easier to supply students need in education but if the students have lower parental socioeconomic status so they will be difficult to supply students need in education. the students that has good facilities in learning will be easier to follow the activity of learning process so their possibilities of success in education is better than the students who havebad facilities in learning, in this case, they are more difficult to follow learning process activity and their possibilities to fail in education is bigger. goni and bello (2016) state that, parental socioeconomic status refers to the conditions in the family that are concerned with interaction of social and economic factor. parental socioeconomic status means status owned by the parent in the family. some factors determined a family has higher or lower socioeconomic status. they were parent’s educations, parent’s occupation and parent’s income. that factor was influenced by socioeconomic status of parents because if the parents have good education so the possibilities to get better occupation than parents that have not good education. therefore, if parents have good occupation so automatically their income increase and their socioeconomic status increase. parental socioeconomic status could affect student’s academic achievement because parents with high level of socioeconomic status are most likely to engage in activities that will develop the intellectual potential in their children and teach the way for them to perform satisfactory in school. in other to, highly educated parents are most likely to give the children the necessary academic foundations at home that will help them perform well in school. those reasons predicted that parental socioeconomic status has big contributions to support students’ learning process which then, influence the student’s academic achievement. there are three research questions to be answered in this research, namely: 1. what was the dominat indicator of parental socioeconomic status at the eleventh grade students of sma negeri 1 oku? 2. how was student’s achievement in english at sma negeri 1 oku? 3. was there any significantly correlation between parental socioeconomic status and student’s achievement in english at the eleventh grade students of sma negeri 1 oku? literature review concept of parental socioeconomic status parental socioeconomic status is a combined measure of an individual or family’s economic and social position relative to others, base on income, education and occupation (saifi & mehmood, 2011). based on the tariq’s theory we know that, if parental socioeconomic status determined with the income of parents, level education and kind of occupation. goni and bello (2016) stated that, socioeconomic status of parents refers to the conditions in the family that are concerned with or related to the interactionof social and economic factor. parental socioeconomic status is determined by an individual’s achievement in education, employment and occupational status and income and wealth. based on the goni’s theory also have similar with the tariq’s theory, if the socioeconomic status of someone can determined with some factor, they are education level of individual ,employment and income or wealth.therefore, according to kapinga (2014), there are four indicators to determine parental socio economic status. they are parents ‘education level, parental occupation, parental income and home environment. based on the kapinga’s theory we know that if home environment is one of the factor that can determined socioeconomic status of individual except education level, and edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 76 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi occupation. in addition, according to suleman et al. (2012) parental socioeconomic status is the combination of economic and sociological measures of an individual work experience and the economic and social position of an individual or family in relation to other based on income, education level and occupational status. therefore, suleman and his friends also have the same theory if socioeconomic status is combination of two elements, they are economic and sociological and his element can measure bye income, education and occupation of individual. factors that influence parental socioeconomic status according to saifi and mehmood (2011), parental socioeconomic status is a combined measure of an individual or family’s economic and social position relative to others, base on income, education and occupation. parents’ socioeconomic status has an important influence on their children personality development. based on tariq’s theory above there was three factors effecting socioeconomic status, they explained bellow. parental income according to saifi and mehmood (2011), income can define invariably as wages, salaries, profits, rents, and any flow of earnings received. however, another way of looking income is in the form of workers compensation, social security, pensions, interests or dividends, royalties, trusts, alimony, or other governmental, public, or family financial assistance. income can be looked at in two terms, relative and absolute. absolute income is the relationship in which as income increases, so will consumption, but not at the same rate. relative income dictates person or family’s savings and consumption based on the family’s income in relation to others. income is a commonly used measure of ses because it is relatively easy to figure for most individuals. low-income families focus on meeting immediate needs and do not accumulate wealth that could be passed on to future generations, thus increasing inequality. families with higher and expendable income can accumulate wealth and focus on meeting immediate needs while being able to consume and enjoy luxuries and weather crises. level of education kainuwa (2013) stated that the literature also suggests that level of education influences parents' knowledge, beliefs, values, and goals about children, so that a variety of parental behaviors are indirectly related to children's school performance. for example, higher socio economic status and high levels of education may enhance parents' facility at becoming involved in their children's education, and also enable parents to acquire and model social skills and problem-solving strategies conducive to children's school success. according to saifi and mehmood (2011), educational attainment corresponds to the ses because it is a cross cutting phenomena for all individuals. an individual’s educational attainment is considered the benchmark for his overall achievement in life, reflected through his grades or degree. education is one of the factors that can influence parental socioeconomic status. goni and bello (2016) stated that parents with high level of education are most likely to engage in activities that would develop the intellectual potentials in their children and pave the way for the children to perform satisfactory in school. from the statement above, we can know highly educated parents are most likely to give their children the necessary academic foundations at home. where it will help them perform well in school, also highly educated parents, have knowledge of the necessary high quality reading materials and nutrition to provide for their children to enable them to perform well in school. therefore kapinga (2014) said that parents who reached a certain level of education had the ability to assist children doing school given homework. the findings also indicate that parents who reached secondary education or higher education level knew the need of buying edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 77 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi books, models, and maps for their children. so educated parents tend to motivate their children in matters related to schooling and support them academically. parents’ occupation occupation refers to the work that a person’s does or it was a person jobs or profession. occupation here was one of the factors that influenced parents socio economic status, because occupation that having by parents fulfill necessary of their family. if someone has high sense level of occupation, so it could increased socio economic status of person. saifi and mehmood (2011) state that, occupational prestige as one of the components of socioeconomic status comprises income and educational attainment. occupational status corresponds to the educational attainment of an individual’s through which, obtaining better jobs, exploring and retaining better positions becomes inevitable and thus improvement in the ses. occupational status consequently becomes an indicator for our social position/ status in the society, hence, describing job characteristics, decision-making ability and emotional control, and psychological demands on the job (termed as emotional genius). according to kapinga (2014), the occupation included nurses, teachers, medical doctors, carpenters, electricians, masonry, businesspersons and women, and peasants. education support to their children varied over the occupations of the parents. parents from formal occupation had better position and assurance of helping students at home than those from the informal occupation. formal occupation has monthly salarieswhich can be used to buy book and stationery for their children. informal occupation such as peasantry, masonry and carpentry were the main self-employment occupations, which has no guarantee of getting basic requirements. low social economic status level strongly affects the achievement of students, dragging them down to a lower level. it is observe that economically disadvantaged parents are less able to afford the cost of education of their children at higher levels, and consequently they do not work at their fullest potential. while gabriel et al. (2016) said that occupation as determination to their getting enough time to be with their children to assist in homework and guide them as well as visits their school. the occupation also determined how best they are able to pay school fees on time to avoid disruption of students learning. occupation on that basis therefore can affect performance in school. parental occupation, low ability to finance education, coupled with the poor status of physical and instructional resources were inhibiting factor the students to academic achievement and attainment in the study locale. based on the explanation from the expert above, the researcher concluded if the students that has good kinds parents occupation so parents income also higher and automatic the parents more easily to pay school fees on time. stratifications of parental socioeconomic status there are many level in societies. there is rich societies, middle and poor category societies. its not different with education level, there is high-level education. their level education until university but not a few. incontrast, there are so many people who only have low education level. their level education only graduate to high school level or below. this case illustrates if in a society there are always any social strata because of differences in economic level, education, social status, power and others. according to suleman et al., (2012) parent’s socioeconomic status was classified into three categories. they are high socio economic status, middle socio economic status and low socio economic status. high. middle, and low classes according to suleman et al. (2012) high socioeconomic status parent’s of the students have occupation like bureaucrats, doctors, professors, engineers,businessman, professionals and gazetted officers, in short all those officials who work in bps-16 to bps-20. in this class, they edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 78 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi are a rich group like conglomerates, executive groups, and so on. in this class, all the necessities of life can fulfill easily. the children's education is became first priority, because the children who live in this class have good facilities and infrastructure in their study. their chance to get extra education is very big. therefore, this condition can come up spirit of children to learn because their parents can fulfill their facilities in learning. according to suleman et al. (2012) parental socio economic status can include in middle if parents occupational are non gazetted officials, school teacher blow bps-16, clerks, office assistants, steno graphers, in short all those officials who work in bps-7 to bps-15, class iv officials, airman, constables, army constables. in the middle class were typically the societies that have occupation like professionals, shopkeepers, and smaller businesses. usually their occupation was in middle stage. in this class even though their income was not too high like high class but they were having good position in society, their attention to children education is fulfilled and they are not worry about the economic. they were also having good learning facilities and a lot of time to learn. according to suleman et al., (2012) parental socio economic status can include in low socio economic status if the parents occupational are jobless, laborers, transport workers and related workers. lower class is a group that has income or a receipt from their occupation is much less, than their basic needs. the occupation which included in this category is a poor society and lose their ambition to achieve higher success. these groups include domestic servants, garbage transporters and other. their appreciation for the life and education their children are very low and often does not care because their life is busy to fulfill basic need. their attention to the family is very small, because they do not have the spare time to gather and relate among family members less familiar. in this class, the desires of the upper class are less because of economic and social reasons. student achievement in english achievement in english learning could be seen from the students mastery of english subject. each students will obtain different achievement which depends on his or her effort. ghaemi and yazdanpanah (2014) state that, academic achievement is defined as the grade point averages of sophomore students in english language and linguistic programs. an achievement is a something done successfully, typically by effort, courage or skill. achievement is all about completing goals that have set for you. it means that achievement refers to what have accomplished of your dreams and being free the restrains of fear and disbelief. learning achievement is how much knowledge that the students obtain in learning english after they have followed teaching learning process in particular period of time. student’s achievement was the outcome of education .the extent to which a student’s has achieved their education goal. lawrence and vimala (2012) stated that, student’s achievement is a measure of knowledge gained in formal education usually indicated by test scores, grade, grade points, average and degrees. it was important to know learning achievement. commonly learning achievement was about how success the learner can master the materials of the learning object. although the definition learning achievement argued by different views of scholars, most scholars support the notion. according to feng, fan and yang (2013) learning achievement is target measured by competences of the learner in learning, which are shown by score as a sign and score. therefore, learning achievement is the level of student success in learning the subject matter in schools that are expressed in the form of scores obtained from the results of tests on a particular subject matter. from the definitions, if the students show good learning achievement, it means that the educations process is success, but when students show bad learning achievement, it means that the educations process has failed. therefore, in learning english, student achievement also use to measure the success of teaching learning. students english achievement refers to the scores that edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 79 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students obtain in learning english after they have followed teaching learning process in particular of time. factor that influence students learning achievement according to aliyu (2016), some factors can influence students learning achievement. they divided into four groups; visual situational factors include attitude, interest and believe of the community, government policies, the type of school, its history, the curriculum and the resources available, learner factors here include the maturational and readiness of the learner, his interest, intelligence and value, his hope and aspirations, his physical health condition and his selfconcept, teacher factors are the teacher education, training and experience her/his attitude to the subject and his students, his interest, values and his personality, and family factors such as unsatisfactory housing condition, it may have a serious effect in educational achievement of a child. families that are large in number, insufficient amenities, due to poor economic conditions could distract the interest and attention of the learner, which may affect the whole process. children from satisfactory family on the other hand, that as sufficient amenities like internet that provide intellectual simulations. education is welcome addition whereas on other hand, children from satisfactory families or those lacking those materials or amenities goes to school hoping to find the essential qualities lacking in their home. naturally, the expectation of these two categories of learner differs. the socio economic status of the family has its own consequences to educational achievement. inability to pray regular school fees due to unfavorable economic situation force some parents to send their children to substandard schools or even withdraw them the school. methodology the method was a way employed by the researcher to collect and analyzed the data in order to solve the problem. in conducting this research, the researcher used correlation research. according to fraenkel and wallen (2012, p.328), correlation studies investigate the possibility of relationship between only two variables, although investigations of more than two variables are common. a relationship in this context refers to any tendency for two variables ( or sets of data ) to vary consistently. the researcher used this method to find the the correlation between parental socioeconomic status and students english achievement at the eleventh grade students of sma negeri 1 oku. in analyzing the data obtain from the test, the researcher used the following procedures, as a follow. researcher used likert scale as a guide for asking questions with four alternative answers a, b, c, d to the questionnaire parental socioeconomic status. the researcher asked the students to choose the appropriate answer related to the questioner. in this questionnaire, the score were classified with the following details: answer a has a value of 1, answer b has a value of 2 answer c has a value of 3, answer d has a value of 4. according to sudijono (2012:43) students’ percentage is as follow: where: p: percentage of students, f : frequencies of students, and n: the total of sample the coefficient correlation analysis the find out the correlation between two variable parental socioeconomic status (x) and students english achievement (y), the researcher analyze the data by using pearson product edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 80 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi moment correlation. the statistical analysis was done by using statistical product and service solution (spss) program version 21. in this case, coefficient correlation was consulting with the table of coefficient correlation intrepretation of r value. table 1. coefficient interpretation value scale intrepretation index of correlation 0,800-1,000 high correlation 0,600-0,800 enough correlation 0,400-0,600 strong enough correlation 0,00-0,400 low correlation 0,00-0,200 very low correlation coefficient determinants the find out how far the contribution of the parental socioeconomic status variable (x) could influence students english achievement variable (y) .the researcher analyzed the data by using analisys regresion linear (r square) . the statistical analysis was done by using statistical product and service solution (spss) program version 21. the find the significant correlation between parental socioeconomic status variable (x) could influence students english achievement variable (y) .the researcher analyzed the data by using analisys regresion linear . the statistical analysis was done by using statistical product and service solution (spss) program version 21. findings this part presented the data distribution of parental socioeconomic status and student’s achievement in english to the eleventh grades students of sma negeri 1 oku. according to the result, the percentage of indicators of parental socioeconomic status, were parent’s education got percentage 16, 67 %, parents occupation got percentage 27, 55% and parents income got percentage 59, 90 %. therefore, the result above showed that the highest percentage of indicators of parental socioeconomic status was parents’ income (59, 90%) and the lowest percentage was parents’ education (16, 67%). the researcher got the score from the students report second semester when they were ten grade it could be explained that there were 25 student ( 22,52%) who got excellent score, 85 students ( 77,47%) who got good score, no one students (0%) who got average score, no one students (0%) who got poor score and no students (0%) who got fail score. the analysis data of correlation between parental socioeconomic status and student’s english achievement to know the result of instruments had correlation or not. the researcher found the correlation of the variables after researcher had calculated the data by using spss 21 program. based on the result of spss, it was found that the significant correlation (rxy) was 0.550. it was consulted to the product moment table (r table) in significant level 5% for total of sample was 111 students and degree of freedom which r table was 0.1865. it was clear that 0.550 was higher than 0.1865, that was mean ha was accepted and ho was rejected. therefore, there was correlation between parental socioeconomic statuses and their english achievement. the edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 81 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi coefficient correlation was 0.550. it was consulted to the table of coefficient correlation interpretation of r-value with coefficient interval 0.400-0.600 (strong enough correlation). it showed that 0.550 was higher than 0.400. so that was mean the correlation between parental socioeconomic status and students english achievement was strong enough at the eleventh grade students of sma negeri 1 oku. based on the result of spss 21, the researcher could find the determine correlation was 0.302 or it is the same with 30.2%. it showed that the correlation between parental socioeconomic status and students english achievement 30.2%. it meant that student’s english achievement 69.8% was influenced by the other factors. the researcher found that the significant relationship was 6,875. it was consulted to the t distribution table1.98197< 6,875 so from the result, null hypothesis (ho) was rejected and alternative hypothesis (ha) was accepted. it meant that there was significant relationship between parental socioeconomic statuses and student’s english achievement. the result of this research that stated there was significant correlation between parental socioeconomic status toward students english achievement was supported by kainuwa (2013), children from better off households are more likely to remain in school, whilst those who are poorer are more likely never to have attended, or to drop out once they have enrolled. so it can be expected to achieve optimal learning outcomes. the students who have good parental socioeconomic status, it helped them to master all concept in the subject.this is in line with the reseach from indrawati (2009), her research show if tere was significant correlations between parental socioeconomic status and students mathematics achievement. in her thesis, she found if the succes of teaching learning process it can be achieve if there was integration between external factors and internal factor. based on the result of coefficient determine, it was found that parental socioeconomic status significantly influenced english achievement. most of eleventh grade student’s achievement in english learning was determined by other factors that are not included in this research. the parental socioeconomic status toward student’s english subject gave contribution in english mastery. conclusion based on the findings and interpretation of the research, there were some conclusions could be drawn, the highest percentage of indicators of parental socioeconomic status was parent’s income with the percentage was 59, 90%. it was meant parents have more income to show their socioeconomic status. therefore the most of students’ english achievement were included in good category with the percentage was 77,47%. based on the result of data analyzing the value of correlation was positive strong enough or middle correlation between variables. therefore, the contribution of paental socioeconmic status could influenced students english achievement only 30,2%, its mean that student’s english achievement 69,8% was influenced by the other factors. so from the findings above, the reseacher conclude there was significant correlation between parental socioeconomic statuses and student’s english achievement at the eleventh grade students of sma negeri 1 oku and students that have high level of parents’ socioeconomic status their achademic achievement will be better than the students that have low level parent’s socioeconomic status. references aliyu, g.b. (2016). influence of socio economic status on academic achievement of senior secondary students, in nassarawa zonal education area of kano state, nigeria. journal of education research, 4(4), 2811-6080. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 82 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi anita, dian. (2015). hubungan antara status ekonomi orang tua dan motivasi berprestasi dengan prestasi belajar siswa kelas xi kompetensi keahlian administrasi perkantoran smk muhamadiah bantul tahun ajaran 2014/2015. (unpublished undergraduate thesis).unj, yogyakarta. feng, y., fan, j., & yang, z. (2013). the relationship of learning motivation and achievement in efl gender as an intermediate variable, educational research international, 3(1), 428-488. fraenkel, j., & wallen, n. e. (2012). how to design and evaluate research in education (8 th ed.). mcgraw-hill. gabriel, n. m., muli, l. n., muasya, i., maonga, t., & mukhungulu, j. m. (2016). parental socio economic status and student’ academic achievement in selected secondary schools in urban informal settlements in westlands divison, nairobi county. international journal of education and socio science, 3(1), 43-55. ghaemi, f., & yazdanpanah, m. (2014). the relation between socio economic status and academic achievement in the efl classroom among iranian university students. eouropean journal of english language and literature studies, 2(1), 49-57. goni, u., & bello, s. (2016). parental socio-economic status, self-concept and gender differences on students’ academic performance in borno state colleges of education: implications for counseling. journal and education practice, 7(14), 2222-1735. haryanto, e., mukminin, a., murboyono, r., muazza, & ekatina., m. (2016). teacher certification policy in indonesia: evidence from certified english teachers at one public high school. turkish online journal of qualitative inquiry, 7(3), 224-244. indrawati. (2009). status social ekonomi orang tua dan hasil belajar matematika siswa di mi ianatusshibyan 01 waru jaya parung bogor (unpublished undergraduate thesis). uin, jakarta. kainuwa, a. (2013). influence of socio economic and educational background of parents on their children’s education in nigeria. international journal of scientific and research publications, 3(10), 2250-3153. kapinga, s.o. (2014). the impact of parental socio economic status on students’ academic achievement in secondary schools in tanzania. international journal of education, 6 (4), 19485476. lawrence, a. & vimala, a. (2012). school environment and academic achievement of standard ix students. journal of educational and instructional studies in the world, 2(3), 2146-7463. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1 (1), 6-17. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. rahmawati, d. (2010). status social ekonomi orang tua dengan motivasi belajar pai siswa di smp darusalam ciputat (unpublished undergraduate thesis). uin, jakarta. saifi, s. & mehmood, t. (2011). effects of sosioeconomis status on student’s achievement. international journal of social science and education, 1(2), 119-124. samanhudi, u. (2017). introduction of research articles in applied linguistics by indonesian and english academics. indonesian research journal in education |irje|,1 (1) , 58-71 suleman, q., hussain, i., khan, u. f., & nisa, u. z. (2012). effects of parental socio economic status on the academic achievement of secondary school students in karak district, pakistan. international journal of human resource studies, 2(4), 2162-305 morphological errors in narrative writing of eleventh grade students at madrasah aliyahnegeri 2 palembang e the objectives of the study are 1) to find out the types of morphological errors in students of man 2 palembang in writing narrative composition, 2) to find out the most frequent type of morphological errors made by eleventh grade students of man 2 palembang in their narrative compositions. thirty nine students of the eleventh grade students at man 2 palembang were assigned to write narrative text in english based on the topic provide minutes. the frequencies of errors were calculated as percentage. in this thesis, the researcher used morphological errors taxonomy based on james to identify the english composition of eleventh grad revealed: 1) the participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) the most frequent type of morphological errors contributed by participants were ‘missele were mainly from first language (l1) transfer rather than second language (l2) intrinsic difficulty. from this study, the writer believe that students’ l1 interferes their l2 in their second language learning. key words: morphological errors, narrative composition introduction people use language to communicate one other. meyer language is one of many different systems of communication, a system that is to human beings and different from, for instance, the systems of communication that animals employ. it can also be used to express the ideas, opinions, thought and feeling either written or oral. therefore, language is very useful for people. in learning english, there are four skills; listening, speaking, reading, and writing. from those skills, writing is the most difficult skill among them. as stated by choudhury(2013, p. 27), the four core language skills morphological errors in narrative writing of eleventh grade students at madrasah aliyahnegeri 2 palembang sahran imam uin raden fatah palembang e-mail :imam.sahran@gmail.com abstract the objectives of the study are 1) to find out the types of morphological errors in students of man 2 palembang in writing narrative composition, 2) to find out the e of morphological errors made by eleventh grade students of man 2 palembang in their narrative compositions. thirty nine students of the eleventh grade students at man 2 palembang were assigned to write narrative text in english based on the topic provided by the researcher. they were asked to write text in 60 minutes. the frequencies of errors were calculated as percentage. in this thesis, the researcher used morphological errors taxonomy based on james to identify the english composition of eleventh grade students of man 2 palembang. this study revealed: 1) the participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) the most frequent type of morphological errors contributed by participants were ‘misselection’. the identified sources of errors were mainly from first language (l1) transfer rather than second language (l2) intrinsic difficulty. from this study, the writer believe that students’ l1 interferes their l2 in their second language learning. : morphological errors, narrative composition people use language to communicate one other. meyer (2009, p. 1) language is one of many different systems of communication, a system that is to human beings and different from, for instance, the systems of communication that animals employ. it can also be used to express the ideas, opinions, thought and feeling either written or oral. therefore, language is very useful for people. arning english, there are four skills; listening, speaking, reading, and writing. from those skills, writing is the most difficult skill among them. as stated by , the four core language skills are listening, speaking, reading 101 morphological errors in narrative writing of eleventh grade students at madrasah aliyahnegeri 2 palembang the objectives of the study are 1) to find out the types of morphological errors in students of man 2 palembang in writing narrative composition, 2) to find out the e of morphological errors made by eleventh grade students of man 2 palembang in their narrative compositions. thirty nine students of the eleventh grade students at man 2 palembang were assigned to write narrative text in english d by the researcher. they were asked to write text in 60 minutes. the frequencies of errors were calculated as percentage. in this thesis, the researcher used morphological errors taxonomy based on james to identify the e students of man 2 palembang. this study revealed: 1) the participants contributed noun morphology errors, verb morphology errors, and adjective morphology errors. 2) the most frequent type of morphological ction’. the identified sources of errors were mainly from first language (l1) transfer rather than second language (l2) intrinsic difficulty. from this study, the writer believe that students’ l1 interferes (2009, p. 1) says that language is one of many different systems of communication, a system that is unique to human beings and different from, for instance, the systems of communication that animals employ. it can also be used to express the ideas, opinions, thought and feeling either written or oral. therefore, language is very useful for people. arning english, there are four skills; listening, speaking, reading, and writing. from those skills, writing is the most difficult skill among them. as stated by are listening, speaking, reading mailto:imam.sahran@gmail.com 102 and writing where writing is obviously the most difficult skill for second and foreign language learners to master. he asserts that main reason for this difficulty is the fact that writing is a very complex process which i ideas and translating them into cohesive texts which are readable. however, writing should be learnt by everyone. so, it is possible that everyone can master writing skill. as hamza which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. therefore, writing is important skill that needs to be mastered. there are many types expository, and so on. from those texts, narrative is easier to be analyzed. according to norrish in hendriwanto and sugeng (2013, p.61), narrative text is easy to investigate grammatical errors. therefore, investigate the errors, especially for efl students. in indonesia, which english is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of the weaknesses in writing. according to sarfaz (2011, p.30), the students being weak in english, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of l2. she also asserts that committing errors is reflection of a cognitive activity of a learner and tells us a great deal about the internalize process of language production. errors in writing come from misunderstanding in of language. james (1998, p. 142) misaplication of the ‘lexico would be appropriately to be content to account for lexical and system seperately. grammar exists in every language including english. according to subasini and kokilavani, (2013, p.56), all languages have grammar, and each language has its and writing where writing is obviously the most difficult skill for second and foreign language learners to master. he asserts that main reason for this difficulty is the fact that writing is a very complex process which involves both creating and organizing ideas and translating them into cohesive texts which are readable. however, writing should be learnt by everyone. so, it is possible that everyone can master writing skill. as hamza(2009, p. 3) states writing is a trade in which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. therefore, writing is important skill that there are many types of text writing. they are descriptive, narrative, expository, and so on. from those texts, narrative is easier to be analyzed. according to norrish in hendriwanto and sugeng (2013, p.61), narrative text is easy to investigate grammatical errors. therefore, narrative is chosen as the instrument to investigate the errors, especially for efl students. in indonesia, which english is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of the weaknesses in writing. according to sarfaz (2011, p.30), the students being weak in english, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of l2. she also asserts that committing errors is reflection of a cognitive activity of a learner and tells us a great deal about the internalize process of language production. in writing come from misunderstanding in constructing the component (1998, p. 142) asserts, text errors arise from ignorance and misaplication of the ‘lexico-grammatical’ rules of the language. he also says that it would be appropriately to be content to account for lexical and grammatical (sub) grammar exists in every language including english. according to subasini and kokilavani, (2013, p.56), all languages have grammar, and each language has its and writing where writing is obviously the most difficult skill for second and foreign language learners to master. he asserts that main reason for this difficulty is the fact nvolves both creating and organizing however, writing should be learnt by everyone. so, it is possible that states writing is a trade in which every educated man, woman, and child should be skillful and any one can master it if he goes about it in the right way. therefore, writing is important skill that of text writing. they are descriptive, narrative, expository, and so on. from those texts, narrative is easier to be analyzed. according to norrish in hendriwanto and sugeng (2013, p.61), narrative text is easy to narrative is chosen as the instrument to in indonesia, which english is considered as a foreign language, it is not easy to master writing skill because the students sometimes make errors because of their weaknesses in writing. according to sarfaz (2011, p.30), the students being weak in english, especially in their writing skills, commit multiple errors as they have been inadequately exposed to learning of l2. she also asserts that committing errors is a reflection of a cognitive activity of a learner and tells us a great deal about the the component text errors arise from ignorance and he also says that it grammatical (sub) grammar exists in every language including english. according to subasini and kokilavani, (2013, p.56), all languages have grammar, and each language has its own grammar but grammar of english is more complex and diffi according to shiu (2011, p.2), english grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for l2 learners to learn. therefore, l english grammar is commonly not easy and need long process. most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. according to ning, (2012, error that is found in students’ composition than other errors, such as lexical error. therefore, grammar error in writing process needs more attention and awareness. grammar is divided in two aspect by james (1998, p. 154), grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling structures ‘larger’ than the word. so, these two aspects have different function and need different comprehension. from those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. kovac in his journal reports recorded, morphological errors were the most frequent ones, followed by syntactic and lexical errors which occurred in approximately equal phonological errors constituted in the error corpus. based on researcher’s preliminary visit, when he did an informal interview to the teacher of english and the students of man 2 palembang, the teacher said that the students had some diffi describe past event, because of the alteration of verb/auxiliary verb from present to past tense. furthermore, the students said it was hard to choose the types of verb when making paragraphs in p own grammar but grammar of english is more complex and difficult to be taught. according to shiu (2011, p.2), english grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for l2 learners to learn. therefore, l english grammar is commonly not easy and need long process. most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. according to ning, (2012, p.7), in making text errors, there are more grammatical error that is found in students’ composition than other errors, such as lexical error. therefore, grammar error in writing process needs more attention and awareness. grammar is divided in two aspects called morphology and syntax. as stated , grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling ger’ than the word. so, these two aspects have different function and need different comprehension. from those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. in his journal reports (2011, p. 25), from the total number of 3518 errors recorded, morphological errors were the most frequent ones, followed by syntactic and lexical errors which occurred in approximately equal proportion and phonological errors constituted in the error corpus. based on researcher’s preliminary visit, when he did an informal interview to the teacher of english and the students of man 2 palembang, the teacher said that the students had some difficulties to write paragraphs, especially the paragraphs that describe past event, because of the alteration of verb/auxiliary verb from present to past tense. furthermore, the students said it was hard to choose the types of verb when making paragraphs in past event, such as narrative text. therefore, it can be 103 cult to be taught. according to shiu (2011, p.2), english grammar is complex, regardless of how “complexity” is defined, it stands to reason that the more complex a grammar structure is, the more difficult it would be for l2 learners to learn. therefore, learning most research analysis in writing revealed that most students contribute errors in grammatical aspects in writing than other aspect, such as lexical or discourse. p.7), in making text errors, there are more grammatical error that is found in students’ composition than other errors, such as lexical error. therefore, grammar error in writing process needs more attention and awareness. s called morphology and syntax. as stated , grammar has traditionally been discussed in terms of morphology and syntax, the former handling word structure, the latter handling ger’ than the word. so, these two aspects have different function and from those aspects of grammatical errors (morphology and syntax), morphological errors are the most frequent category that occur in students’ writing. , from the total number of 3518 errors recorded, morphological errors were the most frequent ones, followed by syntactic proportion and based on researcher’s preliminary visit, when he did an informal interview to the teacher of english and the students of man 2 palembang, the teacher said that culties to write paragraphs, especially the paragraphs that describe past event, because of the alteration of verb/auxiliary verb from present to past tense. furthermore, the students said it was hard to choose the types of verb ast event, such as narrative text. therefore, it can be 104 concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as man 2 palembang students. concept of morphological errors morphological error is a part of grammatical errors. it is a failure to follow the norm or rules of word classes. according to james (1998, p.154) is one which involves a failure to comply with the norm in supplying any part of any instance of these word classes; errors; *bringed, was drink*en ( is an adverb morphology error; and error. prepositions happen to have no morphology.” this research framework for morphological error classification is mainly drawn from james’s (1998) morphological error taxonomy. the classifications are drawn as bellow: classification of morphological errors base noun morphology errors verb morphology errors 1. plural –s a. omission b. redundant (numerals / quantifier) c. overinclusion (addition) 2. misselection 1. third person singular –s) a. omission b. misplacement 2. past tense a. omission b. overused (addition) 3. progressive c. omission d. overused (addition) 4. misselection concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as man 2 palembang students. concept of morphological errors ogical error is a part of grammatical errors. it is a failure to follow the norm or rules of word classes. according to james (1998, p.154), morphology error is one which involves a failure to comply with the norm in supplying any part of any these word classes; six book*, aboli*shment (√-tion) are noun morphology *bringed, was drink*en (√-ing) are verb morphology errors; visit me soon*ly is an adverb morphology error; and a colourfull*er scene, an adjective morphology ns happen to have no morphology.” this research framework for morphological error classification is mainly drawn from james’s (1998) morphological error taxonomy. the classifications are table.1 classification of morphological errors based on james (1998) taxonomy verb morphology errors adverb morphology errors adjective morphology errors third person singular –s (suffix omission misplacement past tense –ed omission overused (addition) progressive –ing omission overused (addition) misselection 1. omission 2. addition 3. misselection 1. past tense a. omission b. addition 2. progressive c. omission d. addition 3. misselection concluded that morphological errors become a serious problem in learning writing especially for the foreign language learners such as man 2 palembang students. ogical error is a part of grammatical errors. it is a failure to follow the orphology error is one which involves a failure to comply with the norm in supplying any part of any are noun morphology visit me soon*ly , an adjective morphology this research framework for morphological error classification is mainly drawn from james’s (1998) morphological error taxonomy. the classifications are d on james (1998) taxonomy adjective morphology errors past tense –ed omission addition progressive –ing omission addition misselection noun morphology errors 1. plural –s it is one of the morphology errors. it appears (1) redundancy when preceded by numerals and other quantifiers. e.g; *every teachers , (3) omission, e.g; * 2. misselection it is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the english words which were significantly different with the first language of the agentse.g; real *dessent (dessentshould be verb morphology errors 1. third person singular – it is a facet of concord and is suffixed to lexical verb ( auxiliaries (has, is, does). this applies (1) omission, e.g; which *make life great, and (2) misplacement e.g; up and open it. 2. past tense –ed past tense –ed is both omitted and overused. it is multifunctional. e.g; yesterday, he accept* ø the nobel analogy/overused) 3. progressive –ing it contains omission ( didn’t giving the answer), and also misselection adverb morphology errors 1. addition e.g; visit me soon*ly 2. misselectione.g; he takes the stick * errors it is one of the morphology errors. it appears (1) redundancy when preceded by numerals and other quantifiers. e.g; *six book, *several tree ,(2) overinclusione.g; (3) omission, e.g; *one of my friend*ø it is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the english words which were significantly different with the first language of the agentse.g; he didn’t know his should be descent) –s (suffix –s) it is a facet of concord and is suffixed to lexical verb (drinks ). this applies (1) omission, e.g; they do what √pleases them and (2) misplacement e.g; he*s open the hot water, he*s get ed is both omitted and overused. it is multifunctional. e.g; yesterday, he accept* ø the nobel (omission), he *can walked it contains omission (she was *do homework), and overused/addition ( and also misselection adverb morphology errors visit me soon*ly misselectione.g; he takes the stick *direkly 105 it is one of the morphology errors. it appears (1) redundancy when preceded (2) overinclusione.g; it is a use of the wrong form of a structure of morpheme. it could be caused by the difficulties of specific characteristic of the english words which were he didn’t know his drinks) and to √pleases them he*s open the hot water, he*s get ed is both omitted and overused. it is multifunctional. e.g; he *can walked (false ), and overused/addition (he 106 adjective morphology errors a. past tense –ede.g; a *cook dinner b. progressive –inge.g; definition of writing writing is an activity which has close relation with spoken language. according to brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. besides brown also mentioned that written products are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every speaker develops naturally. the conclusion based on statements above that writing is a process of expressing the idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able to develop their writing skills and make a good composition. concept of narrative narrative text is texts that contains past event and it is used to entertain the reader. according to rebecca (2003, p.5), a narrative text is a text which relates a series of logically, and chronologically related events that are caused or experienced by factors. it is a kind of text to amuse, entertain, and to deal the readers with actual or vicarious experience in different ways. the generic structure of narrative text: explained 3 (three) steps in constructing a narrative text. they are orientation, complication, and resolution. adjective morphology errors a *cook dinner (it should be a cooked dinner) inge.g; a *bored time (it should be a boring time) writing is an activity which has close relation with spoken language. ing to brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. besides brown also roducts are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every speaker develops naturally. the conclusion based on statements above that writing is a process of idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able their writing skills and make a good composition. narrative text is texts that contains past event and it is used to entertain the reader. according to rebecca (2003, p.5), a narrative text is a text which relates a logically, and chronologically related events that are caused or experienced by factors. it is a kind of text to amuse, entertain, and to deal the readers with actual or vicarious experience in different ways. the generic structure of narrative text: anderson, m. & anderson, k. (2003, p.6) explained 3 (three) steps in constructing a narrative text. they are orientation, complication, and resolution. writing is an activity which has close relation with spoken language. ing to brown (2001, p. 335), writing is the representation of spoken language, written language is almost same with spoken language, the difference is the performance of written language is conveyed in graphical. besides brown also roducts are the result of thinking, drafting, and revising procedures, specialized skills is required in written language, and that not every the conclusion based on statements above that writing is a process of idea into a written form, and it needs specialized skills that not every students can develop it naturally, it needs the teacher who is able to motivate and encourage the students to develop their writing skills, and they are expected to be able narrative text is texts that contains past event and it is used to entertain the reader. according to rebecca (2003, p.5), a narrative text is a text which relates a logically, and chronologically related events that are caused or experienced by factors. it is a kind of text to amuse, entertain, and to deal the readers with actual anderson, m. & anderson, k. (2003, p.6) explained 3 (three) steps in constructing a narrative text. they are orientation, 1. orientation, the writer tells the audience who is in the story, when it is happening, where it is happen 2. complication, the writer tells about something that will begin a chain of events. 3. resolution is the ending of the story, it shows how the characters deal with the problem. concept of narrative writing narrative writing is an a fiction) or experience to express their feelings. according to gaetz and phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, thoughts, or actions. in nar entertain the readers, but will have a concluding point or message. because narrative writingare the telling of personal stories, the writer is able to be more creative with the structure and organization. method of the research this study was drawn in descriptive method. this method was used to describe the collected data. according to knufer and mclellan (n.d. p. 1196), descriptive research refers to the types of research question, design, an that will be applied to a given topic and tells what is, while inferential statistics try to determine cause and effect. descriptive research method is related to qualitative research. according to lambert (2012, p. 255), there are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. while phenomenology, grounded theory, and ethnography also are descriptive qualitative approaches, by nature, they are not exclusively in the descriptive domain because they also tend to explain phenomena. orientation, the writer tells the audience who is in the story, when it is happening, where it is happening, and what is happening. complication, the writer tells about something that will begin a chain of resolution is the ending of the story, it shows how the characters deal with the concept of narrative writing narrative writing is an activity of the writers to tells the story (fiction/non fiction) or experience to express their feelings. according to gaetz and phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, thoughts, or actions. in narrative writing, the writer creates a story that will not only entertain the readers, but will have a concluding point or message. because narrative writingare the telling of personal stories, the writer is able to be more creative with ganization. this study was drawn in descriptive method. this method was used to describe the collected data. according to knufer and mclellan (n.d. p. 1196), descriptive research refers to the types of research question, design, and data analysis that will be applied to a given topic and tells what is, while inferential statistics try to determine cause and effect. descriptive research method is related to qualitative research. according to here are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. while phenomenology, grounded theory, and ethnography also are riptive qualitative approaches, by nature, they are not exclusively in the descriptive domain because they also tend to explain phenomena. 107 orientation, the writer tells the audience who is in the story, when it is complication, the writer tells about something that will begin a chain of resolution is the ending of the story, it shows how the characters deal with the ctivity of the writers to tells the story (fiction/nonfiction) or experience to express their feelings. according to gaetz and phadke (2011, p.1), narrative writing tells a story in which the writers talk about their feelings, rative writing, the writer creates a story that will not only entertain the readers, but will have a concluding point or message. because narrative writingare the telling of personal stories, the writer is able to be more creative with this study was drawn in descriptive method. this method was used to describe the collected data. according to knufer and mclellan (n.d. p. 1196), d data analysis that will be applied to a given topic and tells what is, while inferential statistics try to descriptive research method is related to qualitative research. according to here are a number of researchers who believe and support the fact that ‘qualitative descriptive’ is a viable and acceptable label for a qualitative research design. while phenomenology, grounded theory, and ethnography also are riptive qualitative approaches, by nature, they are not exclusively in the 108 whereas, in analyzing the data, this study employed inferential statistics; this is a kind of quantitative data analy frequencies (cohen et all, 2007, p. 503) population and sample according to creswell (2012 have the same characteristic. in addition, watt and van den berg (2002 definea population is the full set of all the possible units of analysis, and the population is also sometimescalled the universe of observations. the population of this study are the aliyah negeri (man) 2 palembang, in academic year of 201 classes of the eleventh year of the students, they are x 2, xi mia 3, xi mia 4, xi iis 1, and xi iis 2. according to creswell population that the researcher plans to study for generalizing about the target population.in this study, convinience sampling is used. this sampling is appropriate for this research since the population is l teacher. according to fraenkel and wallen (2009, p. 98), a convenience sample is a group of individuals who (conveniently) are availablefor study. thus, a researcher might decide to study classes at a nearby scho asks for help in evaluating students’ ability. the sample of this study is class xi. mia 1 in academic year of 2015/2016 of man 2 palembang. the total number findings and discussion in order to get the data, t this research. corder (1981 ability or knowledge in a given area. n analyzing the data, this study employed inferential statistics; this is a kind of quantitative data analysis which one of the purposes was to find out the data’s (cohen et all, 2007, p. 503). according to creswell (2012, p.142) population is a group of individuals who teristic. in addition, watt and van den berg (2002 definea population is the full set of all the possible units of analysis, and the population is also sometimescalled the universe of observations. the population of this study are the eleventh grade students of m palembang, in academic year of 2015/2016. there are year of the students, they are xi ipa aks, xi mia 1,xi mia 2, xi mia 3, xi mia 4, xi iis 1, and xi iis 2. to creswell (2012, p.142), sample is a subgroup of a target population that the researcher plans to study for generalizing about the target in this study, convinience sampling is used. this sampling is appropriate for this research since the population is large but only one class is available by the teacher. according to fraenkel and wallen (2009, p. 98), a convenience sample is a group of individuals who (conveniently) are availablefor study. thus, a researcher might decide to study classes at a nearby school because the principal or the teacher asks for help in evaluating students’ ability. the sample of this study is class xi. mia 1 in academic year of 2015/2016 of man 2 palembang. the total numbers of the students are 44. r to get the data, the test was used as a technique to collect the data in this research. corder (1981, p.209) states a test is a method of measuring a person ability or knowledge in a given area. in addition,riduan (2009, p.30) states the n analyzing the data, this study employed inferential statistics; this is a sis which one of the purposes was to find out the data’s 142) population is a group of individuals who teristic. in addition, watt and van den berg (2002, p.62) definea population is the full set of all the possible units of analysis, and the grade students of madrasah . there are 7 i mia 1,xi mia 142), sample is a subgroup of a target population that the researcher plans to study for generalizing about the target in this study, convinience sampling is used. this sampling is appropriate arge but only one class is available by the teacher. according to fraenkel and wallen (2009, p. 98), a convenience sample is a group of individuals who (conveniently) are availablefor study. thus, a researcher ol because the principal or the teacher the sample of this study is class xi. mia 1 in academic year of 2015/2016 of technique to collect the data in is a method of measuring a person states the test is a series of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group. in this research, before doing the test, the researcher gave a short explanation just to remain the students about na that if the students contributed errors not mistakes. then, the students were asked to write a narrative composition about 120 topics are provided; 1). roro jongg legend of toba lake 4).sangkuriang. the participants are suggested to choose one of the provided. in addition, the researcher allowed students to open their dictionary to make sure that they wrote each word cor students to open google translate. in doing this assignment, the students did not need specific preparation. the students completed the writing work under their present condition at the time when the researcher came to the class to give the assignment. this spontaneous production was expected to produce authentic data. after collecting the data from the students, writer analyzed, underlined, and identified student’s sentences that contained morphological errors. th and identified sentences of morphological errors were figured out in the table below: identifications and classifications of morphological errors type of errors a. noun morphology errors 1. plural –s a. omission b. redundancy c. overinclusion (addition) 2. misselection of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group. in this research, before doing the test, the researcher gave a short explanation just to remain the students about narrative text that they had studied and to make sure that if the students contributed errors not mistakes. then, the students were asked to write a narrative composition about 120 150 words within sixty minutes. four topics are provided; 1). roro jonggrang 2). the legend of malin kundang 3).the legend of toba lake 4).sangkuriang. the participants are suggested to choose one of the provided. in addition, the researcher allowed students to open their dictionary to make sure that they wrote each word correctly. but, the researcher did not allow students to open google translate. in doing this assignment, the students did not need specific preparation. the students completed the writing work under their present condition at the time when e to the class to give the assignment. this spontaneous production was expected to produce authentic data. after collecting the data from the students, writer analyzed, underlined, and identified student’s sentences that contained morphological errors. the classification and identified sentences of morphological errors were figured out in the table below: table 2 identifications and classifications of morphological errors type of errors identified sentences noun morphology errors 1. after some *year, malin *sucses 1. they had two *daughter overinclusion (addition) 1. they asked *peoples to join 1. the fish begged *his to set it free 2. *his *wont to go to ocean 3. he *live with *she 109 of questions or exercises that are used to measure the skills of knowledge, in this research, before doing the test, the researcher gave a short explanation rrative text that they had studied and to make sure that if the students contributed errors not mistakes. then, the students were asked to 150 words within sixty minutes. four rang 2). the legend of malin kundang 3).the legend of toba lake 4).sangkuriang. the participants are suggested to choose one of the provided. in addition, the researcher allowed students to open their dictionary to rectly. but, the researcher did not allow in doing this assignment, the students did not need specific preparation. the students completed the writing work under their present condition at the time when e to the class to give the assignment. this spontaneous production after collecting the data from the students, writer analyzed, underlined, and e classification and identified sentences of morphological errors were figured out in the table below: identifications and classifications of morphological errors the fish begged *his to set it free 110 b. verb morphology errors 1. third person singular (suffix –s) a. omission b. misplacement 2. past tense –ed a. omission 4. *their malin kundang and his mother 5. malin kundang agree with it and left *he mother 6. with *angry, her mother sangkuriang head hit hard 7. his *named is toba verb morphology errors third person singular –s 1. then, he *receive fish at lake 2. his father *promis not to say 3. this daughter *help to bring 4. they found their mother and *talk about it 5. the fish *change to girl 6. he *was *wait a few time 7. they *live in old house 8. his mother *feel not *admited *curse malin kundang 9. he *like to help his mother 10. she *agree about anything 11. malin finally *travel to country side 12. malin also *mary the beautiful girl 13. malin and his wife *travel to his village 14. his mother also *hear about the happy news 15. his mother *recognize him and then hugged and *kiss him 16. god *answer her prayer 17. the malin’s body *turn into big stone 18. the process *continue to the upper of his body 19. he *live with *she 20. his mother *follow malin 21. main kundang *pity his mother 22. his mother *curse malin 23. malin kundang *agree with it *their malin kundang and his mother malin kundang agree with it and left with *angry, her mother sangkuriang they found their mother and *talk admited and malin finally *travel to country side malin also *mary the beautiful girl malin and his wife *travel to his his mother also *hear about the happy his mother *recognize him and then the malin’s body *turn into big stone the process *continue to the upper of b. overused (addition) 3. progressive –ing a. omission b. overused (addition) 4. misselection 24. dayang sumbi *regret after hitting sangkuriang 25. sangkuriang *want to hunt and *ask dayang sumbi 26. many ladies *are mandate 27. sangkuriang *answer overused (addition) 1. he *was cut the fish 2. he *was lifed alone 3. he was *was feeled hungry 4. he *was thinked to catch fish 5. he *was *wait a few time 6. please don’t *killed me 7. the beautiful girl *was prepared dinner 8. a farmer *was feeled happy 9. they *were *fallin love 10. his mother *is cried 11. his mother *cryed to *listened it 12. he *was went for *nomade 13. where do you *lived malin? overused (addition) 1. the fish *say 2. they *have a children 3. bataraguru *feel in love 4. he *can’t control his mad 5. he *go to *searced a fish 6. her husband had *broke his promise 7. bang toba *direkly *take the stick 8. you ø not *said to the child 9. they *were *fall in love 10. his son found his mother and *tell about it 11. his mother *go to beach 12. malin kundang *speak to his mother 13. *his *wont to go to ocean 14. malin and his mother *meet old grand mother 15. malin *speak, “no, this grandmother *don’t my mother” 111 hitting sangkuriang *want to hunt and *ask was prepared a her husband had *broke his promise the stick his son found his mother and *tell malin kundang *speak to his mother malin and his mother *meet old grand malin *speak, “no, this grandmother 112 16. malin *leaved his mother 17. she *life with a son 18. he *to help his mother 19. malin kundang *go to make a way 20. he *leaved his mother alone 21. he *to become a wealthy very rich 22. he there *find women 23. they *become happy family 24. malin kundang and wife *go to market 25. they *meet old women and *sayed 26. his mother *cryed to *listened it 27. his mother ø angry and *feel sad 28. his mother *feel not *admited and *curse malin kundang 29. there *lives the mother and her son 30. so, he *lives only with his mother 31. when he *turning home 32. he *success in the country side 33. she really *missing her son 34. the mother *praying to god 35. his mother *have news 36. they *meet up 37. malin kundang *get permission to his mother 38. his mother *leaved malin kundang 39. his mother *to think about malin kundang 40. his mother *seeked malin kundang 41. his mother *meet with malin kundang 42. his mother *feeling not admitted 43. his mother *cryed to *listened it 44. his life *to be happy 45. he *get a beautiful wife 46. malin *did not go home 47. he *was not know about her 48. sangkuriang also *feel frustrated and *go hiking 49. he *meet a beautiful women 50. sangkuriang also *feel *frustaited malin kundang *go to make a way a wealthy very rich malin kundang and wife *go to en and *sayed *listened it his mother ø angry and *feel sad not *admited and there *lives the mother and her son so, he *lives only with his mother malin kundang *get permission to his his mother *leaved malin kundang about malin his mother *seeked malin kundang is mother *meet with malin sangkuriang also *feel frustrated and *frustaited c. adverb morphology errors 1. omission 2. addition 3. misselection d. adjective morphology errors 1. omission 2. addition 3. misselection based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.misselection indicated that participants faced difficulties of characteristic of the english words which were significantly different from the first language of the agents. it was followed by omission noun, overuse of verb, misselection of adjective, and the fewest category of err were found only one sentence for each of omission of noun, overinclusion of noun, redundancy, misselection of adverb, and omission of adjective. this finding was generally similar with al saudi arabian students which al were the failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of english morphemes. it indicated that there were the same contribution between arabian and indonesian le there were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the participants in their narrative compositions. the errors (consonant based type errors, vowel based type errors, suffix errors) were also the influence of l1, this is in line with ellis 51. sangkuriang *go away adverb morphology errors adjective morphology 1. suddenly, there ø *biger wave 1. there was a little *pour boy based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.misselection indicated that participants faced difficulties of characteristic of the english words which were significantly different from the first language of the agents. it was followed by omission –ed of verb, misselection of noun, overuse of verb, misselection of adjective, and the fewest category of err were found only one sentence for each of omission of noun, overinclusion of noun, redundancy, misselection of adverb, and omission of adjective. this finding was generally similar with al-badawi (2012) in his research in saudi arabian students which also found the most frequent errors of arabian students failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of english morphemes. it indicated that there were the same contribution between arabian and indonesian learners in terms of morphological errors. there were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the participants in their narrative compositions. the occurrences of formal misselection errors (consonant based type errors, vowel based type errors, suffix errors) were also the influence of l1, this is in line with ellis (1985, p. 19) who said that it is a popula 113 based on the findings above, this study revealed that the most frequent category of morphological errors contributed by participants were misselection of verb.misselection indicated that participants faced difficulties of specific characteristic of the english words which were significantly different from the first ed of verb, misselection of noun, overuse of verb, misselection of adjective, and the fewest category of errors were found only one sentence for each of omission of noun, overinclusion of noun, badawi (2012) in his research in so found the most frequent errors of arabian students failure to use or a tendency to misuse certain morphemes arises from lack of knowledge of english morphemes. it indicated that there were the same contribution arners in terms of morphological errors. there were some characteristics of the occurrences of errors in misselection type (vowel based type errors, consonant based type errors, suffix errors) made by the occurrences of formal misselection errors (consonant based type errors, vowel based type errors, suffix errors) were also who said that it is a popular 114 belief that second language acquisition (sla) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the second language (l2) speech of learner. firstly, the causes of occurrences of v types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the english word that were written in indonesian way of writing, for examp sound of this word could be listened as “sukses” in indonesian, then the agent wrote it “sucses”, as in the sentence “ right for the agent because of the sound secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the words in the sentences, for example: consistent with hemchua and schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the thai students’ writing. on the other hand, the cause of suffix type errors was the confusion of similar forms. for example: didn’t know malin’s real *doesent<descent>. formal misselection errors were lack of knowledge of words. next, possible cause why the participants con the learners wrongly assume that the new item b behaves like a: they know that daughter (a) has its plural pluralize to *childsand also *peoples. this phenomena is called false analogy (james, 1998, p.185). the morphological errors that caused by this source is called overinclusion. morphological errors that occurred because of difficulties of the target langua were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, belief that second language acquisition (sla) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the second language (l2) speech of learner. firstly, the causes of occurrences of vowel based type and consonants based types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the english word that were written in indonesian way of writing, for example in writing verb “succeed”, the sound of this word could be listened as “sukses” in indonesian, then the agent wrote it “sucses”, as in the sentence “after some year*, malinsucses<succeed>. right for the agent because of the sound. secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the words in the sentences, for example: she *life <lived> with a son. this finding was t with hemchua and schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the thai students’ writing. on the other hand, the pe errors was the confusion of similar forms. for example: didn’t know malin’s real *doesent<descent>. therefore,the possible reasons for the formal misselection errors were lack of knowledge of words. next, possible cause why the participants contributed morphological errors were the learners wrongly assume that the new item b behaves like a: they know that (a) has its plural daughters and assume that child (b) behaves likewise, so and also people (plural) was thought as singular, so pluralize to this phenomena is called false analogy (james, 1998, p.185). the morphological errors that caused by this source is called overinclusion. morphological errors that occurred because of difficulties of the target langua were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, belief that second language acquisition (sla) is strongly influenced by the leaner’s first language, the clearest support for this belief comes from “foreign accents” in the owel based type and consonants based types were mainly caused by interferences of the first language sound, the agents contributed this type of errors mainly because of the sound of the english word that le in writing verb “succeed”, the sound of this word could be listened as “sukses” in indonesian, then the agent wrote it after some year*, malinsucses<succeed>. it seemed secondly, the cause of suffix type errors was misselection of a particular word classes, where the students found confusion in selecting the part of speech of the this finding was t with hemchua and schmitt (2006) as their findings suggested that the similarity of form and parts of speech (for example, verb, noun, adjective and so on) remained a serious problem in the thai students’ writing. on the other hand, the pe errors was the confusion of similar forms. for example: his wife therefore,the possible reasons for the tributed morphological errors were the learners wrongly assume that the new item b behaves like a: they know that (b) behaves likewise, so as singular, so pluralize to this phenomena is called false analogy (james, 1998, p.185). the morphological errors that occurred because of difficulties of the target language were depended on students’ knowledge and understanding toward target language itself, for example the occurrence of verb morphology errors (omission errors, misselection and overused) it could be caused by some characteristics of the words from target language which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. in understanding this word, the stud tried to write it without any aids (dictionary or goggle translate) in order she/he knew how to write this word correctly. conclusion the study has collected some important information from the eleventh students of man 2 palembang narrative compositions in term of morphological errors using james classifications lexical errors. based on the findings and interpretations, researcher concluded that: firstly, from the four types of morphology errors, grade students of man 2 palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.the noun morphology errors that occurred in participants’ composition were: 1) including: omission, redundancy, and overinclusion 2) misselection. the verb morphology errors that occurred in participants’ composition were: 1) third person singular –s, including: omission and misplacement where both were not found in this study. 2) past tense –ed, including:omission and overused. 3) progressive including omission and overused, were not found in this study. 4) misselection. adjective morphology errors that occurred in this study were: 1) suffix including: omission and addition, where addition was not found in this study. 2) suffix –ing, including: omission and addition, where both were not found in this study. 3) misselection. secondly, this study revealed that the most frequent category of morphological errors contributed by participants were verb misselection. misselection misselection and overused) it could be caused by some characteristics of the words anguage which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. in understanding this word, the students were expected to use this word frequently and tried to write it without any aids (dictionary or goggle translate) in order she/he knew how to write this word correctly. the study has collected some important information from the eleventh students of man 2 palembang narrative compositions in term of morphological errors using james classifications lexical errors. based on the findings and interpretations, researcher concluded that: firstly, from the four types of morphology errors, the participants (eleventh grade students of man 2 palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.the noun morphology errors that occurred in participants’ composition were: 1) including: omission, redundancy, and overinclusion 2) misselection. the verb morphology errors that occurred in participants’ composition were: 1) third person s, including: omission and misplacement where both were not found in this ed, including:omission and overused. 3) progressive including omission and overused, were not found in this study. 4) misselection. adjective morphology errors that occurred in this study were: 1) suffix and addition, where addition was not found in this study. 2) ing, including: omission and addition, where both were not found in this secondly, this study revealed that the most frequent category of tributed by participants were verb misselection. misselection 115 misselection and overused) it could be caused by some characteristics of the words anguage which could not be remembered easily by the learners because of strong differences of accent between first language and target language, for example: a participant wrote “even throught” instead of “even though. in ents were expected to use this word frequently and tried to write it without any aids (dictionary or goggle translate) in order she/he knew the study has collected some important information from the eleventh grade students of man 2 palembang narrative compositions in term of morphological errors using james classifications lexical errors. based on the findings and the participants (eleventh grade students of man 2 palembang) contributed three types, they are noun morphology errors, verb morphology errors, and adjective morphology errors.the noun morphology errors that occurred in participants’ composition were: 1) plural –s, including: omission, redundancy, and overinclusion 2) misselection. the verb morphology errors that occurred in participants’ composition were: 1) third person s, including: omission and misplacement where both were not found in this ed, including:omission and overused. 3) progressive –ing, including omission and overused, were not found in this study. 4) misselection. adjective morphology errors that occurred in this study were: 1) suffix –ed, and addition, where addition was not found in this study. 2) ing, including: omission and addition, where both were not found in this secondly, this study revealed that the most frequent category of tributed by participants were verb misselection. misselection 116 indicated that that participants faced difficulties of specific characteristic of the english words which significantly different from the first language of the agents. the frequency of misselection was (45.80%) of all types of morphology errors, and followed by omission (25.96%), and overused (9.93%). al-badawi, k. (2012). an analysis of phonetic, morphological and syntactic errors in english: a case study of international journal of social science and humanity akande, a.t. (2005). morphological errors in the english usage of some nigerian learners: causes and remedies obafemiawolowo university. amani, t. (2011). error analysis a study of swedish junior high school students' texts and grammar knowledge. brown, h.d. (2001) teaching by principles: an interactive approach to language pedagogy.sanfransisco, ca: prentice brown, h.d. (2004). language assesment: principle and classroom practice. york, ny: pearson education . choudhury, a.s. (2013). speaking, writing english.language in india, cohen, l. manion, l & morrison, k.. (2007). york, ny: routledge. craswell, j. w. (2012). qualitative research (4th ed.). ellis, r. (1989). understanding second language acquisition. university press. gaetz, l. & phadke, s. (2011). education print. hamza, a. a. (2009). comparing the achievement of iraqi efl undergraduate in writing guided and free composition retrieved_from:http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/resea rch_3.pdf hasyim, s. (2002). error analysis in the teaching of english heaton, j. b. (1990). writing english language test. hendriwanto & sugeng, b. (2013). an analysis of the grammatical errors in the narrative witing of the first grade students of education, 6(1), 57-71. hogue, a. (2008). first step in academic writing indicated that that participants faced difficulties of specific characteristic of the english words which significantly different from the first language of the agents. the tion was (45.80%) of all types of morphology errors, and followed by omission (25.96%), and overused (9.93%). refferences an analysis of phonetic, morphological and syntactic errors in english: a case study of saudi ba students at king khalid university. international journal of social science and humanity, 2(6), 536-538. morphological errors in the english usage of some nigerian learners: causes and remedies. ile-ife, ne: department obafemiawolowo university. error analysis a study of swedish junior high school students' texts and grammar knowledge.uppsala, se: uppsala universitet. teaching by principles: an interactive approach to language .sanfransisco, ca: prentice-hall inc. language assesment: principle and classroom practice. york, ny: pearson education . choudhury, a.s. (2013). speaking, writing, and developing writing skills in language in india, 13(9), 27-32. cohen, l. manion, l & morrison, k.. (2007). research methods in education. craswell, j. w. (2012). planning, conducting, and evaluating quantitative and (4th ed.). boston, ma: pearson education. understanding second language acquisition. new york, ny: oxford gaetz, l. & phadke, s. (2011). the writer’s world. boston, ma: pearson , a. a. (2009). comparing the achievement of iraqi efl undergraduate in writing guided and free composition.efl methods of teaching , 3(1), 1 retrieved_from:http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/resea ror analysis in the teaching of english.4(1), 42-50 writing english language test. new york, ny: longman. hendriwanto & sugeng, b. (2013). an analysis of the grammatical errors in the narrative witing of the first grade students of sma 6 yogyakarta. 71. first step in academic writing (2 nd ed.). new york, ny: longman. indicated that that participants faced difficulties of specific characteristic of the english words which significantly different from the first language of the agents. the tion was (45.80%) of all types of morphology errors, and an analysis of phonetic, morphological and syntactic errors in saudi ba students at king khalid university. morphological errors in the english usage of some ife, ne: department of english, error analysis a study of swedish junior high school students' texts teaching by principles: an interactive approach to language language assesment: principle and classroom practice. new , and developing writing skills in research methods in education. new planning, conducting, and evaluating quantitative and new york, ny: oxford boston, ma: pearson , a. a. (2009). comparing the achievement of iraqi efl undergraduate in , 3(1), 1-13. retrieved_from:http://www.uobabylon.edu.iq/uobcoleges/fileshare/articles/resea new york, ny: longman. hendriwanto & sugeng, b. (2013). an analysis of the grammatical errors in the sma 6 yogyakarta.journal of new york, ny: longman. iriskulov, a.t. (2006). theoretical grammar of english. university. tashkent. retrieved from: james, c. (1998). errors in language learning and use: exploring error analysis. new york, ny: longman. knupfer, n.n. & mclellan, h. (n.d.). communications and technology. kovac, m. (2011).speech error in english as a foreign language: a case study of engineering students in croatia. 39. lambert, v.a. & lambert, c.e. (2012). an acceptable design.pacific rim international journal of nursing research retrieved from: http://www.tci meyer, c. f. (2009). introducing english linguistics. cambridgeuniversity press. ning, mi.(2012).implications of inter language error analysis and research on english language testing and teaching 2(2), 4-7. nurhayati, l. supriyanti, n english as foreign language methodology thesis) yogyakarta, id: oshima, a. & hogue, a. (2007). york, ny: pearson education riduwan.(2009).skala pengukuran alfabeta. rustipa, k. (2011). contrasive analysis, error analysis, interlanguage and the implication to language teaching. humaniora, 11, 16. safraz, s. (2011). error analysis undergraduate student: a case study science, 1(3), 29-51. shiu, l. (2011). efl learners’ perceptions of grammaticaldifficulty in relation to second language proficiency performance, and knowledge. of department of curriculum, teaching and learning university of toronto). subasini & kokilavani. (2013). significance of grammar in technical english. international journal of engli zapata, a. a. (2007). types of words and word facultad de humanindades y educacion ingles iv (b from:http://webdelprofesor.ula.ve/humanidades/azapata/materias/englis 1_types_of_words_and_word_formation_processes.pdf theoretical grammar of english.uzbek state world language retrieved from: http://www.durov.com/study/file errors in language learning and use: exploring error analysis. new york, ny: longman. knupfer, n.n. & mclellan, h. (n.d.). research methodologies in educational communications and technology. kansas, ks: mclellanwyat digital. kovac, m. (2011).speech error in english as a foreign language: a case study of engineering students in croatia. english language and literature studies lambert, v.a. & lambert, c.e. (2012). qualitative descriptive research: pacific rim international journal of nursing research retrieved from: http://www.tci-thaijo.org introducing english linguistics.newyork, ny : cambridgeuniversity press. implications of inter language error analysis and research on english language testing and teaching. higher education of social science, supriyanti, n. &triastuti, a.(2008).tefl methodology teaching language methodology. (unpublished graduated school thesis) yogyakarta, id: fakultas bahasa dan seni , 3. oshima, a. & hogue, a. (2007). an introduction to academic writing (3rd ed.) york, ny: pearson education skala pengukuran variable-variable penelitian, bandung: contrasive analysis, error analysis, interlanguage and the implication to language teaching. semarang, id: ragam jurnal pengembangan safraz, s. (2011). error analysis of the written english essay of pakistani undergraduate student: a case study.asian transaction on basic & applied efl learners’ perceptions of grammaticaldifficulty in relation to second language proficiency performance, and knowledge. (graduate thesis of department of curriculum, teaching and learning university of toronto). subasini & kokilavani. (2013). significance of grammar in technical english. international journal of english literature and culture, 1(3), 56-58. types of words and word-formation process in english facultad de humanindades y educacion ingles iv (b-2007) , 1. from:http://webdelprofesor.ula.ve/humanidades/azapata/materias/englis 1_types_of_words_and_word_formation_processes.pdf 117 uzbek state world language http://www.durov.com/study/file-708.pdf errors in language learning and use: exploring error analysis. research methodologies in educational kovac, m. (2011).speech error in english as a foreign language: a case study of english language and literature studies, 1(1) 20 pacific rim international journal of nursing research, 255. implications of inter language error analysis and research . higher education of social science, tefl methodology teaching . (unpublished graduated school (3rd ed.). new , bandung: contrasive analysis, error analysis, interlanguage and the ragam jurnal pengembangan of the written english essay of pakistani asian transaction on basic & applied efl learners’ perceptions of grammaticaldifficulty in relation to graduate thesis of department of curriculum, teaching and learning university of toronto). subasini & kokilavani. (2013). significance of grammar in technical english. 58. formation process in english. , 1. retrieved from:http://webdelprofesor.ula.ve/humanidades/azapata/materias/english_4/unit_ in order to get the data, the test was used as a technique to collect the data in this research. corder (1981, p.209) states a test is a method of measuring a person ability or knowledge in a given area. in addition,riduan (2009, p.30) states the test is a series of questions or exercises that are used to measure the skills of knowledge, intelligence, ability or aptitude of the individual or group. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the contribution of self-concept, independence, and creativity to the literacy competency of the fourthgrade elementary school students i gusti ayu wira puspita dewi universitas terbuka, indonesia corresponding author: wirapuspita28@gmail.com abstract this research is quantitative with an ex-post-facto design. it aims to determine the contribution of self-concept, independence, and creativity to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district. the population of this study was 131 students, while the sample was 97 students, and was determined by using the proportional stratified random sampling technique. data were collected by using a questionnaire and a test. all in all, the results showed: 1) there was a significant contribution of self-concept to students' literacy competence with a contribution of 51.9% and an effective contribution of 25.38%, 2) there was a significant contribution of independence to competence student literacy with a contribution of 43.5% and contribution of 23.51%, 3) there was a significant contribution of creativity to students' literacy competence with a contribution of 41.5% and contribution of 20%. 4) simultaneously, there was a significant contribution of self-concept, independence, and creativity to students' literacy competence with a contribution of 68.9%. keywords: creativity, independence, literacy competence, self-concept introduction in the 21 st century, education and life skills are paramount for human life. education must be able to develop the potential/competence of students so that students can face and solve life problems that they will later face (mukminin et al., 2019; mukminin et al., 2017; prasojo et al., 2018; silvera, 2013). education is a process to influence students so that they can adapt as well as possible to their environment. it is expected to cause changes in themselves and enable them to function well in community life (muazza, mukminin, & habibi, 2023; rakimahwati et al., 2022; hamalik, 2013). therefore, education will be able to support development in the future, where when people have a strong concept of education, they will be ready to enter life and the world of work, where those concerned must be able to apply what is learned at school to deal with problems faced in today's daily life as well as which will come. to increase his potential, one of the competencies that must be possessed by students in the world of education is literacy competence. literacy competence is a person's ability to process and edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi understand information when carrying out the process of reading and writing (sb, 2018). based on research data on literacy ranking through the national literacy index by the ministry of education and culture, 99.76% of indonesia's population aged 15-24 years is literate, but 71% were in the low literacy activity category. these data show indonesian students can read but are still experiencing functional illiteracy; they can read but cannot catch the message of what they have read, and they still have difficulty understanding the context of the discourse correctly in the text they are reading and still have difficulty answering questions based on information in the text. the results of the research above conclude that students' literacy competence, especially reading literacy competence, is still relatively low. to overcome this problem, various efforts have been made by the government, like promoting the literacy movement from the basic education level. with literacy, students are directed not only to understand but also to be able to apply their understanding in everyday life. therefore, literacy needs to be integrated into the learning process (nahdi & yunitasari, 2019; wahyuni et al., 2017). according to saddhono and slamet (2014), reading is a process that is carried out and used by readers to get messages the writer wants to convey through words/written language. reading is not just voicing written symbols without questioning whether the series of memorized words or sentences are understood or not, but more than that, such activities can indeed be called reading. reading like that is classified as a beginning reading type by elementary school students in the early grades. the reality of learning in the fourth-grade elementary school in gugus iv, abiansemal district, badung regency, shows that literacy competencies, especially reading literacy competencies, have not been maximized. in the learning process, it is hard to instill a reading culture in students. when students are in reading lessons, students look less enthusiastic and quickly feel bored in learning activities. it is because, in the learning process during the covid-19 pandemic, students are used to looking for answers to their assignments using gadgets, so students become lazy to read to find answers in their textbooks. the learning reality above is also supported by the education report card report of students in one of the elementary schools in gugus iv, abiansemal district, badung regency states that most of the students have reached the minimum competency limit for reading literacy, but efforts need to be made to encourage more many students to become proficient. it indicates that the students in elementary school gugus iv, abiansemal district need to improve their reading literacy more so students can become skillful in reading literacy. based on the explanation above, there is a gap between the government's expectations and the actual conditions in the field. to overcome the problems above, it is necessary to find out what factors make a positive contribution to students' reading literacy competence. some factors predicted to influence students' reading literacy competence are self-concept, independent learning, and creativity. self-concept can influence an individual's perception of the surrounding environment and behavior. students who in themselves have a positive self-concept, and are not anxious in dealing with new situations, can adapt well, cooperatively, and normative (juliana & erdiansyah, 2020). students who have a positive self-concept can overcome problems and are independent, reliable, confident, and free from negative characteristics such as anxiety, restlessness, excessive fear, and feelings of loneliness. students' self-concept greatly influences students' abilities at school (mahuda et al., 2021). in his research, self-concept and mathematical anxiety contributed significantly to the ability of mathematical literacy by 70.3%. furthermore, nimas and indrawati (2016) stated that selfconcept made an effective contribution to students' interpersonal competence by 26.4%. the two results of this study indicate that self-concept is paramount to have because it contributes to literacy edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi skills and can solve problems, reliable and confident so that it is free from negative characters, and describes self-knowledge that includes physical self-concept, social self, and spiritual self, but there is no assessment of the contribution of self-concept to literacy competence in standard education. the next factor predicting students' reading literacy competence is learning independence. in the learning process in the era of the covid 19 pandemic, student learning independence is essential. students are expected to be able to learn and master concepts by digging and searching for information around them. according to brookfield (1986), independent learning is self-awareness, self-driven, and the ability to learn to achieve its goals. this opinion is in line with elaine (2007), that argued that independent learning gives freedom to students to find academic life in their daily lives. according to ningsih and nurrahmah (2016), there was a significant positive effect of learning independence on mathematics learning achievement and a contribution of 45.3%. furthermore, julaecha and baist (2019) stated that there was a significantly positive relationship between learning independence and learning outcomes of 0.400. it indicates that student learning independence is paramount in supporting the learning process. from the research above, independence contributes to the student learning process. however, so far, there has been no study of how much it contributes to literacy competence. the next factor predicting students' reading literacy competence is creativity. creativity is the ability to be creative by creating or combining something old into something new. the implementation of one's creativity is not the same. it depends on the extent to which the person is willing and able to manifest his creativity into creation or work (winarso, 2019). kriyantono (2020) stated that creativity is a person's ability to generate new ideas. what is meant by new can be in a new form or different from what existed before. the prediction of student creativity affecting students' literacy competence is strengthened by previous research conducted by widodo (2021). it showed the contribution of learning creativity to reading ability was 59.5%. furthermore, manharifal and slamet (2021) stated that learning creativity contributed 18.31% to student learning outcomes. based on the explanation above, self-concept, learning independence, and creativity are predicted to contribute to literacy competence, especially in students' reading. it also applies to grade iv elementary school students in gugus iv, abiansemal district, badung regency. however, how much self-concept, independent learning, and creativity contribute to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency, is not known with certainty. therefore, this research will take the title of the contribution of self-concept, learning independence, and creativity to the literacy competence of grade iv elementary school students in gugus iv, abiansemal district, badung regency. student literacy competence is a new thing to be observed in the education world. based on previous research studies, it is not common for researchers to examine the literacy competencies of elementary school students now, although they must be nurtured from an early age. it is because elementary school students are the initial foundation in the world of education, so this research is paramount to do. by conducting this research, teachers will be able to predict the factors that contribute to students' literacy competence so that later the factors will be given more attention in learning activities at school. in addition, because the literacy competencies of elementary school students have rarely been studied in previous studies, especially in ex-post-facto research, the literacy competencies of elementary school students are the latest in this research. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi review of related literature reading is a process to get the message you want to convey. reading must understand the contents of the reading itself so that the meaning of the reading does not come out of the meaning you want to find (soma et al., 2015). reading activities also require a calm and quiet atmosphere so you can more quickly understand what you are reading (anggraini et al., 2022; erlina et al., 2022; hidayat et al., 2022; oktovia et al., 2022). indicators of reading skills are 1) finding main ideas, 2) finding information in reading, 3) determining facts and opinions, and 4) concluding reading (thahar, 2014). these four indicators will be assessed to get a score of students' reading literacy skills. santrock (2002) suggested that self-concept refers to positive and negative feelings where these feelings show themselves. self-concept is known as self-image, self-awareness, self-esteem, and self-identity. students who have a good self-concept in the learning process will have high selfconfidence in the learning process. it sure will make students' enthusiasm for learning high, and students will not be ashamed to express problems or answers to the material they are studying. students' self-concepts should be nurtured from an early age so that later they have a strong character in the learning process and objectives that can be achieved properly. based on the discussion above, self-concept is a concept by an individual about himself and a guide for someone to act. according to brookfield (1986), independent learning is self-awareness, driven by oneself, and the ability to learn to achieve goals. this understanding is like elaine (2007) that independent learning gives students the freedom to find academic life in their daily lives. students can make their own decisions and accept responsibility for all their decisions. students can also organize and adjust their actions to achieve the desired goals. nurhayati (2018) emphasized that independent learning is the ability to learn based on a sense of responsibility, confidence, initiative, and self-motivation, with or without the help of others. learning independence aims to master definite competencies in knowledge, skills, and attitudes to solve learning problems. elaine (2007) also argued that independent learning provides students with an extraordinary opportunity to sharpen their attention and awareness of their surroundings. independent learning allows students to make positive choices about how they will deal with anxiety and chaos in everyday life. this pattern allows students to act on their own initiative to shape the environment. creativity is basically the ability to be creative by creating or combining something old into something new (munandar, 2016). the implementation of one's creativity is not the same. it depends on the extent to which the person is willing and can manifest his creativity in creation or work. in this case, an educator must be able to optimize his creativity, especially in an innovative form of learning. it means besides being an educator, an educator must also be a creator. according to ngalimun and ariani (2013), creativity is the process of understanding the gaps or obstacles in life, formulating new hypotheses, communicating the results, and modifying and testing the hypotheses that have been formulated as much as possible. to be able to do all that, it is necessary to have encouragement from the environment which is based on the existence of creative potential from within. thus, environmental factors and internal potential factors support each other so that creativity can develop in a person. therefore, creativity is not merely a creative talent or creative ability that is innate but is the result of an interactive relationship between creative potential and experience from the environment. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology this research was quantitative with an ex-post facto design. the results of this research described and analyzed the contributions between self-concept, independence, and creativity to literacy competence. the data analysis produced the truth of whether the variables of self-concept, independence, and creativity make a significant contribution to students' literacy competence. the population of this research was all fourth-grade elementary school students in gugus iv, abiansemal district, badung regency, in the academic year 2022/2023, which consisted of 6 classes from 6 schools. the number of students was 131 people. due to the large population size, the sample size was determined using the morgan table. based on the morgan table, if the population is 131 students, the minimum sample to conduct the research is 97 students. therefore, this study used 97 students as the research sample. in collecting the data, this research used a questionnaire and a test. the instruments used in this research were self-concept questionnaires, independence questionnaires, creativity tests, and student literacy competency tests. after the data was collected, the data analysis stage of the research results was carried out. in conducting data analysis for this research, three stages were passed, such as the data description stage, analysis requirements testing stage, and hypothesis testing stage. data analysis in this research used computer assistance through the ibm spss statistics 25 program. results and discussions the contribution of self-concept to the reading literacy of the fourth grade elementary school students based on the first hypothesis testing, there is a significant contribution of self-concept to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency. the findings in this research are strengthened by the results of juniarti et al. (2020), that found there is a positive and significant relationship between self-concept and the competence of mathematical knowledge of fifth-grade elementary school students in gugus i baturiti district for the 2018/2019 academic year with a correlation coefficient of 0.502 and a coefficient of determination of 25.2%. the effective contribution of the self-concept variable to the competence of students’ mathematical knowledge is 23.8%. furthermore, agustini (2020) showed that self-concept has a significant influence on mathematical knowledge competence with a contribution of 58.40%. fatimah (2012) added that self-concept is a person’s belief, judgment, or view of himself. the assessment can be seen from both physical and psychological aspects. this opinion is also supported by papalia (2007) that argued the self-concept is the whole image of us. self-concept is what is believed about us or what is said to be a picture of abilities and traits. selfconcept is also a cognitive construction or a system of descriptive and evaluative representations about oneself. therefore, self-concept is a sense of self that is a descriptive and mental evaluative picture of one’s abilities and traits. students who have a good self-concept in the learning process will have high selfconfidence in the learning process. it surely will make students enthusiastic about learning high, and students will not be ashamed to express problems or answers to the material they are studying. students’ self-concepts should be nurtured from an early age so that students will have a strong edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi character in the learning process. strong character in this learning process will certainly make students explore information from various sources, such as reading sources. it will have a positive impact on the literacy competencies possessed by students. based on the explanation above, selfconcept makes a significant contribution to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency. the contribution of independence to the literacy competence of the fourth grade elementary school students based on the second hypothesis testing, there is a significant contribution of independence to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency. the findings in this research are supported by sari and maksum (2021), that showed a significant effect of learning independence (x1) on learning achievement (y) in mathematics of class vii students of smp muhammadiyah pekajangan with the regression equation is γ=33.487+0.715 while the coefficient of determination is . it shows that the learning independence variable has a contribution to learning achievement of 33.3%. furthermore, julaecha and baist (2019) showed a significantly positive relationship between independent learning and learning outcomes of 0.400. in addition, the results of research by setyowati (2020) found out whether learning independence could optimize learning achievement in terms of student learning outcomes and concluded that optimizing learning outcomes could be done by increasing student learning independence, especially in multimedia majors. it indicates that increasing student learning independence can improve student learning outcomes. according to brookfield (1986), independent learning is self-awareness, self-driven, and the ability to learn to achieve its goals. it is in line with the understanding by elaine (2007), who argued independent learning gives freedom to students to find academic life in their daily lives. students can make their own decisions and accept responsibility for all their decisions. students can also organize and adjust their actions to achieve the desired goals. learning independence is one of the competencies that students must have, especially in the current pandemic era. students with high learning independence, of course, will have the initiative to learn even without instructions from either the teacher or other people. in addition, students will believe and have confidence in their abilities, so students will try to master the learning concepts to the fullest. independent learning can help students develop cognitive abilities. it is because students are used to facing assignments and finding their solutions by digging into various existing learning resources and holding discussions with peers when experiencing difficulties. students who can explore knowledge from various learning sources will have good literacy competence. therefore, independent learning makes a significant contribution to students' literacy competence. the contribution of creativity to the literacy competence of the fourth grade elementary school students based on the third hypothesis testing, there is a significant contribution of creativity to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency. the findings in this research are supported by sari and maksum (2021), that edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi showed a positive and significant relationship between creativity and ipl learning outcomes for class xi students of the electrical installation engineering skills competency at smkn 1 tilatang kamang. it means that the higher the creativity, the higher the ipl learning outcomes of students. furthermore, iqbal et al. (2021) showed a significant relationship between creativity in online learning and grades of class x students' ability to draw mechanics of smk negeri 5 padang. munandar (2016) stated that creativity is the result of interaction between individuals and their environment. a person influences and influenced by the environment in which he stays. thus, both changes within the individual and the environment can support or inhibit creative power. the implication is that creative abilities can be enhanced through education. the success of a learning process is influenced by student creativity. creativity is the ability to be creative by creating or combining something old with something new (munandar, 2016). the implementation of student creativity is not the same. it depends on the extent to which the student is willing and can turn his creativity into creation or work. in this case, an educator must be able to optimize his creativity, especially in an innovative form of learning. it means that besides being an educator, a teacher must also be a creator. students who are creative in the learning process, of course, will be able to solve and find solutions to problems given by the teacher from various points of view. in addition, students will try to find beneficial information to support their learning process. searching for this information will be able to hone students' literacy competencies. therefore, there is a significant contribution of students' creativity to students' literacy competence. contribution of self-concept, learning independence, and creativity simultaneously to the literacy competence of the fourth grade elementary school students based on the fourth hypothesis testing, there is a significant contribution of self-concept, learning independence, and creativity simultaneously to the literacy competence of fourth-grade elementary school students in gugus iv abiansemal district, badung regency. the results of this research are supported by mahuda et al. (2021), where the contribution of self-concept and mathematical anxiety in influencing students' mathematical literacy skills is 70.3%, and the remaining 29.7% is influenced by other variables not included in this research. furthermore, setyowati (2020) showed that optimizing learning outcomes can be done by increasing student learning independence, especially in multimedia majors. it indicates that increasing student learning independence can improve student learning outcomes. likewise, widodo (2021) showed that there is a significant influence between learning creativity on the ability to read the english biography of gautama buddha. the contribution of learning creativity to reading ability is 59.5%. one of the competencies that must be possessed by students in the world of education is reading literacy competence. reading literacy competence is a person's ability to process and understand information when carrying out the reading process. reading activities should be instilled in students from an early age so that students' reading culture can be honed properly so that they will be able to develop critical thinking skills and strengthen students' personalities. the school literacy movement is an effort to create literate learning organizations and foster character for school members through various activities, including reading non-learning books for 15 minutes (ekowati et al., 2019; suswandari, 2018). reading is not just voicing written symbols without questioning whether the memorized words or sentences are understood or not, but more edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi than that. this activity can indeed be called reading, but it is still classified as a beginning reading type by elementary school students in the beginning class. efforts to develop students' literacy competencies, especially in reading activities, are surely influenced by various factors. the factors studied in this research that contributed significantly to reading literacy competence were students' self-concept, independence, and creativity. it indicates that the better the student's self-concept, independence, and creativity, the better their reading literacy competence will be. therefore, in developing students' literacy competence, teachers should be concerned about these three factors in the learning process. conclusions the conclusions of the research are: 1) there is a significant contribution of self-concept to the literacy competence of fourth-grade elementary school students in gugus iv, abiansemal district, badung regency, 2) there is a significant contribution of independence to the literacy competence of fourth-grade elementary school students, 3) there is a significant contribution of creativity to the literacy competence of fourth-grade elementary school students, 4) there is a significant contribution of self-concept, independence, and creativity simultaneously to the literacy competence of fourth-grade elementary school students. based on the research that has been done, several suggestions are: 1) teachers are suggested to improve students' self-concept, independence, and learning creativity so students' reading literacy competencies can be optimized, 2) schools are suggested to provide facilities and infrastructure that can support the improvement of students' reading literacy, 3) other researchers are suggested to develop this research, so the problems that occur in increasing students' reading literacy can be minimized. references anggraini, r., mukminin, a., haryanto, e., hidayat, m., sulistiyo, u., & habibi, a. (2021). teaching english as a foreign language in pesantren-islamic boarding school and voices from nonenglish teachers. islamic quarterly, 65(1), 33-72. brookfield, s. (1986). understanding and facilitating adult learning: a comprehensive analysis of principles and effective practices. mcgraw-hill education (uk). ekowati, d. w., astuti, y. p., utami, i. w. p., mukhlishina, i., & suwandayani, b. i. (2018). literasi numerasi di sd muhammadiyah (numerical literacy in sd muhammadiyah). literasi numerasi, 3(1), 93-103. elaine, b. j. (2007). contextual teaching & learning menjadikan kegiatan belajar mengajar mengasyikkan dan bermakna (contextual teaching & learning makes teaching and learning activities fun and meaningful). bandung: mlc. erlina, d., marzulina, l., harto, k., holandyah, m., wulandari, b. a., fauzan, m., . . . mukminin, a. (2022). english education and large classes: unpacking the challenges and coping strategies. theory and practice in language studies, 12(3), 489-497. fatimah, s. n. (2012). dinamika konsep diri pada orang dewasa korban child abused (the dynamics of self-concept in adult victims of child abuse). jurnal emphaty, 1(1), 132-143. hamalik, o. (2013). proses belajar mengajar (teaching and learning process). bumi akasa. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi hidayat, m., putri, d. m., fortunasari, f., fridiyanto, f., habibi, a., & mukminin, a. (2021). preparing future human resources in language learning: efl student teachers’ voices’ academic stressors. theory and practice in language studies, 11(12), 1655-1661. doi:10.17507/tpls.1112.18 iqbal, m., syahri, b., refdinal, r., & abadi, z. (2021). kontribusi kreativitas dalam pembelajaran daring terhadapi hasil belajar siswa mata pelajaran gambar teknik mesin di kelas x smk negeri 5 padang (the contribution of creativity in online learning to student learning outcomes in mechanical engineering drawing in class x smk negeri 5 padang). jurnal vokasi mekanika, 3(4), 68-74. julaecha, s., & baist, a. (2019). hubungan kemandirian belajar dengan hasil belajar siswa smk kelas xii pada pelajaran matematika (the relationship between learning independence and learning outcomes of class xii smk students in mathematics). jurnal analisa, 5(2), 103-108. juliana, k., & erdiansyah, r. (2020). pengaruh konsep diri dan self disclosure terhadap kemampuan komunikasi interpersonal mahasiswa (the influence of self-concept and self-disclosure on students' interpersonal communication skills). koneksi, 4(1), 29-35. juniarti, n. k. r., margunayasa, i. g., & kusmariyatni, n. (2020). hubungan antara pola asuh orang tua dan konsep diri dengan kompetensi pengetahuan matematika siswa (the relationship between parenting style and self-concept with the competence of students' knowledge of mathematics). jurnal ilmiah sekolah dasar, 4(1), 17-25. kriyantono, r. (2020). teknik praktis riset komunikasi kuantitatif dan kualitatif (practical techniques of quantitative and qualitative communication research). jakarta: prenadamedia group. mahuda, i., nasrullah, a., & marlina, m. (2021). kontribusi self-concept matematis dan kecemasan matematika terhadap kemampuan literasi matematika mahasiswa (the contribution of mathematical self-concept and math anxiety to students' mathematical literacy skills.). wacana akademika: majalah ilmiah kependidikan, 5(1), 51-61. manharifal, m., & slamet, l. (2021). kontribusi kreativitas dan kebiasaan belajar terhadap hasil belajar siswa kelas x (the contribution of creativity and study habits to the learning outcomes of class x students). voteteknika (vocational teknik elektronika dan informatika), 9(2), 21-27. muazza, m., habibi, a., & mukminin, a. (2023). the socially responsible human resources management and its impacts on the organizational legitimacy: the case of indonesian employees. ikonomicheski izsledvania, 32(3), 162-177. mukminin, a., & habibi, a. (2019). promoting access and success for disadvantaged students in indonesian basic education: social justice in education. handbook of research on social inequality and education. 403-413. mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: efl student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. doi:10.17051/io.2017.16366 munandar, u. (2016). pengembangan kreativitas anak berbakat (development of creativity of gifted children). rineka cipta. nahdi, k., & yunitasari, d. (2019). literasi berbahasa indonesia usia prasekolah ancangan metode edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dia tampan dalam membaca permulaan (literacy in indonesian at preschool age is a good way to start reading). jumal obsesi: jumal pendidikan anak usia dini, 4(1), 446-453. ngalimun, f. h., & ariani, a. (2013). perkembangan dan pengembangan kreativitas (growth and development of creativity.). yogjakarta: aswaja pressido. nimas, c., & indrawati, e. s. (2016). hubungan antara konsep diri dengan kompetensi interpersonal pada siswa kelas x sma islam sultan agung i semarang (the relationship between selfconcept and interpersonal competence in class x students at islamic senior high school sultan agung i semarang). jurnal empati, 5(3), 435-438. ningsih, r., & nurrahmah, a. (2016). pengaruh kemandirian belajar dan perhatian orang tua terhadap prestasi belajar matematika (the effect of independent learning and parental attention on mathematics learning achievement.). formatif: jurnal ilmiah pendidikan mipa, 6(1), 73-84. nurhayati, e. (2018). psikologi pendidikan inovatif (innovative educational psychology). pustaka pelajar. oktavia, d., mukminin, a., fridiyanto, hadiyanto, marzulina, l., harto, k., . . . holandyah, m. (2022). challenges and strategies used by english teachers in teaching english language skills to young learners. theory and practice in language studies, 12(2), 382-387. prasojo, l, d., kande, f.a., & mukminin, a. (2018). evaluasi pelaksanaan standar proses pendidikan pada smp negeri di kabupaten sleman. jurnal penelitian dan evaluasi pendidikan, 22 (1), 61-69. rakimahwati, ismet, s., zainul, r., roza, d., & mukminin, a. (2022). the development of the educational game to improve logical/ mathematical intelligence. journal of higher education theory and practice, 22(7), 11-19. doi:10.33423/jhetp.v22i7.5266 saddhono, k., & slamet, y. (2014). pembelajaran keterampilan berbahasa indonesia: teori dan aplikasi (learning indonesian language skills: theory and application). graha ilmu. santrock, j. w. (2002). life-span development. mcgraw-hill. sari, e. r., & maksum, h. (2021). kontribusi kreativitas dan kebiasaan belajar terhadap hasil belajar instalasi penerangan listrik siswa kelas xi (the contribution of creativity and study habits to the learning outcomes of electric lighting installations for class xi students). jurnal imiah pendidikan dan pembelajaran, 5(1), 65-75. sb, n. s. (2018). peningkatan kemampuan membaca dan menulis permulaan menggunakan strategi bengkel literasi pada siswa sd (improving reading and writing skills beginning using the literacy workshop strategy for elementary school students). primary: jurnal pendidikan guru sekolah dasar, 7(1), 68-74. setyowati, w. w. (2020). optimalisasi prestasi belajar melalui sikap kemandirian belajar siswa smk jurusan multimedia (optimizing learning achievement through the attitude of self-reliant learning of smk students majoring in multimedia). jurnal pendidikan teknologi dan kejuruan, 17(1), 105-114. silvera, n. d. (2013). penerapan model pembelajaran kooperatif tipe think-pair-share (tps) terhadap keterampilan proses siswa sd (the application of the think-pair-share (tps) cooperative learning model to the process skills of elementary students). [doctoral dissertation, universitas pendidikan indonesia]. soma, r., mukminin, a., & noprival. (2015). toward a better preparation of student teachers' reading skill: the sq3r strategy with authentic and simplified texts on reading literacy and vocabulary mastery. journal of education and learning (edularn), 9 (2), 125-134. suswandari, m. (2018). membangun budaya literasi bagi suplemen pendidikan di indonesia (building a literacy culture for educational supplements in indonesia). jurnal dikdas bantara, 1(1), 20-32. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi thahar, h. e. (2014). peningkatan keterampilan membaca pemahaman melalui model pembelajaran kooperatif tipe cicr siswa kelas viii 5 mtsn kamang kabupaten agam (improving reading comprehension skills through the cicr type cooperative learning model for class viii 5 students of mtsn kamang, agam regency). bahasa, sastra, dan pembelajaran, 2(3), 109-120. wahyuni, h. t., setyosari, p., & kuswandi, d. (2017). implementasi pembelajaran tematik kelas 1 sd (implementation of thematic learning class 1 of elementary school). edcomtech: jurnal kajian teknologi pendidikan, 1(2), 129-136. widodo, u. (2021). uji signifikansi pengaruh kreativitas belajar pada keterampilan membaca siswa (test the significance of the effect of learning creativity on students' reading skills). jurnal kibasp (kajian bahasa, sastra dan pengajaran), 5(1), 95-106. winarso, w. (2019). bisnis kreatif dan inovasi (creative and innovative business). yayasan barcode. 24 teaching reading comprehension in narrative text by using character map strategy to the eighth grade students of smp azzawiyah tanjung batu riska amalia uin raden fatah palembang amaliarizka619@yahoo.com abstract: the objectives of this study were to find out whether or not there was a significant improvement before and after the treatment on the eighth grade students’ reading comprehension scores of smp azzawiyah tanjung batu by using character map strategy and to find out whether or not there is a significant difference on the eighth grade students who were taught by using character map strategy and those who were not. in this study, the researcher used quasi experimental design using pretest-posttest nonequivalent groups design. there were 72 students taken as sample. each class consisted of 36 students from viiia as experimental group and class viiib as control group. in collecting the data, test was used. the test was given twice to both experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using paired sample t-test and independent sample t-test on spss program. the findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and t-value 11.931 was higher than t-table with df35= (2.0301). the result of p-output from independent sample t-test was 0.003 which was lower than 0.05 and the t-value 3.062 was higher than t-table with df=70 (1.9944). it means that teaching reading comprehension in narrative text by using character map strategy had significant effect on the students’ reading comprehension scores. keywords: character map strategy, narrative text, reading comprehension. introduction patel and jain (2008, p.20) state that english as a foreign language has a very complex system of vowels. lauder (2008, p.12) says that much of the world’s communications are done in english. kyzykeeva (2006, p.1) states that reading is the most important academic language skill for foreign language students. one of the four skills of english is reading that is defined as a constructing process of meaning interacted among reader’s prior knowledge, information, and context. according to anderson (2003, p. 2) reading is an essential skill for learners of english. schoenbach, greenleaf and murphy (2014, p. 9) mention: reading is not a straight forward process of lifting the words off the page in this study the researcher will focus on narrative text. reading is one of difficult skills to learn besides writing skills. harley (2014, p.241), states that unlike speaking and listening, reading and writing are clearly not easy to learn. from all kinds of the texts, narrative text is often found in national examination (depdiknas, 2006, p. 1). narrative text is a kind of genre mailto:amaliarizka619@yahoo.com 25 aimed to entertain, to gain and hold the reader’s interest in a story. oakhil, cain, and elbro (2015, p. 92) say that narrative text are usually fiction, i.e. made up. leinhardt, beck, and stainyon (2009. p. 70) state that students appear to have difficulty in identifying the main story of the text and are limited in their ability to connect events into causal chains. practically, there were difficulties in comprehending narrative reading texts. the difficulties were stated by teacher english of eighth grade level of smp azzawiyah tanjung batu. first, the students lacked of vocabulary so that they had difficulty to find the meaning from the sentence. second, the students were unable to comprehend what the narrative reading text was about. third, the teacher of english at this school was still using the general study especially when she thought reading skill. the technique usually used by teacher is the teacher read the text and asked the students read the text by themselves, found difficult word and translated into bahasa indonesia and gave the exercise to students. one teaching strategy that could help the students in reading subject is character map strategy. tarihoran (2000, p. 4) states that character is the center of conflict and the story itself; they will get more attention from the writer and reader. based on the background above, the problems of this study are formulated in the question: 1) is there any significant improvement before and after the treatments on the eighth grade students’ reading comprehension achievement between the students who are taught by using character map strategy at smp azzawiyah tanjung batu, ogan ilir?, 2) is there any significant difference on the eighth grade students’ reading comprehension achievement of smp azzawiyah tanjung batu, ogan ilir between the students who are taught by using character map strategy and those who are not? concept of character map strategy according to tama (2007, p. 318), character map strategy is a strategy that helps students better comprehend what they read and helps students recognize story structure. they learn to organize the text and develop an analysis based on knowledge. there are two meanings for the word character. (1) the person in a work of fiction and (2) the characteristics of a person. according to mccormack (2010, p. 170), character is a person in a story, poem, or play, occasionally, it is an animal or object given human attributes. the advantages of the character map strategy 26 through character map strategy, the students will understand specifically about characters of the text and also help the teacher to keep their students’ attention to the text or the story. according to kim (2008, p. 105) there are some advantages of using character map strategy: help students understand the concept of the text through character, develop students’ ability to make responses to characters, give opportunity to use the language creatively, develop students’ ability in expressing their own ideas, opinions, feelings on the issues related to characters. the procedures of character map strategy in the process of using character map, according to kim (2008, p. 118), teachers must implement the procedures as follows: establish the purpose of the character map strategy, discuss the main component of characterization, how a character acts, and how others view and treat the character, discuss how characters impact and are impacted by other elements of literature, e.g., setting, characters, and plot, provide students with a character map graphic organizer and model how to use it, as students read, have them complete the character map. research method the method used in this study was quasi experimental method. in this study, the researcher used the pre-test post-test non equivalent groups design. this design, one of the most commonly use quasi experimental designs in educational research, is such naturally assembly groups as intact classes or samples which may be similar (cohen, manion & morison, 2007, p. 283). model of the pre-test post-test non equivalent groups design is as follows: o1 x o2 experimental group -------------------- o3 o4 control group where, o1 is the pretest of the experimental group, o2 is the posttest of the experimental group, o3 is the pretest of the control group, o4 is the posttest of the control group, x is the treatment in experimental group by using character map strategy, -- is dashed line (non random). 27 population the population of this study was all students in the eighth grade of smp azzawiyah tanjung batu. there were 108 students which are divided into three classes. those were viiia, viiib, and viiic. each class consisted of 36 students. sample in this study, the writer took sample by using purposive sampling. the sample of the study is viiia as experimental group, viiib as control group. technique for collecting the data pretest purpose of giving pretest to the students was to know the students’ ability in learning reading comprehension before implementing character map strategy. posttest, the aim of giving posttest to the students was to measure students’ ability in reading comprehension after implementing the character map strategy. findings in distribution of frequency data, score, frequency, and percentage were analyzed. the scores were got from; (1) pretest scores in control group; (2) posttest scores in control group; (3) pretest scores in experimental group; (4) posttest scores in experimental group. students pretest scores in control group from the result of the test in control group it showed that in the pretest the lowest score was 45 and the highest score was 72.5, there were two students (5.6%) who got 45, three students (8.3%) got 47.5, two students (5.6%) got 50, one student (2.8%) got 52.5, one student (2.8%) got 55, three students (8.3%) got 57.5, seven (19.4%) got 60, one student (2.8%) 62.5, six students (16.7%) got 65, six students (16.7%) got 67.5, two students (5.6%) got 70, two students (5.6%) got 72.5. table 14 shows distribution of frequency scores in pretest control group. table 3 distribution of data frequency on students’ pretest scores in control group frequency percent valid percent cumulative percent valid 45 2 5.6 5.6 5.6 47.5 3 8.3 8.3 13.9 28 50 2 5.6 5.6 19.4 52.5 1 2.8 2.8 22.2 55 1 2.8 2.8 25.0 57.5 3 8.3 8.3 33.3 60 7 19.4 19.4 52.8 62.5 1 2.8 2.8 55.6 65 6 16.7 16.7 72.2 67.5 6 16.7 16.7 88.9 70 2 5.6 5.6 94.4 72.5 2 5.6 5.6 100.0 total 36 100.0 100.0 students’ posttest scores in control group in the posttest of control group, there were one student (2.8%) got 47.5, one student (2.8%) got 52.5, four students (11.1%) got 55, two students (5.6%) got 57.5, five students (13.9%) got 60, five students (13.9%) got 62.5, two students (5.6%) got 65, three students (8.3%) got 67.5, five students (13.9%) got 70, one student (2.8%) got 72.5, five students (13.9%) got 75, one student (2.8%) got 77.5, one student (2.8%) got 82.5. table 18 shows the score distribution of the posttest in the control group. table 4 distribution of data frequency students’ posttest in the control group frequency percent valid percent cumulative percent valid 47.5 1 2.8 2.8 2.8 52.5 1 2.8 2.8 5.6 55 4 11.1 11.1 16.7 57.5 2 5.6 5.6 22.2 60 5 13.9 13.9 36.1 62.5 5 13.9 13.9 50.0 65 2 5.6 5.6 55.6 67.5 3 8.3 8.3 63.9 70 5 13.9 13.9 77.8 72.5 1 2.8 2.8 80.6 29 75 5 13.9 13.9 94.4 77.5 1 2.8 2.8 97.2 82.5 1 2.8 2.8 100.0 total 36 100.0 100.0 students’ pretest scores in experimental group the result of pretest showed that the lowest score was 40.00 and the highest score was 67.50. table 18 shows the distribution of frequency pretest in experimental group. table 5 distribution of data frequency students’ pretest in experimental group frequency percent valid percent cumulative percent valid 40 2 5.6 5.6 5.6 45 3 8.3 8.3 13.9 47.5 2 5.6 5.6 19.4 50 1 2.8 2.8 22.2 52.5 5 13.9 13.9 36.1 55 7 19.4 19.4 55.6 57.5 3 8.3 8.3 63.9 60 6 16.7 16.7 80.6 62.5 4 11.1 11.1 91.7 65 2 5.6 5.6 97.2 67.5 1 2.8 2.8 100.0 total 36 100.0 100.0 table 12 shows that in the pretest, there were two students (5.6%) who got 40, three students (8.3%) got 45, two students (5.6%) got 47.5, one student (2.8%) got 50, five students (13.9%) got 52.5, seven students (19.4) got 55, three students (8.3%) got 57.5, six students (16.7%) got 60, four students (11.1%) got 62.5, two students (5.6%) got 65, one student (2.8%) got 67.5. 30 students’ posttest scores in experimental group the result of test after the treatment (posttest) in experimental group showed that the lowest score 57.5 and the highest score 85. in the posttest, there was one student (2.8%) who got 57.5, six students (16.7%) got 60, two students (5.6%) got 62.5, three students (8.3%) got 65, one student (2.8%) got 67.5, seven students (19.4%) got 70, one students (2.8%) got 72.5, five students (13.9%%) got 75, three students (8.3%) got 77.5, four students (11.1%) got 80, two students (5.6%) got 82.5, one students (2.8%) got 85. table 20 shows the distribution of frequency posttest in experimental group. table 6 the distribution frequency posttest in the experimental group frequency percent valid percent cumulative percent valid 57.5 1 2.8 2.8 2.8 60 6 16.7 16.7 19.4 62.5 2 5.6 5.6 25.0 65 3 8.3 8.3 33.3 67.5 1 2.8 2.8 36.1 70 7 19.4 13.9 55.6 72.5 1 2.8 8.3 58.3 75 5 13.9 13.9 72.2 77.5 3 8.3 8.3 80.6 80 4 11.1 11.1 91.7 82.5 2 5.6 5.6 97.2 85 1 2.8 2.8 100.0 total 36 100.0 100.0 descriptive statistics in the descriptive statistics, the total of sample (n), minimum and maximum scores, mean score, standard deviation were analyzed. the scores were got from; (1) pretest scores in control group; (2) posttest scores in control group; (3) pretest scores in experimental group; (3) posttest scores in experimental group. students’ pretest scores in control group 31 based on the analyzing data of the pretest in the control group, the writer found out the result of test which is the lowest score in the pretest was 45.00 and the highest score was 72.50 , the mean was 60.4167 and the standard deviation was 7.96196. the detailed description is described in table 22. table 7 the result of descriptive statistic of the pretest in control group n minimum maximum mean std.deviation pretest_control valid n (listwise) 36 36 45.00 72.50 60.4167 7.96196 students’ posttest scores in control group furthermore, based on analyzing data of the posttest in the control group, the writer found out that results of the test show the lowest score in the posttest was 47.50 and the highest score was 82.50, the mean score was 64.9306 and the standard deviation was 8.09511. the detailed description was described in table 23. table 8 the result of descriptive statistic of the posttest in control group n minimum maximum mean std.deviation posttest_control valid n (listwise) 36 36 47.50 82.50 64.9306 8.09511 students’ pretest scores in experimental group based on analyzing data got from the pretest of the experimental group, the writer found out that the result of the test showed the lowest score in the pretest was 40.00 and the highest score was 67.50, the mean score was 55.2083 and the standard deviation was 6.90173. the detailed description is described in table 24. table 9 the result of descriptive statistic of the pretest in experimental group n minimum maximum mean std.deviation pretest_experiment valid n (listwise) 36 36 40.00 67.50 55.2083 6.90173 32 students’ posttest scores in experimental group after describing the descriptive statistic of the pretest experimental group, the writer described the posttest in the experimental group. based on the analyzing data got from the posttest of the experimental group, it was found that the results of the test show that the lowest score in the posttest was 57.50 and the highest score was 85.00, the mean score was 70.6944 and the standard deviation was 7.87426. the detailed description is showed in table 25. table 10 the result of descriptive statistic of the posttest in experimental group n minimum maximum mean std.deviation posttest_experiment valid n (listwise) 36 36 57.50 85.50 70.6944 7.87426 prerequisite analysis in the prerequisite analysis, normality test and homogeneity test were analyzed. normality test in the normality test, the scores were got from; (1) students’ pretest scores in control group and experimental groups; and (2) students’ posttest scores in control and experimental groups. students’ pretest scores in control and experimental groups the computations of normality used the computation in spss 16. the result of analysis is figured out in table 26. table 11 normality test of students’ pretest scores in control and experimental groups no students’ pretest n kolmogorov smirnov sig. result 1 control group 36 0.972 0.301 normal 2 experimental group 36 0.761 0.609 normal after the data obtained from the scores of the 36 students in control group and experimental group, it was found that the p-output 0.972 and 0.761. from the result of the p-output , it can be stated that the students’ pretest control and experimental groups were normal since they were higher than 0.05. 33 students’ posttest scores in control and experimental groups the computations of normality used the computation in spss 16. the result of analysis is figured out in table 12. table 12 normality test of students’ posttest and scores in control and experimental groups no students’ pretest n kolmogorov smirnov sig. result 1 control group 36 0.708 0.698 normal 2 experimental group 36 0.746 0.633 normal after the data obtained from the scores of the 36 students in control group and experimental group, it was found that the p-output was 0.708 and 0.746. from the result of the p-output, it can be stated that the student’ pretest control and experimental groups were normal since they were higher than 0.05. homogeneity test in measuring homogeneity test, levene statistics was used. levene statistics is a formula that used to analyzed the homogeneity data, it was found in spss program. the homogeneity test was used to measure students’ pretest scores in experimental and control groups, and students’ posttest scores in experimental and control groups. students’ pretest scores in control and experimental groups homogeneity test was used to find out whether the group was homogenous or not. the computation of homogenous used computation in spss 16. the result of homogeneity test of students’ pretest is figured out in table 13. table 13 homogeneity test on students’ pretest scores in control and experimental groups no students’ pretest n levene statistic sig. f result 1 control group 36 1.000 0.321 8.796 homogenous 2 experimental group 36 based on measuring homogeneity test of students’ pretest scores, it was found that the significance level was 0.321. from the result of the output, it can be stated that the 34 students’ pretest in control and experimental group was homogenous since it was higher than 0.05. students’ posttest scores in control and experimental group homogeneity test is used to find out whether the group was homogenous or not. the computation of homogeneity used computation in spss 16. the result of homogeneity test of students’ posttest is figured out in table 29. table 14 homogeneity test on students’ posttest scores in control and experimental groups no students’ pretest n levene statistic sig. f result 1 control group 36 0.017 0.896 9.378 homogenous 2 experimental group 36 based on measuring homogeneity test, it was found that the significance level was 0.896. from the result of the output, it can be stated that the students’ posttest in control group was homogenous since it was higher than 0.05. result of hypothesis testing in this result of hypothesis testing, paired sample t-test and independent sample ttest were used to measure the significant improvement and significant difference on students’ reading comprehension scores taught by using character map strategy usually used by the teacher at smp azzawiyah tanjung batu. measuring a significant improvement on students’ reading comprehension in this result of hypothesis testing, measuring means significant improvement is presented. result analysis of paired sample t-test from students’ pretest to posttest scores in experimental groups 35 table 15 result analysis of paired sample t-test from students’ pretest to posttest scores in experiment groups using character map strategy at smp azzawiyah tanjung batu paired sample t-test ha t df sig. (2tailed) 11.931 35 0.000 accepted based on the table analysis, it was found that the p-output is 0.000 with df=35 (2.0301), and t-obtained= 11.931. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using character map strategy since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. measuring a significant difference on students’ reading comprehension in this result of hypothesis testing, measuring means significant difference was presented. table 16 result analysis of independent sample t-test from students’ posttest scores in experimental and control group using character map strategy and teacher’s method at smp azzawiyah tanjung batu independent sample t-test ho ha t df sig.(2-tailed) 3.062 70 0.003 rejected accepted from the table analysis, it was found that the p-output was0.003 and the t-value was 3.062. it can be stated that there was significant difference on students’ reading comprehension scores taught by using character map strategy since p-output was lower than 0.05 and the t-value was higher than t-table (df 70= 1.9944). so, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. 36 discussion based on the findings above, some interpretations were made as follows: after conducting the research, it was found that there was a significant improvement from students’ pretest to posttest scores in experimental and control group from the result of paired sample t-test analysis. in other words, students’ reading comprehension achievement in experimental group improved after they were being taught by using character map strategy. meanwhile, students’ reading comprehension achievements in control group also improved but not as significant as the experimental group. from the result, it could be stated that the students in experimental and control group can be proceed to do this research. in other words, the researcher want to know there was a significant different from students’ posttets in experimental and control group after the treatment in experimental group and it was found that there was a significant difference between the students’ posttest score of control group who are taught by the english teacher of the smp azzawiyah tanjung batu and the experimental group were taught by the researcher by using character map strategy. at the beginning, the researcher had conducted the pretest in both control and experimental. after the students’ pretest scores obtained from control and experimental groups, the researcher chose viiib as a control group and viiia as a experimental group. it was because the students’ scores in control group were higher than the students’ scores in experimental group. it was also proved by the mean of pretest in viiib which was higher than viiia. it could happen because the students of viiia seemed bored in doing the test. they were lazy to read the providen texts in the test. so, they answered the questions without comprehending the texts. the researcher found that the students faced difficulties before the treatment in experimental group. the problem were the lack of students’ motivation in reading english text, the students got difficulty to identify the character of the narrative text, the students had poor vocabulary, and they could not understand the content of the narrative text. the last, some of the students got difficulties in comprehending the text. to solve these problems, the researcher conducted character map strategy to help students in teaching and learning of narrative reading comprehension. when the researcher did the treatment in experimental group, there were a significant improvements through caharacter map strategy after 10 meetings. finally, based on the result in the research, character map strategy was successfully applied to the eighth grade students of smp azzawiyah tanjung batu. it can be interpreted that the strategy for teaching narrative reading comprehension. it was also 37 supported by two previous studies novi kasari (2014) and indoman chairina (2011) who states that this strategy is one of effective strategies that can be applied by the teacher in teaching english reading. in addition, the researcher would like to say that there was a significant improvement on students’s narrative reading comprehension an experimental group taught by using character map strategy. there was a significant difference on student’s reading comprehension in narrative text achievement between the students who were taught by using character map strategy and those who are not. therefore, the teacher of english can use character map strategy in teaching and learning process to improve the students’ narrative reading achievement. conclusion there are some conclusion of this research referred to the findings and interpretattion presented in the previous chapter. first, based on the result of pretest to posttest, character map strategy significantly improved students’ reading comprehension score to the eighth grade students of smp azzawiyah tanjung batu. second, there was significant difference on students’ reading comprehension score to the eighth grade students who were taught by using cahracter map strategy and those who were taught by strategy that usually used by the teacher of smp azzawiyah tanjung batu. therefore, it can be inferred that the teaching reading comprehension in narrative text by using character map strategy can be considered as one of alternative strategy to be used. 38 references anderson, j. n. (2003). scrolling, clicking, and reading comprehension tp esl/efl learners. the reading matrix, 5(2), 143-154. retrieved from http://www.readingmatrix.com/articles/ anderson/article.pdf cohen, l., manion, l., & morrison, k. (2007). research method in education (6th ed.). new york, ny: routledge chairina, indoman. (2011). using character map strategy to improve reading comprehension to the eighth grade students of smp negeri 33 palembang (undergraduate thesis). sriwijaya university, indralaya, indonesia. cresswell, j. w. (2012). educational research: planning, conducting and evaluating quantitaive and qualitative research (4th ed.). boston, ma: pearson education, inc. departemen pendidikan nasional. (2006). ktsp (kurikulum tingkat satuan pendidikan). jakarta, id: pusat penelitian pendidikan. harley, t. a. (2014). the psychology of language: from data to theory (4th ed.). new york, ny : barron’s educational series. kasari, novi. (2014). teaching reading comprehension using story map strategy to the eighth grade students of smp negeri 2 sembawa (undergraduate thesis). institut agama islam negeri raden fatah, palembang, indonesia. kim, a vaughn, s., wanzek, j., &wei, s. (2008). graphic organizers and their effects on the reading comprehension of students with ld: a synthesis of research. journal of learning disabilities, 37(2), 105-118. kyzykeeva. (2006). “teaching reading in an efl classroom”nerald kasu magazine, no.2. lauder, allan. (2008). the status and the function of english in indonesia: a review of key factors. makara: sosial humaniora. volume. 12. no.1. pp 9-20 mccormack, rachel l and pasquqrelli, susan l. (2010). teaching reading. new york, ny: the guilford press. oakhil, j., cain, k., & elbro, c. (2015) understanding and teaching reading comprehension. new york, ny: british library patel, m.f. & jain, p.m. (2008). english language teching. jaipur, in: sunrise publisher & distributor. schoenbach, r., greenleaf, c., & murphy, l. (2014). reading for understanding:how reading apprenticeship improves discliplinary learning in secondary and collage classrooms. san fransisco, ca: wested tama, m. c., & haley, a. m. (2007). guiding reading and writing in the content areas: practical strategies. dubuque, iowa: kendall/hunt http://www.readingmatrix.com/articles/ 39 tarihoran, e.m. (2000). an analysis of nathaniel hawthornes novel the houseof the seven gables in themes, characters, and structure (undergraduate thesis). university of sriwijaya, inderalaya, indonesia. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the diffusion of innovations models: applications to education policymaking and critique marzul hidayat universitas jambi, jambi, indonesia corresponding author: mhiday@yahoo.com amirul mukminin universitas jambi, jambi, indonesia abstract the origins of the diffusion of innovations theory are varied and span across various disciplines, and in a sort of contexts. the diffusion of innovation framework is a theory of how, why, and at what rate new ideas, concepts, technology, technical information, and actual practices spread or diffuse through cultures or system. when innovations happen, innovations may be spread from the innovator (a state or government) to any other groups (states or governments). the inquiries of state policy innovation have been a foremost subject in political science and public policy. political and policy academics and scholars are attracted in looking at how and why a policy or program spreads (diffusion) from one state government to another and what make happen a government or state to adopt a new program or policy. this paper will focus on (1) the diffusion of innovations model’s general characteristics, its theoretical origins and application across fields, (2) the history of its application to policy and politics and the central premise, (3) the dominant methodological tradition in policy and political science, (4) applications to education policymaking, and (5) the limitation. keywords: diffusion of innovations theory, political science and public policy manuscript submitted: may 1, 2022 manuscript revised: december 10, 2022 accepted for publication: december 29, 2022 mailto:mhiday@yahoo.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 101 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction in the era of globalization, where almost all societies share the same problems and challenges and hold global interdependencies in the areas such as economics, business, and education, the spread of policies, programs, ideologies, innovations, technology, or information among and across groups, communities, organizations, societies, states, and countries has become more and more common. various factors or reasons lead individuals, groups, communities, organizations, societies, states, and countries to adopt policies and programs from others. according to mclendon and the factors or causes that cohen-vogel (2008), cohen-vogel et al. (2007), and wejnert (2002), influence the spread of policies and programs from one group to another group, from a state to another, or from a country to another country have long been the interest and concern to scholars and researchers in anthropology, sociology, communication, political science, and other disciplines. in terms of policy and program innovations, according to in the cohen-vogel et al. (2007), u.s., political and policy scholars and researchers are interested in looking at how and why a policy or program spreads (diffusion) from one state government to another and what causes a government or state to adopt a new program or policy? among political and policy scholars and researchers, the diffusion of innovation framework has become the model for them to investigate the policy or program innovations in the american states. this paper will focus on (1) the diffusion of innovations model’s general characteristics, its theoretical origins and application across fields, (2) the history of its application to policy and politics and the central premise, (3) the dominant methodological tradition in policy and political science, (4) applications to education policymaking, and (5) the limitation. characteristics, theoretical origins, and application across fields the diffusion of innovations model or framework is a theory of how, why, and at what rate new ideas, concepts, technology, technical information, and actual practices spread or diffuse through cultures. according to , in his book diffusion of innovations (4th edition), diffusion rogers (1995) of innovations is related to the spread of ideas and concepts, technical information, and actual practices within a social system, where the spread denotes flow from one source to an adopter or actor, typically through communication and influence. such communication and influence may change an adopter’s likelihood of adopting an innovation. the adopter or actor who adopts the innovation can be any societal entity such as individuals, groups, organizations, states, countries. in addition, ) categorized the adopters into five kinds of the diffusion process, according rogers (1995 to innovativeness: “(1) innovators (venturesome), (2) early adopters (respectable), (3) early majority (deliberate), (4) late majority (skeptical), and (5) laggards (traditional)” ( , rogers, 1995 183-185). definition was used by scholars and researchers such as who rogers’s (1995) walker (1969) defined the term innovation “simply as a program or policy which is new to the states adopting it, no matter how old the program may be or how many other states may have adopted it” (881). in addition, who generally defined” the term innovation as an idea perceived as new by an gray (1973) individual; the perception takes place after invention of the idea and prior to the decision to adopt or reject the new idea” (p. 1174). in terms of diffusion, ) stated that diffusion was “the rogers (1995 process by which an innovation is communicated through certain channels over time among the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 102 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi members of a social system. an innovation is an idea, practice, or object perceived as new by an individual or other unit of adoption. the diffusion of innovations involves both mass media and interpersonal communication channels” (p. 409). additionally, stated, “the process by gray (1973) which an innovation spreads is called diffusion; it consists of the communication of a new idea in a social system over time” (p. 1176). in other words, once innovations occur, innovations may be spread from the innovator (a state or government) to any other groups (states or governments). this process has been proposed that the life cycle of innovations can be described using the s-curve or diffusion curve. in the early stage of a particular innovation (a new policy), the s-curve moves relatively slow as the particular innovation (a new policy or program) establishes itself. at some point, because of the communication networks and interactions, individuals and groups or governments begin adopting it and the s-curve increases more rapidly. in the later stages, the s-curve rate of adoption starts declining because the communication channels are exhausted and because most prospective individuals and groups or governments have adopted and refused the particular innovation (a new policy or program), creating a more gradual slope of the s-curve (rogers, 2003 as cited in mclendon ). the origins of the diffusion of innovations theory are varied and span across & cohen-vogel, 2008 multiple disciplines, and in a variety of contexts. consequently, various approaches to conceptualizing innovation in the scholarly literature do exist. the studies of diffusion in anthropology are the oldest traditions. subsequently, the studies of diffusion or the rate of adoption have become a widely important area of research in rural sociology, economics, communication, organization, public health, business, geography, and political science (rogers, 2003 as cited in ). mclendon & cohen-vogel, 2008 in diffusion studies, each discipline has its own research focus in terms of the innovation types and the units of analysis. for example, the communication researchers are interested in the news events. while the rural sociologists focus on agricultural innovations (rogers, 2003 as cited in ). in 1943, two sociologists, bryce ryan and neal gross mclendon and cohen-vogel, 2008 published their influential study of the diffusion of hybrid seed (corn) among iowa farmers. the infamous hybrid-corn study resulted in a renewed wave of research ( ). in wejnert, 2002; gray, 1973 anthropology, researchers concentrate on the spread of the ideas among villages and tribes, while the diffusion such as drug adoptions or medical equipment or fertility-control methods among physicians, doctors or nurses and health care organizations (e.g. hospital s) is the focus of researchers in public health ( ). in technology, the rogers, 1995; mclendon and cohen-vogel, 2008 researchers are interested in the diffusion of technological innovation (burt, 1987). in addition, the organizational studies, the researchers define “ innovation as the successful implementation of creative ideas within an organization” ( ) and they concentrate on creativity amabile et al., 1996, 1155 and innovation. “creativity is the seed of all innovation, and psychological perceptions of innovation (the implementation of people's ideas) within an organization are likely to impact the motivation to generate new ideas” ( 1155). the diffusion of innovation is also considered a amabile et al., 1996, major driver of the economy; economists tend to focus on the process itself, from the origination of an idea to its transformation into something useful, to its implementation; and on the system within which the process of innovation unfolds. said that the leak of knowledge has easterly (2001) become the most important factor in economic development. while in political science and public policy studies, scholars and researchers concentrate on the diffusion of innovations (policies or programs) at local, state, or national government levels as their primary unit of analysis (mclendon and cohen-vogel, 2008; cohen-vogel, et al., 2007; berry, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 103 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ). in this field, an innovation, simply put, 1994; berry and berry, 1990; walker, 1969; and gray, 1973 is a policy or program perceived as new by a state that adopts it in spite of how old the policy may be or how many other states or adopters have adopted the policy (walker, 1969; gray, 1973; berry ). and berry, 1990; cohen-vogel, et al., 2007 the application to policy and politics and central premise in the united states, the inquiries of state policy innovation have been a foremost subject in political science and public policy (savage, 1985; berry, 1994) after the emergence of the influential studies by . according to walker (1969), gray (1973), and berry and berry (190, 1992) berry (2008), “most policy innovation and diffusion studies have adopted walker’s (1969) definition of a policy innovation as a program or policy new to the jurisdiction adopting it” (1). in his article, walker stated that two correlates of a state policy innovation were demographic factors and political (1969) factors. in addition, in policy studies, note that the spread of a policy or berry and berry (1999,1990) program innovation is usually explained by connecting to the two groups of determinants, namely, the internal determinants (intrastate) and regional diffusion (interstate). the first group, named the internal determinants, covering the social, economic, political and other characteristics, argues that a state’s internal determinants determine a state’s innovativeness ( . berry and berry, 1999, 1990) according to the first group’s view, a state or governmental unit is not conceived of as being affected by the actions or movements of other state governments (berry and berry, 1999; berry, concluded that the characteristics of states that adopt new policies or programs 2008). walker (1969) are the ones, which are “bigger, richer, more urban, more industrial, have more fluidity and turnover in their political systems, and have legislatures which more adequately represent their cities” (887). on the other hand, according to the second group, called the regional diffusion models, the probability of “a state adopting a particular policy is higher if neighboring states have already adopted the policy” the regional diffusion mainly focuses on the reason of a (walker, 1969, p. 897). state’s innovativeness is because of the interstate competition (walker, 1969; berry, 1994, 1999; in addition, the second group views a state’s mclendon et al., 2005; cohen-vogel et al., 2007). adoptions of policies as emulations of previous adoptions by other states. “the diffusion models are inherently intergovernmental” in the diffusion model, (berry, 2008, p. 2). berry and berry (1999) note that a state government learns from or copies each other for four primary reasons: learning, competition, public pressure, and vertical influence from oversight governments or bodies, and describe in depth four models of diffusion: national interaction model, regional diffusion or geographic proximity, isomorphism, and leader-laggard (the last to adopt an innovation). methodological tradition the event history analysis (eha) has been the dominant analytic approach utilized to investigate state policy innovations by the political science and public policy scholars since the mid1990s ( ). according to , the use of the event history mclendon and cohen-vogel, 2008 berry (1994) analysis (eha) for the reason that of the two groups internal determinants (intrastate) and regional diffusion (interstate), no single group could explain for state policy innovation although internal determinants are probably the main factors that motivate policymakers to adopt a new policy in order to emulate other states. proposed that “an appropriate explanation of state policy berry (1994) innovation” (p. 453) is to analyze the two groups (internal determinants and regional diffusion) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 104 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi jointly, using the event history analysis (eha). the event history analysis is designed to explain conditions under which state agencies adopt policy innovations. the event history analysis will enable researchers to conduct “pooled cross-sectional time-series analysis where the observed dependent variable is whether or not a state adopts the policy being studied in a particular time” ( ). berry, 1994, 453 although the eha method seems to have much promise for state policy innovation studies, improvements can and should be made, particularly to mirror more complex forms of diffusion and intergovernmental interactions and communications ( ). however, berry, 1994 mclendon and wrote that generally the application of the event history analysis (eha) has cohen-vogel (2008) helped the researchers to predict state policy adoption in terms of internal determinants and regional diffusion. the studies that employ the diffusion of innovations model on the state policy innovations or the comparative state politics have been exclusively dominated by employing the quantitative methods and approaches (positivist paradigm) that “make the study of why policies diffuse difficult” ( ). they proposed the use of qualitative approaches cohen-vogel, et al., 2007, 19 for future research on the determinants of education policy innovation or adoption although the approaches also hold limitations. more specifically, they think that the qualitative approaches and techniques may offer new perspectives on exploring the factors, leading a state adopts a new policy and may be able to answer competing explanations for policy adoption by interviewing the main policy actors in adopting and non-adopting states to learn and find out “the role of policy entrepreneurs, preferences for tried and tested policy solutions, networks of professional educators, and interest group competition in the innovation diffusion process” ( mclendon and cohen-vogel, 2008, 46). applications to education policymaking the studies that employ the diffusion of innovations model in the adoption of educational policies and programs both in k-12 and higher education among the u.s. states have been pioneered by mintrom (1997), mintrom and vergari (1998), cohen-vogel et al. (2005), doyle ). according to (2006), mclendon, hearn, and deaton (2006) (mclendon and cohen-vogel, 2008 , the policy innovation and diffusion lens has been used by mclendon and cohen-vogel (2008) researchers to focus on the intrastate and interstate influences on states’ adoption of a specific education reform in k-12 and higher education. particularly, the focus is on answering the question of “to what extent are decisions to adopt an education innovation influenced by a combination of (1) a state’s socio-demographic, economic, and political conditions and (2) the policy choices of other states?” (45). for example, used the event history analysis (eha) of school mintrom and vergari (1998) choice, present and test a theoretical model for integrating policy network and diffusion ideas. they found that policy networks supported the diffusion of innovations. in particular, when they controlled for school system characteristics, state politics, maturation effects, and diffusion from other states, their study indicates significantly positive effects of (1) policy entrepreneurs’ presence in a state, (2) the extent to which entrepreneurs used external networks (networks with policy entrepreneurs from other states), and (3) the extent of their internal network use (networks with government and those around government within the state), on the likelihood that the state considers school choice. in addition, found that entrepreneur presence mintrom nd vergari (1998) and internal network use significantly increased the possibility of legislative approval of school edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 105 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi choice, even though external networks did not. they also found that the external networks that provide insights into how approaches used elsewhere could apply in policy entrepreneurs’ own states, were critical to getting legislatures to consider the policy, as is a good understanding of the policy networks within one’s own state. another application of the diffusion of innovations model in the adoption of educational policy is the study of the postsecondary finance policy adoption done by cohen-vogel et al. (2007). in brief, their findings indicate that the merit aid programs spread because the competition among neighboring states and the direct and indirect or formal and informal network among policymakers and their agents. their study both supports the regional diffusion model and provides evidence that state policy innovation is partly the effect of policy emulation acted out in nearby states, which have adopted the policy. the diffusion of innovations model: limitations the application of the diffusion of innovations model has been appealing to public policy, political science, and later educational scholars and researchers. mclendon and cohen-vogel (2008) wrote that generally the application of the diffusion of innovations model with its event history analysis (eha) has helped the researchers to predict state policy adoption in terms of internal determinants and regional diffusion. however, they wrote that there were some potential limitations of the model. first, the studies of policy innovation diffusion “largely overlook the why’s of policy diffusion, concentrating instead on demonstrating its existence” ( 40). another limitation is mclendon & cohen-vogel, 2008, that the policy innovation diffusion researchers have concentrated only on the determinants of policy adoption; however, they do not take into account other stages in a policy’s passage such as the determinants of problem identification, agenda formulation, policy implementation, and policy termination or rejection. the third limitation is that the researchers employing the diffusion of innovations model have just stressed on the positive regional effect, paying no attention to the negative regional effect the fourth limitation is that the (mclendon & cohen-vogel, 2008). diffusion of innovations model may not work if only one state uses the policy. the last limitation, but not the least, in terms of the methodological paradigm, the researchers have exclusively employed the quantitative methods and approaches (positivist paradigm) that “make the study of why policies diffuse difficult” ( ). in other words, they have ignored the cohen-vogel et al., 2007, 19 potential use of the qualitative approaches and techniques that may offer new perspectives on exploring the motives, leading a state takes on a new policy. conclusion the inquiries of state policy innovation have been a foremost subject after the materialization of the influential studies by walker (1969) and gray (1973) and berry and berry . although, the origins of the diffusion of innovations theory are varied and span across (1990, 1992) multiple disciplines, the model has become the lens of the public policy, political science, and later educational scholars and researchers to examine state policy innovations. by using the model, the researchers have used the quantitative approaches along with the event history analysis (eha) to examine the spread of a policy or program innovation, that is usually explained by referring to the two groups of determinants, namely, the internal determinants (intrastate) and regional diffusion edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 106 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (interstate) ( ). walker, 1969; berry, 1994, 1999; mclendon et al., 2005; cohen-vogel et al., 2007 however, the model has also some limitations. the researchers have not thoroughly provided the explanations for how and why spread takes place, have not largely focused on the other stages in a policy journey, and they have not considered the potential application of the qualitative approaches and perspectives on exploring the factors, leading a state takes on a new policy. references amabile, t. m.,conti, r., coon, h., lazenby, j., and herron, m. (1996). assessing the work environment for creativity. academy of management, 39 (5), 1154-1184. berry, f. s. (2008). expanding our models of innovation and diffusion for multi-level governance research. paper presented at the 4tad (transatlantic dialogue) conference on “the status of intergovernmental relations and multi-level governance in europe and the us” at bocconi university in milan, italy. berry, f. s., & berry, w. d. (1999). innovation and diffusion models in policy research. in p. sabatier (ed.), theories of the policy process (pp. 160–200). boulder, co: westview press. berry, f. s., & berry, w. d. (1990). state lottery adoptions as policy innovations: an event history analysis. american political science review, 84(2), 395–416. berry, f.s. (1994). sizing up state policy innovation research. policy studies journal, 22, 442–456. burt, r.t. (1987). social contagion and innovation: cohesion versus structural equivalence. american journal of sociology, 92, 1287-1335. cohen-vogel, l, ingle, k., albee, a. & m. spence. (2007). the “spread” of merit-based college aid: politics, policy consortia and interstate competition. educational policy. easterly, w. r. (2001). the elusive quest for growth: economists’ adventures and misadventures in the tropics. london: mit press. gray, v. (1973). innovation in the states: a diffusion study. american political science review, 67(4), 1174–1185. mclendon, m., & cohen-vogel, l. (2008). understanding educational policy-making in the american states: lessons from political science. in b.s. cooper, l. fusarelli, and j. cibulka (eds.), handbook of educational politics and policy. oxford, uk: routledge, taylor and francis. mclendon, m. k., heller, d. e., & young, s. p. (2005). state postsecondary education policy innovation: politics, competition, and the interstate migration of policy ideas. journal of higher education, 76(4), 363–400. mintrom, m., & vergari, s. (1998). policy networks and innovation diffusion: the case of state education reforms. the journal of politics, 60(1), 126–148. mintrom, m. (1997). policy entrepreneurs and the diffusion of innovation. american journal of political science, 41(3), 738–770. rogers, e.m. (1995). diffusion of innovations (4th edition). the free press. new york. ryan, b. and gross, n. (1943). the diffusion of hybrid seed corn in two iowa communities. rural sociology, 8, 15-24. savage, r. l. (1985). diffusion research traditions and the spread of policy innovations in a federal system. publius 15(4), 1–27. simon, h. a. (1997). administrative behavior (4th ed.). new york: free press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 107 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi walker, j. l. (1969). the diffusion of innovations among the american states. american political science review, 67, 1174–1185. wejnert, b. (2002). integrating models of diffusion of innovations: a conceptual framework annual review of sociology, 28, 297-325. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the cohesion analysis of students’ multimodal text creations ika anggraeni uin syarif hidayatullah jakarta, jakarta, indonesia didin nuruddin hidayat uin syarif hidayatullah jakarta, jakarta, indonesia corresponding author:didin.nuruddin@uinjkt.ac.id nida husna uin syarif hidayatullah jakarta, jakarta, indonesia alex uin syarif hidayatullah jakarta, jakarta, indonesia abdul halim iain kendari abstract examining cohesion of students‟ compositions (e.g., students‟ thesis writing, narratives) has b een conducted by many researchers, yet cohesion of students‟ multimodal text creations (a picture with captions) is still paucity. therefore, this study aims to fill the research gap by examining the cohesion of students‟ multimodal text creations using grammatical cohesive devices proposed by halliday and hasan (2014a) and inter-semiotic cohesive devices proposed by liu and o‟halloran (2009). the students‟ caption text analysis showed that students use three cohesive grammatical devices: references at 49%, conjunctions at 46%, and substitution at 5%. the most frequent types of them used by the students are personal references at 76%, additive conjunction at 63%, and clausal substitution at 67%. in addition, the analysis of inter -semiotic cohesive devices shows that parallel structure is hardly found in multimodal texts. still, surprisingly, inter -semiotic polysemy is utilized by students to create co-contextualize relationships between language and images and experiential convergence. the study concluded that students in the twelfth grade of nurul huda vocational high school lack using various cohesive devices. nonetheles s, they complement their caption with inter-semiotic cohesive devices embedded in the images. this study implies that the students still need more time allocation to study the subject at hand and go through the writing process as professionals do to create a better text for more elaboration and characteristics of written language with accuracy and consistency. keywords: caption text, inter-semiotic cohesive devices, multimodal-text creations edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction writing is an essential part of language skills that need to be acquired by language learners. they are expected to be able to organize their ideas and put them into writing coherently and cohesively. to achieve coherent and meaningful writing, students need to utilize cohesive devices in their writing to tie one idea with another. stress the significance of cohesiveness and coherence discourse in producing well-constructed and intelligible literature. solid knowledge of linguistic relationships is required for the construction of coherent ideas. they maintain that the cohesiveness factor may make writing more communicative and thriving and allow readers to comprehend the content of the texts easier. considering the significance of cohesion in students‟ writing, various works and research have been undertaken on this subject. for example, have conducted a study to detect and analyze student argumentative writing using the coherent techniques proposed by . the data was gathered from a single student's essay, and it was analyzed quantitatively by referring to the cohesive devices proposed by as the coder. the study shows that the student‟s argumentative essays utilized some cohesive devices to unite the idea in their writing, but the use of grammatical cohesion should be enhanced. additionally, analyze students‟ thesis writing in terms of grammatical cohesion to identify and quantify the frequencies of grammatical cohesion devices in the students‟ thesis. the study revealed that students had used some cohesive devices in their writing, but some were still misused. from the previous research, it can be concluded that research on cohesion is still needed. current literature also shows a shifting focus of study in the systemic functional linguistics (sfl) approach to multimodal discourse analysis identified that in the 1990s, there were some extension interests in systemic-functional grammar to non-verbal semiotic resources and media, such as displayed arts, visual design, mathematical symbolism, action, and music. moreover, from the late 1990s onwards, ideational, interpersonal, and textual metafunctions became the focus of study. however, the study on the nat ure of inter-semiotic semantic relations remains scarce, especially on explaining what features make multimodal text visually verbally coherent. to fill in the research gap, particularly on the evaluation of cohesiveness of students‟ multimodal text creations, this study intends to implement grammatical and inter-semiotic cohesive devices in analyzing multimodal-text creations of vocational high school students. hopefully, this research could assist teachers in discovering and analyzing students‟ multimodal text creations. in light of the purposes of the study above, we formed the study in our context around two research questions.  what grammatical cohesive devices do students utilize in writing captions of multimodal text creations?  to what extent do students‟ multimodal text creations accomplish the accuracy of grammatical and inter-semiotic cohesive devices? edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review grammatical cohesion according to there should be four components related to halliday and hasan (1976), cohesive grammatical devices: reference, substitution, ellipsis, and conjunction. all of them are cohesive grammatical devices with their characteristics. the type of cohesion specified by the nature of the information retrieved is referred to as reference there are three types (la, 2006; yule, 1996). of reference: personal reference, demonstrative reference, and comparative reference (morley, 2000; . a personal reference is a type of reference made in a speech situation using a function wales, 2014) and a person category. personal pronouns, possessive determiners (usually), and possessive determiners (usually) were all included in the type of personals: possessive pronoun and possessive adjective (also known as possessive adjective). for example, raisa is eating her dinner (her as a possessive adjective refers to the subject raisa). the term "demonstrative reference" refers to a reference made by pointing to a specific spot. there are a few different kinds of demonstratives. first, the adverbial demonstratives here, there, now, and then indicate the process's position in space or time. second, nominal demonstratives like this, those, and here conveys proximity to the speaker, whereas those and there imply distance. consider the following example: take that umbrella, please! indirect reference based on likeness or identity: the general comparison communicates the similarity and contrast of two objects, whereas the detailed comparison expresses the similarity of two things in terms of a specific feature. consider the following scenario: she is a better woman than i am. the second is substitution. the relationship between linguistic elements, such as words or sentences, was known as substitution, but the relationship between meanings was known as reference substitution is divided into three types; are (halliday & hasan, 2014; wiraningsih, 2014). nominal substitution (one, ones; for example, my pencil is too blunt. i must get a sharper one (1). the word one is the substitution for pencil. verbal substitution (do); for example, does jean sing? – no, but mary does (in the first example, do substitutes sing; in the second example, do substitutes know the meaning of half those long words). clausal substitution (so, not); for example, '...if you've seen them so often, of course, you know what they're like. 'i believe so,' salma replied thoughtfully. here, so substitutes, i know what they're like. the third is ellipsis. it is a language style that omits a section of a phrase readily perceived by the reader and clarifies its meaning. there are three types of ellipsis. nominal ellipsis means the ellipsis within the insignificant group. for example: take these pills three times daily. and you'd better have some more of those too. verbal ellipsis means the ellipsis within the vocal group. for example, have you been jogging? – yes, i have. clausal ellipsis, the english sentence, has a two-part structure consisting of modal and prepositional elements. it indicates various speech functions such as assertion, inquiry, answer, etc. for example, the duke would plant a row of poplars in the park. (modal element) (prepositional element). the fourth is conjunctions. it is words that link words, phrases, and clauses in sentences. these words may add to (or enlarge on) what has previously been said, or they may elaborate or edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi illustrate it (for instance, thus, in other words). they may compare new and old knowledge, or they may present an opposing viewpoint (or, on the other hand, however, conversely). they may connect further information to previous information using clauses (so, because, for this reason, therefore) or time (previously, then, in the end, next) or a summary (by the way, to sum up, anyway, well). lexical cohesion lexical cohesion consists of two elements; they are reiteration and collocation. reiteration is the repetition of a lexical item or a synonym, where the two occurrences share the same reference, referred to as reiteration. there are four types of reiteration: repetition, synonymy, superordinate, and general word. furthermore, azzouz (2009), tsareva (2010), and trisnaningrum, alek, & hidayat (2019) research studies were primarily concerned with examining grammatical cohesiveness in essay writing. they both assigned pupils to prepare an argumentative essay. the writers were interested in investigating a similar variable in students' writing caption text. for the reasons above, the writers were interested in learning about the quality of students' writing when they use grammatical cohesiveness to combine sentences in their caption text work. the writers first tracked down cohesive grammatical devices used to measure such points. additionally, when students use cohesive grammatical devices –such as conjunction or reference– wrongly, it distracts the flow of their ideas. inter-semiotic cohesive devices according to “inter-semiotic texture refers to a matter of liu and o‟halloran (2009), semantic relations between different modalities realized through inter-semiotic cohesive devices in multimodal discourse. it is the crucial attribute of multi-semiotic texts which create integrations of words and pictures rather than a mere linkage between the two modes.” (liu & o‟halloran, 2009) according to , “inter-semiotic parallelism refers to a cohesive relation liu and o‟halloran (2009) which interconnects both language and images when the two semiotic components share a similar form. this type of cohesive relation can take effect as hosmospatiality on the expression plane or parallel structure at the discourse stratum. both are important in meaning-making devices and contribute to semantic expansions in multi-semiotic text.” hosmospatiality is a type of spatial parallelism between language and pictures on the expression plane. parallel structures will take shape in the multi-semiotic texts when two modes share a similar transitivity configuration. inter-semiotic polysemy refers to the cohesive relations between verbal and visual components, which share multiple related meanings in multi-semiotic texts . polysemy signals (liu & o‟halloran, 2009) similarities rather than differences between meanings . therefore, inter-semiotic (finegan, 2008) polysemy brings about co-contextualization relations between language and images and experiential convergence in multi-semiotic texts . (liu & o‟halloran, 2009) methodology this study aimed to discover and analyze student writing caption text using the coherent techniques proposed by . this study used a qualitative method. according halliday and hasan (2014) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to , qualitative research includes collecting primarily textual material and heigham and croker (2009) analyzing it using interpretative analysis. twelfth grade students wrote sixty-six multimodal texts in the form of pictures and captions of nurul huda vocational high school. all subjects were instructed to draw a picture about nature and write a caption below the picture. their works were then examined in two ways. firstly, the verbal text in the form of captions is analyzed in terms of the number of cohesive devices utilized and coded on the basis of discourse structure adapted from . secondly, the (halliday & hasan, 1976) visual texts are analyzed using inter-semiotic cohesive devices, particularly on inter-semiotic parallelism and inter-semiotic polysemy, as shown in table 1. table 1. grammatical devices cohesive devices category subcategory examples halliday & hasan (halliday & hasan, 2014a) grammatical cohesive devices reference pronominal demonstrative comparative he, his the, that more, last substitution nominal verbal clausal one do so ellipsis nominal verbal clausal “he bought a yellow car, but i like the red. “you did” “is she? she didn‟t tell me ( ). conjunction addition contrast causal temporal continuation and but because next well lexical same (root) synonym superordinate general item depend, dependence angry, mad car, vehicle car, thing liu & o‟halloran (liu & o‟halloran, 2009) intersemiotic cohesive devices intersemiotic parallelism hosmospatiality (does the image function simultaneously as the typography word(s) used in the caption?) (drawing of fei, 2004, p.204) (fei, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2004). the visual image emitted by the campfire functions simultaneously as the typography for the word „hot‟. parallel structure (does the caption comply with the picture?) (liu & o‟halloran, 2009) israeli army dog attacks palestinian woman. inter-semiotic polysemy (do verbal and visual components share multiple related meanings in multisemiotic texts?) (liu & o‟halloran, 2009) the procedure of data analysis was begun by scanning the captions embedded in the students‟ multimodal text creations to find and categorize the cohesive devices used by the students. after that, the categorization of the cohesive devices is presented in the form of percentage by using the following formula. figure 1. percentage formula bootstrappieffects, and total effects. in addition, boots having done with the analysis of grammatical cohesive devices, the analysis of inter-semiotic cohesive devices was conducted to get more explanations of students‟ multimodal text creations. of sixty-six texts, six texts are selected by considering the compliance with the task and instructions given by the teachers. to find the six texts that were potentially to be further analyzed, the researchers asked the teachers to help make a decision. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi results grammatical cohesive devices the table below shows that the most dominant grammatical cohesion devices students used by the students in the twelfth grade are references with 49%, conjunction with 46%, and substitution with 5%. on the other hand, we can see that ellipsis has a low rank with 0%. the data shows that students in the twelfth grade rarely use cohesive grammatical devices. it means that students are likely not to have experience in using substitution and ellipsis rather than references and conjunction. it indicates that students are still lacking in the use of cohesive grammatical devices in terms of comprehension, knowledge, and ability in writing, particularly for substitution and ellipsis. table 2. the most frequent use of grammatical cohesive device type of grammatical cohesive device students' grammatical cohesive device use n % references 55 49% substitution 6 5% ellipsis 0 0% conjunction 52 46% total 11 3 100% figure 2. the frequent use of references the doughnut chart above shows that the frequent use of references in the first position is personal references with 76%. the second position is demonstrative references with 24% and comparative references with 0%. the researchers found 55 references used by students in their caption text. the total of personal references is 42, and it is used by students such as we, you, he, us, our, and your. regarding writing captions about nature, they describe it and include the other person (male/female) and object as references. the finding also shows that students use that demonstrative edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reference with 13. thus, the results indicate that most students are just familiar with using the references in their captions. figure 3. the frequent use of substitution based on the doughnut chart above, the frequently used substitution in the first position is clausal substitution with 67%. the second position is verbal substitution with 33%. and the third position is nominal substitution with 0%. substitution, the researchers found two verba substitutions in students' captions, such as can and do. then following clausal substitution is not and so with the total 4. thus, the findings indicate that most students are not familiar with the use of substitution. we can see that the grammatical cohesion devices specification result is only 6 for verbal and clausal substitution. figure 4. the frequent use of conjunction based on the doughnut chart above, the frequent conjunction use in the first position is additive with 63%. the second position is clausal conjunction with 37%, and the last position is temporal and adversative conjunction with 0%. conjunction, the researchers found 33 additive conjunctions edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 97 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi such as and, that is, while. the following result is on causal conjunction of so, for, otherwise, because, with the total 19. the finding also indicates that most college students are just familiar with conjunction. otherwise, many conjunctions can be used, but most students experience using the familiar conjunction as explained before. inter-semiotic cohesive devices inter-semiotic cohesive devices are used as complementary analysis, and the devices used in this analysis are limited only to two categories, namely inter-semiotic parallelism and inter-semiotic polysemy. in picture 1, the word “nature” is represented by trees, sun, clouds, and some birds. also, every picture functions simultaneously as the typography for words: tree, sun, cloud, bird. however, the picture does not comply with the caption. in other words, the parallel structure does not exist in multimodal text#1. but when looking closely at the inter-semiotic polysemy, co-contextualization relations between language and images and experiential convergence in (liu & o‟halloran, 2009) multi-semiotic texts can be found. for example, the word „beauty‟ is closely related to „nature‟. in picture 2, it is hard to find parallel structure and inter-semiotic polysemy. the only inter-semiotic device is hosmospatiality; the sun image refers to the word „sun‟ in the caption. when looking at pictures 3-6, hosmospatiality always exists, meaning that there is at least one word that functions as the typography of the image. however, the parallel structure does not always happen, except in picture 4. surprisingly, inter-semiotic polysemy can be found in all six pictures, resulting in co-contextualization relations between language and (liu & o‟halloran, 2009) images and experiential convergence in multi-semiotic texts. it can be concluded that the students‟ multi-modal text creations do not utilize inter-semiotic devices properly. pictures. sample of students’ multimodal text creations and the existence of inter-semiotic cohesive devices pic. 1 the desire that is nobler than human is served by nature, namely the love of beauty. ● hosmospatiality ● parallel structure ● inter-semiotic polysemy edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 98 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pictures. continuation… pic. 2 the benefit of the morning sun (is) very good for (the) health of our bodies and useful for accelerating the process of photosynthesis in plants. ● hosmospatiality ● parallel structure ● inter-semiotic polysemy pic. 3 faith is like a flower that must be watered continuously with good deeds. ● hosmospatiality ● parallel structure ● inter-semiotic polysemy pic. 4 the butterfly beside is sucking flower nectar. ● hosmospatiality ● parallel structure ● inter-semiotic polysemy edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 99 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pic. 5 hygienic, simple and no need to be afraid of not unraveling! this banana leaf can be used as an alternative to plastic, which is very easy, and there is no need to be afraid that this banana leaf waste cannot be decomposed by the soil. ● hosmospatiality ● parallel structure ● inter-semiotic polysemy pic. 6 it turns out that there is a tree of a thousand benefits! the coconut tree is indeed known as a tree of a thousand benefits because apart from the fruit, the leaves, the stems, and also the coats can also be used …for example as decorative as craft… ● hosmospatiality ● parallel structure ● inter-semiotic polysemy discussion the findings show three forms of grammatical cohesive devices utilized in writing captions of multimodal text creations. the first is references. there are two sorts of references found: personal and demonstrative. we, you, he, us, our, and your are the personal reference elements present in the data. the demonstrative reference items are that, there. those items are used by the students when they show everything around them. according to , reference halliday and hasan (1976) employed a function in the speech context through the category of person edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in contrast, demonstrative reference is a reference through the place on a scale of closeness. substitution is the second cohesive device discovery. the function of substitution is to substitute or replace a word or phrase with a filler word such as one, so, do, etc. the findings show verbal and clausal grammatical coherence substitution. two examples of word substitution in this data are can” and do. on the other hand, the clausal replacement examples are “not” and “so”. the last is the conjunction. the types of conjunction are additive and causal conjunction. the objects discovered in the data are additive conjunctions: and, and while; causal conjunction: so, for, otherwise, and because. according to the notion, conjunction is the way the writer wants the reader to link what is about to be said to what has already been stated (baker, 1991). in this research, inter-semiotic cohesive devices are used as complimentary analysis, and the devices used are limited only to two categories, namely inter-semiotic parallelism and inter-semiotic polysemy. table 2 shows six samples of students‟ multimodal text creations, and every picture has a different result analysis. in table 2, pictures 1, 2, 3, and 5 the parallel structure does not exist in the multimodal, but we can find homospatiality and inter-semiotic polysemy. while in table 2, picture 4, in this caption text, we can find the parallel structure. this study focuses on grammatical cohesive devices students utilize in writing captions of multimodal text creations and to what extent students‟ multimodal text creations accomplish the accuracy of grammatical and inter-semiotic cohesive devices. the difference between this research and the previous research is in the object of the study. the object of this study discusses the caption, especially the topic is nature, and the sample is students in vacation high school. moreover, in this research, inter-semiotic cohesive devices are used as complementary analysis, and the devices used are limited only to two categories. showed similar results in cohesive devices, abdurahman (2013) namely that the most common kind of grammatical cohesion is reference and conjunction. akbar found additive conjunction is the most frequent conjunction used by the students. (2019) alarcon, found that the student's highest type of grammatical cohesion is the ninfa, and morales (2011) reference, with 90.76%. found grammatical cohesion reference and conjunction albana et al. (2020) types, but substitution is not found here. found the most frequent reference used almutairi (2017) by the students is a personal reference, and the most frequent conjunction used by the students is additive conjunction. furthermore, another research found three types of grammatical cohesion reference, substitution, and conjunction (dewi, 2008; emilia, habibi, & bangga, 2018; hidayat, 2017; maizanti, 2018; maulida, surtiana, & nugraha, 2020; musdiawardhani, 2016; saputra, 2021). conclusion and recommendations/implications students' grammatical cohesive devices in writing captions of multimodal text creations are references, followed by conjunction in the second place and substitution in the third place. in reference, the most frequent use is a personal reference. the most frequent use of substitution is clausal substitution. the most frequent use of the conjunction is additive conjunction. the data can also be assumed that students in the twelfth grade of nurul huda vocational high school are just familiar with three subtypes of grammatical cohesion devices, as the finding showed. the analysis of to what extent students' multimodal text creations accomplish the accuracy of grammatical and inter-semiotic cohesive devices showed that it is hard to find parallel structure edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 101 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and inter-semiotic polysemy. however, from six pictures inter-semiotic polysemy can be found in all which results in co-contextualization relations between language and images and experiential convergence in multi-semiotic texts. the study suggests that english teachers improve students' knowledge, comprehension, and ability to cohesive grammatical usage. english teachers can motivate students to learn cohesive grammatical types in many topics and ask them to practice, and then give feedback on their writing in a simple way. besides, the students must realize the importance of using grammatical and intersemiotic cohesive devices in writing. hence, they have to practice writing a lot and apply it. disclosure statement no potential conflict of interest was reported by the authors. acknowledgments the researchers would like to offer their gratitude and honor to all of the students who participated in the study and the teachers who permitted their classes to be used for data collecting. references abdurahman, n. h. (2013). grammatical cohesion analysis of students‟ thesis writing. jurnal pendidikan dan pembelajaran khatulistiwa, 2(11), 1–18. abdurahman, n. h., wijaya, b., & salam, u. (2013). grammatical cohesion analysis of students thesis writing. jurnal pendidikan dan pembelajaran khatulistiwa, 2(11), 1–19. akbar, m. a. r. (2019). conjunction used in toy story 2 movie script. university of muhammadiyah sumatera utara medan. alarcon, j. b., ninfa, k., & morales, s. (2011). grammatical cohesion in students argumentative essay. international journal of english and literature, 2(5), 114–127. https://doi.org/10.5897/ijel.9000016 albana, h. h., marzuki, a. g., alex, & hidayat, d. n. (2020). cohesive devices in student‟s writing (a discourse analysis on argumentative text). jurnal pendidikan humaniora, 8(1), 6– 11. almutairi, n. d. (2017). discourse analysis of cohesive devices in saudi student‟s writing. world journal of educational research, 4(4), 516–523. https://doi.org/10.22158/wjer.v4n4p516 azzouz, b. (2009). a discourse analysis on grammatical cohesion in student’s writing. university of mentouri constantine. baker, m. (1991). in other words: a coursebook on translation. london: routledge. dewi, i. s. (2008). an analysis of conjunctions in the jakarta post editorials. university of north sumatera. emilia, e., habibi, n., & bangga, l. a. (2018). an analysis of cohesion of exposition texts: an indonesian context. indonesian journal of applied linguistics, 7(3), 515–523. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 102 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi fei, v. l. (2004). developing an integrative multi-semiotic model. in multimodal discourse analysis: systemic functional …. a\&c black london. finegan, e. (2008). language: its structure and use, fifth edition (fifth). boston: michael rosenberg. halliday, m. a. k., & hasan, k. (2014a). cohesion in english. in cohesion in english. london: taylor and francis. https://doi.org/10.4324/9781315836010 halliday, m. a. k., & hasan, r. (1976). cohesion in english. london: longman. halliday, m. a. k., & hasan, r. (2014b). cohesion in english. london: routledge. halliday, m. a. k., hasan, r., & hasan, r. (1985). language, text and context. in victoria: derkin university. heigham, j., & croker, r. a. (2009). qualitative research in applied linguistics: a practical introduction. houndmills, basingstoke, hampshire, england: palgrave macmillan. hidayat, a. (2017). an analysis of grammatical cohesive device of the short story the little match girl by hans christian andersen 2016/2017. 9(2), 232–244. la, r. (2006). cambridge textbooks in linguistics. folia linguistica, 40(1–2), 187. liu, y., & o‟halloran, k. l. (2009). intersemiotic texture: analyzing cohesive devices between language and images. social semiotics, 19(4), 367–388. https://doi.org/10.1080/10350330903361059 maizanti, r. (2018). a study on the cohesive devices used in writing analytical exposition texts by the second year students of smk muhammadiyah 2 pekanbaru. jom fkip, 5(2), 1–8. maulida, z. n., surtiana, & nugraha, i. (2020). an analysis of grammatical cohesion in students’ writing (a case study in the eleventh year students of sman 1 garut). 3(2), 65–74. morley, g. d. (2000). syntax in functional grammar: an introduction to lexicogrammar in systemic linguistics. london: wellington house. musdiawardhani, n. d. (2016). grammatical cohesion of the jakarta post and new york times articles in opinion columns. maulana malik ibrahim state islamic university of malang. o‟halloran, k. (2008). mathematical discourse: language, symbolism and visual images. books.google.com. saputra, d. (2021). an analysis of reference on grammatical cohesion found in edgar allan poe’ s short story. bung hatta university. trisnaningrum, y., alek, a., & hidayat, d. n. (2019). discourse analysis of grammatical cohesion devices in college students‟ academic writing essay. ijee (indonesian journal of english education), 6(1), 79–90. https://doi.org/10.15408/ijee.v6i1.12502 tsareva, a. (2010). grammatical cohesion in argumentative essays by norwegian and russian learners. the university of oslo. wales, k. (2014). a dictionary of stylistics. new york: routledge. yule, g. (1996). pragmatic (first edit; h. g. widdowson, ed.). oxford university press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the impacts of education level on financial literacy and financial behaviours: the case of women entrepreneurs fitriaty universitas jambi, jambi, indonesia corresponding author: fitriaty@unja.ac.id shofia amin universitas jambi, jambi, indonesia muhammad haris saputra universitas dinamika bangsa, jambi, indonesia abstract financial literacy is a person's ability to understand and manage personal finances effectively. high education and financial literacy will certainly influence financial behavior. women entrepreneurs are a crucial group in the economy of a country, especially in indonesia. the research objective was to examine the effect of education level on financial literacy and financial behavior of women entrepreneurs in jambi. this research was quantitative research by using primary data in the form of a questionnaire given to female entrepreneurs in jambi as respondents using the accidental sampling technique and slovin's formula that obtained a total of 100 respondents. the data were analyzed using smart pls. the results obtained in this research, the education level had a significant positive effect on financial literacy and financial behavior. furthermore, financial literacy could mediate between the education level and financial behavior of women entrepreneurs in jambi. keywords: behavior, finance, financial instruments, literacy, personal finances introduction financial literacy is a person's ability to understand and manage personal finances effectively (lusardi, 2019). according to law number 23 of 2014 concerning governance and governance of state finances, financial literacy is a person's ability to understand and manage personal finances, as well as understand and manage financial risks. in addition, financial literacy is also part of economic literacy, which includes a person's ability to understand and manage economic risks, as well as understand and manage assets and liabilities. research has found that education level affects financial literacy (tóth et al., 2015). higher education levels tend to have higher levels of financial literacy (susanti et al., 2017). however, education level is not the only factor that influences a person's financial literacy. other factors that affect a person's financial literacy include experience, knowledge, income, and family education (putra et al., 2016; yusnita & abdi, 2018). women entrepreneurs are a crucial group in the economy of a country, especially in indonesia. however, there are still many women entrepreneurs who experience difficulties in managing their business finances due to a lack of financial literacy. mailto:fitriaty@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. the data of jambi msme (umkm) 2022 no district/city entreprise total number micro small medium 1 merangin 4.877 693 13 5.583 2 kota jambi 44.307 3.506 47.813 3 sarolangun 3.602 478 10 4.090 4 kota sungai penuh 6.856 1.076 1.699 9.631 5 kerinci 11.044 1.106 125 12.275 6 batanghari 18.432 175 10 18.617 7 bungo 2.327 881 290 3.498 8 tanjung jabung barat 7.432 1.048 8.480 9 tebo 1.268 1.268 10 muaro jambi 41.234 41.234 11 tanjung jabung timur 17.658 1.135 18.793 total number 159.037 10.098 2.147 171.282 2021 (year) 152.373 10.708 2.416 163.964 improvement 4,2 -6,0 -12,5 4,3 source: (the cooperatives and small and medium enterprises office, 2022) based on figure 1, the msmes (umkm) in jambi province will fluctuate in 2022. in microenterprises, there will be an increase of 4.2%. meanwhile, small enterprises will experience a decrease of 6%, and medium enterprises will experience a decrease of 12.5%. on average, the number of msmes in jambi province has increased by 4.3%. it means there will be an additional number of msmes from 2021 to 2022 of 4.3%. jambi has the highest number of msmes compared to other districts and cities in jambi province. this research aimed to analyze the relationship between the education level of financial literacy and behavior among women entrepreneurs. the specific aim of this research was to examine the effect of the financial literacy of women entrepreneurs based on educational level. this research is expected to provide beneficial information for the government and financial institutions to increase the financial literacy of women entrepreneurs. literature review the education level higher education is paramount to support financial literacy or the ability to understand and manage finances well because, with higher education, a person will have the concept of investing in financial instruments needed to make the right financial decisions. education has a great effect on financial literacy, as has been shown by several studies. zhou et al. (2022) found financial education in the form of regulations made by the government in china to help shape attitudes, knowledge, and behavior. additionally, aziz (2021) found a relationship between learning in college and the financial literacy level, especially in cognitive and attitudinal aspects. education is measured through formal education obtained by business doers, including the final education attained. peng et al. (2007) stated edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that education level is a long-term process that uses systematic and organized methods in which the managerial workforce learns conceptual and theoretical knowledge for general purposes. financial literacy a person's ability to manage finances is a skill and ability to use resources to achieve definite goals. one's financial knowledge is an integral dimension of financial literacy (peng et al., 2007). according to lusardi (2019), several indicators that affect financial literacy are budgeting, savings, loans, and investments. financial literacy involves the ability to manage income, finance, invest, use loans or credit, and manage savings. several indicators to measure a person's financial literacy level, including:  ability to manage personal finances. someone whose high financial literacy tends to be able to manage personal finances well by making a monthly budget, paying bills on time, and not taking too many loans.  the ability to understand financial products means being able to understand the workings and benefits of various financial products, such as deposits, insurance, or mutual funds  the ability to make the right financial decisions is someone with high financial literacy can make the right financial decisions on their financial goals and financial situation.  the ability to understand and manage financial risk is for someone who understands financial risks that may occur and manage them properly, for example, by having proper insurance or managing investments by taking into account the risks that may occur.  ability to manage finances in the long term: people with high financial literacy can make long-term financial plans based on their future financial goals, such as preparing for retirement funds or buying property. methodology research design and approach of the study this research used quantitative data (sekaran & bougie, 2016), including scores on respondents' answers through collected questionnaires. the primary data were from questionnaires given to respondents. research site, access, and sample the population in this research was all women entrepreneurs (msmes) in jambi. furthermore, the sampling technique used non-probability sampling with an accidental sampling approach where sampling was because the respondent happened to appear. the number of samples in this research used the slovin formula as follows: n: number of samples n: number of population a: error rate used edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ( ) = 99,73 therefore, the number of samples in this research was 99.73 which was rounded up to 100 respondents. variable dimensions and measurements table 2. operational definition and variable measurement variable indicator measurement scale education level (lusardi, 2019; zhou et al., 2022) educational stage primary school (sd) = 1 junior high school (smp) = 2 senior high school (sma) = 3 s-1 = 4 s-2 = 5 important non-formal education likert scale 1-5 have strong knowledge in setting up enterprise likert scale 1-5 have skills in running a business. high learning motivation financial literacy (lusardi, 2019) 1. income 2. expenses 3. literacy on credit 4. literacy about savings 5. literacy about investment likert scale 1-5 financial behaviour (xiao et al., 2008) 1. the tendency to consider income and expenses. 2. financial decision-makers are neurologically inclined to influence (emotionally). 3. pay attention to the principles of perfect selfinterest, perfect rationality, and perfect information likert scale 1-5 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis the data in the research were analyzed descriptively and then tested for validity, reliability, and hypothesis testing with smart pls. according to hair et al. (2017), three calculations in smart pls are pls algorithm, bootstrapping, and blindfolding. pls algorithm or standard algorithm to calculate the components (factors) that comprise a calculation  the path coefficient between each exogenous variable to the endogenous variable  outer loading is used to measure whether the indicator can represent the variable  direct effect, indirect effect, and total effect  r square and r square adjusted to find out what percentage of exogenous variables can influence endogenous variables  f square to calculate the magnitude of the effect between variables with the effect size  construct reliability and validity for reliability and validity tests, including cronbach's alpha, composite reliability, and convergent validity  discriminant validity, showing the fornell larcker criterion table  collinearity statistics is used for multicollinearity tests using vif (variance inflation factor) values. bootstrapping is a process for assessing the significance or probability level of direct effects, indirect effects, and total effects. in addition, bootstrapping can also assess the significance level of other values, including r square and adjusted r square, f square, outer loading, and outer weight. findings based on the questionnaire results, some information can be presented as support for research results. this research aims to see the effect of education level on the financial literacy of women entrepreneurs in jambi. table 3. data description indicator total number percentage (%) education primary school 7 7 junior high school 13 13 senior high school 27 27 s1 44 44 s2 9 9 total 100 100 long of enterprise 1 5 year 42 46 6 10 year 33 29 11 25 year 18 18 26 40 year 7 7 total 100 100 source: questionnaire results edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on the education level, the results of the questionnaire, women entrepreneur respondents in jamb had a variety of education, starting with 7 elementary school graduates, or 7%, 13 junior high school graduates, or 13%, 27 senior high school graduates or 27%, bachelor’s degrees. 44 bachelor’s degree (s1) graduates or 44%, 9 master’s degree graduates or 9%. the conclusion is the average education of women entrepreneurs in jambi is a bachelor's degree. based on the length of enterprise, the results of the respondent's questionnaire showed that it was 1-5 years, with the highest number was 42 respondents or the equivalent of 42%, 6-10 years with total respondents of 34 or the equivalent of 34%, 11-25 years with 18 respondents or the equivalent of 18% and 26-40 years with total respondents of 7 or equivalent to 7%. the conclusion is that most respondents have a business time of 1-5 years, with total respondents of 42 respondents. the dependent variable in this research is financial behavior, while the independent variable is the education level of women entrepreneurs in jambi. in addition, this research looks at the relationship between education level and financial literacy which mediates the relationship between education and financial behavior, and the relationship of financial literacy owned by women entrepreneurs in jambi to financial behavior. the research model is in figure 2 as follows: figure 1. research model the validity and reliability test of research indicators using loading factor, cronbach's alpha, composite reliability (rho_a), composite reliability (rho_c), and average variance extracted (ave) with the following results: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2. first test of factor loading based on the first test of the factor loading, there are still 2 indicators below 0.7, so the researchers eliminated these 2 indicators. below are the results obtained. figure 3. test of factor loading after eliminating indicator edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on the second test of factor loading after eliminating indicators p2 and lk5, the results show that all indicators have a value above 0.7 which can be seen in detail in the following table: table 4. outer loading test results financial literacy education level financial behavior lk1 0.815 lk2 0.882 lk3 0.826 lk4 0.866 p1 0.724 p3 0.754 p4 0.817 p5 0.789 pk1 0.881 pk2 0.887 pk3 0.728 table 4 shows the outer loading values obtained from the results of all indicators having a value above 0.7, so the indicators in the model can represent the variables in the research. the validity and reliability test table 5. validity and reliability test cronbach's alpha composite reliability (rho_a) composite reliability (rho_c) average variance extracted (ave) financial behavior 0.781 0.810 0.873 0.697 financial literacy 0.869 0.872 0.911 0.719 education level 0.773 0.772 0.855 0.596 source: output smart pls 4 cronbach's alpha measures the lower limit of the reliability value of a construct, while composite reliability measures the actual reliable value of a construct. composite reliability is considered better in estimating the internal consistency of a construct. the rule of thumb used for the composite reliability value and cronbach's alpha value is higher than 0.7 (ghozali, 2017), so the value of cronbach's alpha and composite reliability has been fulfilled because it has a value above 0.7 so that the data in this research are reliable. the average variance extracted value is used to test the validity of an indicator convergently, which means a set of indicators represents one latent variable and the underlying latent variable. ideally, the ave value is above 0.5. the results show the indicators in this model are valid. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi hypothesis test: direct effect table 6. direct effect original sample (o) sample mean (m) standard deviation (stdev) t statistics (o/stdev ) p values financial literacy  financial behavior 0.332 0.323 0.103 3.215 0.001 education level  financial behavior 0.644 0.648 0.071 9.066 0.000 education level  financial literacy 0.646 0.650 0.074 8.744 0.000 source: output smart pls based on the results of the direct effect test, the results are:  financial literacy has a significant positive effect on the financial behavior of women entrepreneurs seen from the p-value below 0.05, which is 0.001, and with a path coefficient value of 0.332.  education level has a significant positive effect on the financial behavior of women entrepreneurs seen from the p-value below 0.05, which is 0.000 and with a path coefficient value of 0.644.  education level has a significant positive effect on the financial literacy of women entrepreneurs seen from the p-value below 0.05, which is 0.000 and with a path coefficient value of 0.646 indirect effect table 7. indirect effect original sample (o) sample mean (m) standard deviation (stdev) t statistics (o/stde v) p values education level  financial literacy  financial behavior 0.214 0.209 0.068 3.171 0.002 source: output smart pls table 7 is the result of the indirect effect of education level on the financial behavior of women entrepreneurs in jambi mediated by financial literacy. the significant results are a p-value of 0.002, which is below the value of 0.05, so it shows that financial literacy can mediate the relationship between education level and financial behavior. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion education level and financial literacy based on the hypothesis testing, the results show that the education level has a positive effect on financial literacy for women entrepreneurs in jambi. it means that the higher the education of women entrepreneurs in jambi, the higher the financial literacy of women entrepreneurs in jambi. proper financial education can help to make better financial decisions by managing expenses more efficiently and avoiding financial problems such as high debt. high financial literacy can help someone understand how the financial system works, make more informed financial decisions, and achieve benefits in the future. the importance of effective financial education programs with a practical and solutionfocused approach, considering the needs and financial literacy level of everyone. financial education in schools can help students understand basic financial concepts and develop good financial habits from an early age. proper financial education can help prevent financial problems in the future. research shows that higher education levels will have higher financial literacy because they have sufficiently high insight and willingness to learn and additional material that opens their eyes to the importance of financial literacy. the results of this research are in line with the findings obtained by artina and cholid (2018); sconti (2022); susanti et al. (2017); widayati (2014); yusnita and abdi (2018); zhou et al. (2022) that the education level had a positive effect on financial literacy. the higher the education, the better the financial literacy of the individual. education level and financial behavior based on the hypothesis testing, the results show that the education level has a positive effect on the financial behavior of women entrepreneurs in jambi. it means that the higher the education of women entrepreneurs in jambi, the better the financial behavior of women entrepreneurs in jambi. the relationship between education level and financial behavior is because higher education levels tend to have higher financial literacy and have good financial habits and can manage finances better by making more informed financial decisions and achieving profits in the future. the education level can also affect a person's attitude toward money and finance. people with higher levels of education tend to understand more about the importance of managing their finances well and can better manage their spending wisely. they also tend to be better able to manage financial risks and understand how the financial system works. the results of this research are in the line with the findings of baihaqqy and sari (2020); peng et al. (2007); tóth et al. (2015), who found educational level correlated with financial literacy. financial literacy and financial behavior based on the hypothesis testing, the results show that financial literacy has a positive effect on the financial behavior of women entrepreneurs in jambi. it means that the better the financial edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literacy of women entrepreneurs in jambi, the better the financial behavior of women entrepreneurs in jambi. financial literacy is the ability to understand basic financial concepts, manage personal finances well, and make the right financial decisions. financial literacy has a strong relationship with financial behavior. high financial literacy tends to have better financial habits, such as managing expenses wisely, having a clear financial plan, and managing financial risks. good financial behavior will have more stable finances, achieve financial benefits in the future, and be able to deal with financial problems that may be encountered, such as high debt or changes in financial situations. therefore, the importance of financial literacy is to manage finances wisely. the results of this research are in line with findings conducted by anggraeni (2016), brown and graf (2013); and sun et al. (2022), which found there is a relationship between the level of individual financial literacy and financial behavior. the better the financial literacy of individuals, the better their financial behavior will be. conclusion based on the results of the research, the conclusions are:  education level has a significant positive effect on the financial literacy of women entrepreneurs in jambi.  education level has a significant positive effect on the financial behavior of women entrepreneurs in jambi.  financial literacy has a significant positive effect on the financial behavior of women entrepreneurs in jambi.  financial literacy can mediate the relationship between educational level and financial behavior. the suggestion in this research is for the government, especially in the field of education, to create a program or add to the curriculum related to financial literacy material. besides improving behavior and providing lessons in schools and campuses, education is also expected to be a bridge for students to learn the importance of managing finances, so they become successful generations in the future. references anggraeni, b. d. (2016). pengaruh tingkat literasi keuangan pemilik usaha terhadap pengeloaan keuangan. studi kasus: umkm depok (the effect of financial literacy level of business owners on financial management. case study: umkm depok). jurnal vokasi indonesia, 4(1). artina, n., & cholid, i. (2018). pengaruh tingkat literasi keuangan dan faktor demografi terhadap pengambilan keputusan investasi (studi kasus pegawai kantor badan kepegawaian daerah sumatera selatan) (the effect of the financial literacy level and demographic factors on investment decision-making (case study of employees of the south sumatera regional civil service agency)). jurnal keuangan dan bisnis, 16(1), 84. aziz, m. a. (2021). pengaruh faktor usia, tingkat pendidikan dan lama usaha terhadap literasi keuangan (studi kasus pada pelaku umkm di kota malang) (the effect of age, education edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi level, and length of business on financial literacy (a case study on umkm doers in malang). jurnal ilmiah mahasiswa feb, 9(2). baihaqqy, m. r. i., & sari, m. (2020). the correlation between education level and understanding of financial literacy and its effect on investment decisions in capital markets. journal of education and e-learning research, 7(3), 303-313. brown, m., & graf, r. (2012). financial literacy, household investment and household debt: evidence from switzerland. working papers, 13(1), 1-21. ghozali, i. (2017). aplikasi analisis multivariate dengan program ibm spss 23 (multivariate analysis application with ibm spss 23 program). semarang: badan penerbit universitas diponegoro. hair jr, j. f., hult, g. t. m., ringle, c. m., & sarstedt, m. (2021). a primer on partial least squares structural equation modeling (pls-sem). sage publications. lusardi, a. (2019). financial literacy and the need for financial education: evidence and implications. swiss journal of economics and statistics, 155(1), 1-8. peng, t. c. m., bartholomae, s., fox, j. j., & cravener, g. (2007). the impact of personal finance education delivered in high school and college courses. journal of family and economic issues, 28(2), 265-284. putra, i. p. s., ananingtiyas, h., sari, d. r., dewi, a. s., & silvy, m. (2016). pengaruh tingkat literasi keuangan, experienced regret, dan risk tolerance pada pemilihan jenis investasi (the effect of the level of financial literacy, experienced regret, and risk tolerance on the choice of investment type). journal of business and banking, 5(2), 271-282. sconti, a. (2022). digital vs. in-person financial education: what works best for generation z?. journal of economic behavior & organization, 194, 300-318. sekaran, u., & bougie, r. (2016). research methods for business: a skill building approach. john wiley & sons. sun, s., chen, y. c., ansong, d., huang, j., & sherraden, m. s. (2022). household financial capability and economic hardship: an empirical examination of the financial capability framework. journal of family and economic issues, 1-14. susanti, a., ismunawan, pardi, & ardiyan, e. (2017). tingkat pendidikan, literasi keuangan, dan perencanaan keuangan terhadap perilaku keuangan umkm di surakarta (level of education, financial literacy, and financial planning on the financial behavior of msmes in surakarta). telaah bisnis, 18(1), 45–56. tóth, m., lančarič, d., & savov, r. (2015). impact of education on the financial literacy: a case of slovakia. icabr, 21-27. widayati, i. (2014). pengaruh status sosial ekonomi orang tua, pendidikan pengelolaan keuangan keluarga, dan pembelajaran di perguruan tinggi terhadap literasi finansial mahasiswa (the influence of parents' socioeconomic status, family financial management education, and learning in college on student financial literacy). jurnal pendidikan humaniora, 2(2), 176-183. xiao, j. j., tang, c., & shim, s. (2009). acting for happiness: financial behavior and life satisfaction of college students. social indicators research, 92(1), 53-68. yusnita, r. r., & abdi, m. (2018). pengaruh faktor demografi terhadap literasi keuangan (the effect of demographic factors on financial literacy). costing: journal of economic, business and accounting, 2(1), 163-184. zhou, y., yang, m., & gan, x. (2022). education and financial literacy: evidence from compulsory schooling law in china. the quarterly review of economics and finance, 4, 1-12. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the implementation of the main duties and functions of the school principal for the computer-based national assessment i nyoman riawan universitas terbuka, indonesia corresponding author: iriawan791@yahoo.com abstract a principal is a teacher who is given the additional duty of being the highest leader in an educational institution and has to be responsible for everything related to the smooth running of the school for the realization of the school's goals. furthermore, the main duties and functions of the principal are the primary obligations of a person who serves as a school principal to achieve national education goals, especially the anbk [computer-based national assessment] implementation at the elementary school level. this research aimed to analyze and describe the implementation of the main duties and functions of the school principal in the 2021 anbk in gugus v sd kediri district, tabanan regency. this research used a qualitative method. in collecting data, the researcher used observation, interviews, and documents. the research results showed the main duties and functions of the school principal for the anbk are managerial, entrepreneurial, and supervisory. keywords: assessment, main duties and functions, principal introduction a country is said to be advanced if education in the country is developing rapidly and adequately. to improve the quality of education in a nation, quality human resources, and supporting infrastructure are needed to form a quality educational process (muazza et al., 2023; . law number 20 of 2003 mukminin & habibi, 2019; mukminin et al., 2019; prasojo et al., 2018) stated that education is a conscious and planned effort to create a learning atmosphere and learning process so that children or students can actively develop their potential to have spiritual strength in religion, self-control, personality, intelligence, and noble character, as well as the skills needed by himself, society, and the country. as a system that aims to develop student potential, the national education system must be able to adapt to developments in science and technology. in the current era of transformation of 21 st century education, currents of change require students to master various essential life skills to face numerous challenges. this expectation is inversely proportional to the current state of indonesian education. as the 2018 indonesia program for international student assessment (pisa) showed a decrease in the performance of indonesia's pisa average score in the three categories assessed, namely literacy (reading), mathematics (numeration), and science performance compared to 2015. the scores average in the reading literacy category was from 397 to 371, and math skills (numeration) was from 386 to 379. meanwhile, in the science performance category was from 403 to mailto:iriawan791@yahoo.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 396. additionally, the organization for economic co-operation and development (oecd) (2018) stated that indonesian students' scores for reading literacy were still below the world average (487), and scores for mathematics and science were 489. based on these results, the scores for literacy skills, indonesian students' mathematics, and science are still low. thus it is necessary to improve the assessment system to encourage an increase in the quality of learning in schools (oecd 2018; rakimahwati et al., 2022). as the 2018 indonesia programme for international student assessment (pisa) showed a decrease in the performance of indonesia's pisa average score in the three categories assessed, namely literacy (reading), mathematics (numeration), and science performance compared to 2015. the scores average in the reading literacy category was from 397 to 371, and math skills (numeration) was from 386 to 379. meanwhile, in the science performance category was from 403 to 396. additionally, the organization for economic co-operation and development (oecd) (2018) stated that indonesian students' scores for reading literacy were still below the world average (487), and scores for mathematics and science were 489. based on these results, the scores for literacy skills, indonesian students' mathematics, and science are still low. thus it is necessary to improve the assessment system to encourage an increase in the quality of learning in schools (oecd 2018). based on this, the government, in this case, the ministry of education and culture, expects an increase in student competency achievement that not only masters subject matter but also skills and attitudes. one of the policies set out to improve the quality of education in the assessment section is to remove the implementation of the national exam (un) and replace it with a policy designed as a measuring tool, namely the national assessment (an), to find out the achievement of competencies that students must master (ministry of education, culture, research, and technology, the implementation of this national assessment uses an online system that moecrt, 2021). requires a high or semi-online internet connection to view and answer questions. the executor of the national assessment is an institution that has the duties and responsibilities to carry out the technical principles of the national assessment at the central, provincial, district/city levels, indonesian educational units, and schools abroad. in terms of requirements, the suitability of the implementation of the minimum competency assessment in schools is based on conformity criteria that are measured from several aspects, including qualified infrastructure, availability of teachers, protocols, and technicians, availability of adequate electricity and internet networks, and mental readiness of students in online or semi-online mode, independently or participating elsewhere. in addition, the implementation of the national assessment is in the transitional phase of the covid-19 pandemic, so its implementation in 2021 must comply with strict health protocols that require careful handling and preparation by the leading executors of the assessment, namely educational units led by school principals. thus, as the spearhead of implementing computer-based national assessments, school principals have a tough job for success in the program. in connection with the implementation of anbk, the principal, as a leader in the education unit, has a function in terms of data collection of participants and supervisors, preparation, and synchronization, implementing an, monitoring, evaluation, and reporting. the regulation of the minister of national education number 6 of 2018 states that the school principal's workload is full to carry out basic managerial tasks, develop entrepreneurship, and supervise teachers and education staff. the purpose of carrying out these basic tasks is to develop schools and improve school quality based on 8 (eight) national education standards. managerial competence is needed in planning, organizing, implementing, and supervising that can manage and utilize all the potential of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi existing schools so that they can function optimally in supporting the achievement of school goals. conveyed that education is a shared responsibility not only for the government but lilawati (2020) also for schools (teachers) and families (parents). parents' role in this learning system cannot be denied. the government's efforts to advance education will not be optimal if there is no integration between formal education and parents, as students' closest environment. as a new policy, the computer-based national assessment has received various responses from the public and educational organizations. heru purnomo, the secretary general of the indonesian federation of teachers stated that many people feel that anbk is the (luxiana, 2021), same as unbk. in addition, infrastructure and network problems and the readiness of students to manage computers are obstacles to the implementation of anbk for schools in the regions. furthermore, if anbk is forced, the data to determine the level of quality of education in indonesia will be invalid. moreover, anbk is used as the basis for evaluating indonesian education. likewise, during the initial observation in elementary schools in gugus v, kediri district, to the principal, teachers, and parents of students on the national assessment, there were various obstacles faced by schools and numerous responses from parents of students. based on this, the researcher is interested in knowing more deeply about what steps are taken by the principal to implement the main duties and functions and how are the parents' responses in implementing the computer-based national assessment (anbk) at the elementary school level in gugus v, kediri district, tabanan regency. review of related literature principal the regulation of the minister of national education number 6 of 2018 states that the principal is a teacher who is given the duty of leading and managing education units which include kindergartens (tk), special kindergartens (tklb), elementary schools (sd), special elementary school (sdlb), junior high school (smp), special junior high school (smplb), senior high school (sma), vocational high school (smk), special high school (smalb), or school indonesians overseas. the principal is a teacher's functional staff with the duty of leading a school where the teaching and learning process is held or where there is an interaction between the teacher and the students who give and receive the lesson. the purpose of leading is leadership, namely the ability to mobilize internal and external resources to achieve school goals more optimally (priansa & somad, . according to , the principal is a person who has power and influence in 2014) wahjosumidjo (2007) determining teaching and learning activities at the school. life in the school is regulated in such a way through the leadership of a school principal. from some of these opinions, the principal is a teacher who is given the additional duty of being the highest leader in an educational institution and is responsible for everything related to the smooth running of the school for the school's goals realization. main duties and functions of the school principal schools are led by school principals who have a strategic role in improving teacher professionalism and the quality of education in schools. the principal as a leader must be able to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi encourage the emergence of a strong will with enthusiasm and confidence in teachers, staff, and students in carrying out their respective duties and provide guidance and directing teachers, staff, and students, as well as providing encouragement, spurring and standing in front of progress and providing inspiration in achieving goals (pont et al., 2008). argued that main duties or tasks and functions are two parts that are isnanto (2023) interrelated and carried out simultaneously. the main duty is the primary obligation that must be carried out as a person's responsibility by the complexity of the position to achieve a goal. meanwhile, the function is the main duty embodiment in a particular field to achieve a goal. the function is also defined as a group of activities or work of the same type when viewed from the nature or implementation. if it is related to the school, then the main duties and functions are the primary obligations of someone who serves as the head of the school to achieve national education goals, especially in anbk implementation at the elementary school level. the principal's duties and functions must also refer to the regulation of the minister of national education number 19 of 2007, including program planning, the implementation of work plans, a supervisor and evaluator, and school leadership in the school information system. whereas the regulation of the minister of education and culture (permendikbud) number 6 of 2018 states that the workload of school principals is entirely to carry out basic managerial tasks, entrepreneurship development, and supervision of teachers and education staff. these basic tasks are to develop and improve school quality based on 8 (eight) national education standards. managerial competence is needed in planning, organizing, implementing, and supervising that can manage and utilize all the potential of existing schools so that they can function optimally in supporting the achievement of school goals. the dimensions of entrepreneurial competence are creating innovation, working hard, having strong motivation, never giving up and always looking for solutions, and having an entrepreneurial instinct in managing school/madrasah production/service activities. principals are required to have entrepreneurial competencies included in the regulation of the minister of national education number 13 of 2007 as school principals who carry out their role as supervisors. this supervision means supervising schools to help teachers and other education staff improve the quality and effectiveness of education and learning. assessment in the learning process, an assessment is carried out by teachers to provide various information about students' learning processes and the results that have been achieved (shofiyah & . it means the assessment is not only aimed at mastering one field but general and sartika, 2018) includes aspects of knowledge, skills, attitudes, and values. according to ), poerwanti et al. (2008 learning assessment is the process of obtaining information in any form as a basis to make decisions about students regarding the curriculum, learning programs, school climate, and school policies. decisions about these students include how the teacher manages to learn in the classroom, places students in different learning programs, the level of assignments for students according to their abilities and needs, guidance and counseling, and suggestions for further research. based on this understanding, assessment is a measurement process that is carried out systematically and continuously to evaluate student learning outcomes. the national assessment is a program for assessing the quality of each school, madrasah, and equality program at the elementary and secondary levels. the quality of the education unit is assessed based on the basic student learning outcomes (literacy, numeracy, and character), the quality of the teaching-learning process, and the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi climate of the education unit that supports learning. this information is obtained from the minimum competency assessment (akm), character survey, and learning environment survey (ministry of education and culture, moec, 2021). the implementation of anbk uses an online or semi-online system. implementation of anbk is a shared responsibility between the government, regional governments, and indonesian representatives abroad. meanwhile, an executor consists of executors at the central level, provincial level, district/city level, and education unit level executors. the an executors at the education unit level are formed by each educational unit which has the following tasks.  conduct outreach to educators, students, parents or guardians of students, and other communities regarding an policies and technical implementation of an.  planning the implementation of an in their respective educational units.  verify the data of potential an participants and report it to the district/city or provincial level executor under their authority.  carry out an implementation simulation/trial according to the schedule determined by the central level executor.  determine the place or room for the assessment (the place or room for the assessment can be determined at the location of the implementing education units or other places that meet the requirements for facilities and infrastructure and other requirements for the implementation of an considering the health protocol.  propose the number of sessions per day to the district/city or provincial education office.  participate in an simulation for educational units with independent status according to a predetermined schedule.  participate in an rehearsal and be able to include selected students as samples according to a predetermined schedule.  ensure students who take an are participants that have been determined by the ministry.  ensure that the participants referred to in letter h are present on time and follow the entire an implementation schedule.  implement health protocols under the guidelines for organizing early childhood education during the covid-19 pandemic.  convey information about student participation in an to parents/guardians of students.  organize the process of teaching and learning activities during the implementation of an for students who are not part of the an sample.  replace the main participants with reserve participants if the main participants are unable to attend the assessment, a maximum of a specified number of reserved an participants, no more than 15 minutes before the an implementation on the first day.  ensure that all educators and heads of education units fill out surveys of the learning environment independently according to a set schedule.  assign proctors and technicians and ensure that they have attended the training.  implement and ensure that health protocols are available in their educational units.  follow the provisions issued by the education office for education units organized by the local government or the office of the ministry of religion for education units under the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi guidance of the ministry of religion in the application of sharing resources between schools in the implementation of an.  prepare and finance the transfer of an participants for an participants who board with other educational units.  implement an and ensure conformity of its implementation with pos an.  record and report incidents that are not under pos an.  make minutes of an implementation in education units.  ensure security and order in the implementation of an.  carry out the rules for the implementation of an.  fund the preparation and implementation of an in-education units.  develop a follow-up program for an results.  submit reports on an implementation to district/city or provincial level executors under their authority, specifically for indonesian schools abroad and the local ri representatives. (curriculum standards and education assessment agency, 2021) based on this description, what is meant by the computer-based national assessment (anbk) in this research is an assessment program carried out by the ministry of education, culture, research, and technology to measure the quality of each school/madrasah/and equality program at the primary and secondary education levels using computer media or laptop with an online system. methodology this research is qualitative. it means the data collected is in the form of words, pictures, and not numbers. this research produces descriptions in speech or writing and observes behavior from the people (subjects) themselves afterward, the research site was the elementary (furhan, 1992). school level education unit in gugus v, kediri district, tabanan regency, which were sd negeri 1 pandak bandung and sd negeri 1 pandak gede. the selection of elementary (sd) was by purposive sampling. primary data sources in this research were obtained by conducting interviews with school principals regarding the implementation of the main duties and functions that had been carried out related to anbk as well as observing the readiness of supporting facilities and infrastructure, and human resources in implementing anbk. meanwhile, secondary data was obtained by conducting interviews with anbk executors in schools, namely proctors, school technicians, and teachers, and by studying documentation of anbk preparation, implementation, and reporting documents. data collection techniques in this research used interviews, observation, and documentation. furthermore, to measure the validity of the data in this research by triangulation. sugiyono (2013) stated that triangulation is a collection technique that combines various data collection techniques and existing data sources. if the researcher collects data by triangulation, the researcher collects data that simultaneously tests the credibility of the data, namely checking the credibility of the data using various data collection techniques and various data sources. technical triangulation means the researcher uses different data collection techniques to obtain data from the same source. in this research, the researcher used participatory observation, in-depth interviews, and document for the same data source simultaneously. source triangulation means getting data from different sources using the same technique. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi this research used the data analysis technique of the miles and huberman model. it is also known as the interactive data analysis technique where data analysis is carried out interactively and continues continuously until complete so that the data is saturated. according to miles and huberman's model, the data analysis process is data reduction, data display, and conclusion drawing/verification ). (sugiyono, 2013 results and discussions this research is to describe the implementation of the main duties and functions of school principals in carrying out computer-based national assessments (anbk) at the elementary school level at sd negeri 1 pandak gede and sd negeri 1 pandak bandung in 2021 by interviewing principal, education staff, anbk executors, students, parents, committees as well as document studies and observations. main managerial duties and functions as the executor of the national assessment at the education unit level, the school principal has the duty and responsibility for conducting outreach to educators, students, parents or guardians of students, and other communities regarding an policies and technical implementation of an. this duty was carried out by gusti made sedana as the principal of sd negeri 1 pandak gede which was revealed in an interview with the researcher, who stated, “after receiving socialization from the anbk executors in tabanan regency, we invited students, parents, and the committee to convey government policies that carry out national assessments at the basic education level. it is important to disseminate this to all school members so that we have the same views we can work together to make the anbk implementation successful. we carried out the socialization on august 28, 2021, at sd negeri 1 pandak gede.” (hw 1.8) diah safitri's confession was strengthened by the results of a research document study on archives of invitation letters that had been recorded in the exit letter agenda book of sd negeri 1 pandak gede and the presence of meeting minutes. the principal of sd negeri 1 pandak gede carried out this socialization activity based on the confessions of several parents of fifth-grade students and committee members in interviews with researcher. likewise, when agung mahardika, the principal of sd negeri 1 pandak bandung was asked "have you socialized the implementation of anbk?", he answered that after the school principal received socialization from the anbk executor in tabanan regency, then invited students, parents, and committee members to convey policies government that would carry out a national assessment at the basic education level. the most important thing to socialize is the technical implementation of an so that the school, parents, and the community, which in this case is represented by the school committee, has the same views so that later cooperation and mutual support will be built in the implementation of anbk (hw 9.7). this statement was justified by the committee chairperson of sd negeri 1 pandak bandung, as expressed in interviews with the researcher that, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “the school principal has conducted socialization by inviting us as committees, educators, students, and parents of students regarding what anbk is, its objectives, participants, and technical implementation. “ (hw 4.5) the statement on the implementation of the anbk socialization at sd negeri 1 pandak bandung was strengthened by the results of a document study that the researcher carried out on the administration of socialization invitation letters with number: 005/09/sd/2021 regarding socialization invitations which had been recorded in the exit letter agenda book at sd negeri 1 pandak bandung. the managerial function is an important function of the school principal because they are required to be able and reliable in managing every activity and device within the school environment furthermore, the managerial function of a school principal has a (efendi, 2016). positive influence on the overall school activities and apparatus. based on this description, the principal of sd negeri 1 pandak gede and the principal of sd negeri 1 pandak bandung have carried out their duties as implementing the work plan at the point of managing school and community relations in the context of seeking support for ideas, learning resources, and school financing. one of the duties of the school principal as managerial is to prepare school plans and manage school finances with the principles of accountable, transparent, and efficient management. this duty is an elaboration of the determination of the school's vision, mission, and goals accompanied by funding sources. the cost of education is an essential element in the education sector, such as schools managed by the government and private sector. masrukin stated that sources of school income include 1) funds from the central or regional (2019) government, 2) funds from the public, 3) self-help funds, and 4) other legitimate sources. sd negeri 1 pandak gede and sd negeri 1 pandak bandung received funding from the government in the form of bos funds. based on the regulation of the minister of education and culture number 6 of 2021 concerning technical guidelines for managing regular school operational assistance funds chapter v article 12 (1), schools use regular bos funds to finance the operations of implementing education in schools including the components of acceptance of new students, library development, implementation of learning and extracurricular activities, implementation of learning assessment and evaluation activities, administrative implementation of school activities, professional development of teachers and education personnel, power, and service subscription financing, maintenance of school facilities and infrastructure, provision of learning multimedia tools, organizing activities to increase the competence of expertise, organizing activities to support graduate absorption, and/or payment of honorarium. the financing of the implementation of anbk is one of the priority school work plans funded in the school activity plan and budget (rkas) revealed by the principal of sd negeri 1 pandak gede (hw 1.1.3), who stated that every year the principal prepares a school work plan and the implementation of anbk becomes one of the priority work programs that will be funded in the rkas in terms of preparing facilities and infrastructure, purchasing health protocol equipment, preparing atk, and preparing consumption from preparation to implementation of anbk, as well as fees for anbk executors. it was confirmed by diah safitri as treasurer of bos sd negeri 1 pandak gede who revealed that the implementation of anbk is a priority for financing in the rkas through the post of preparing facilities and infrastructure, purchasing health protocol tools, preparing atk, preparing consumption from preparation to implementation of anbk, and the honorarium edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of anbk executors. likewise, what was expressed by agung mahardika, the principal of sd negeri 1 pandak bandung in an interview with the researcher, stated, “implementation of anbk at the elementary school level is our priority work plan in terms of preparing facilities and infrastructure, purchasing health protocol equipment, preparing atk, preparing consumption from preparation to implementation of anbk, as well as fees for implementing anbk so that this activity must be included and funded in the school activity plan and budget. “(hw 9.3) this statement was confirmed by sukmadewi, a technician at sd negeri 1 pandak bandung (hw 1.7.3), who revealed that the principal of sd negeri 1 pandak bandung prepared a schoolwork plan this year prioritized the implementation of anbk to be funded in the rkas. the statements of the two school principals were corroborated by the results of a documentation study of the school activity plan and budget which included the implementation of anbk in the components of implementing learning assessment and evaluation activities. this description is under the national assessment implementation post chapter vii point 3, which states that an costs in the education unit are budgeted through school operational assistance (bos) and educational operational assistance (bop) funds. from the description above, the principal of sd negeri 1 pandak gede and the principal of sd negeri 1 pandak bandung have implemented the main managerial duties in implementing anbk in their respective schools by incorporating preparations for the implementation of anbk into schoolwork plans and financed by bos funds in the rkas according to regulations. the main managerial duties implemented by the school principal in the next anbk are to manage teaching and education staff to utilize human resources optimally. managing hr is described in the division of tasks and responsibilities of each hr for the successful implementation of anbk. educational staff who serve as school operators are assigned to verify data on prospective an participant and determine anbk executors and cross supervisors. sedana, as the principal of sd negeri 1 pandak gede revealed that, “based on the results of the teacher's ability assessment in ict mastery, through a teacher council meeting, we have determined the implementation of anbk under the requirements specified and stipulated by the principal's decree. anbk executors consist of 1) ni desak gede andriyani, s. pd., was determined by the decree of the principal of sd negeri 1 pandak gede number: 800/08/sd/2021, 2 )technician: i gusti ayu alit diah safitri, s.pd., determined by the decree of the principal of sd negeri 1 pandak gede number: 800/09/sd/2021; room supervisor: ni nengah seriani s.pd.h. and ni made m handayani, s.pd. which was determined by the decree of the principal of sd negeri 1 pandak gede number: 800/10/sd/2021. the decree has included the duties and responsibilities of each executor.” (hw 1.13) likewise, agung mahardika, as the principal of sd negeri 1 pandak bandung stipulates that implementing anbk is one of the requirements for schools participating in anbk. it was expressed in his interview with the researcher who revealed that. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “we have determined the implementation of anbk with deliberation by looking at the ability of educators and educational staff based on the conditions specified and stipulated by the principal's decree. anbk executors consist of 1) proctor: ni made septariyani, a.ma.pust, determined by the decree of the principal of sd negeri 1 pandak bandung number: 824.3/18/sd/2021; 2) technician: ni made sukmadewi, a. ma who was determined by the decree of principal of sd negeri 1 pandak bandung number: 824.3/19/sd/2021, room supervisor: ni made sandiarti, s. pd.h., and ni wayan sukertiasih, s.pd. who was determined by the decree of the principal of sd negeri 1 pandak bandung number: 824.3/20/sd/2021. each executor's duties and responsibilities are listed in the decree.” (hw 9.12) according to , the management of teaching and education staff is an activity of aliyyah (2018) managing teaching and education staff that must be carried out starting from the teaching and education staff entering the educational organization until they finally stop through the process of hr planning, recruitment, selection, placement, compensation, awards, education and training/development, and discharge. based on the description above, the principal of sd negeri 1 pandak gede and the principal of sd negeri 1 pandak bandung have managed the teaching and education staff as anbk executors starting from recruitment, selection, placement, and training. recruitment and selection start from holding meetings with the teacher council and seeing the ability of education and education staff in mastering technology. the placement is realized by giving the principal's decision letter as the anbk executor, who will receive training before carrying out his duties. in the implementation of anbk, the principal of sd negeri 1 pandak gede and the principal of sd negeri 1 pandak bandung have carried out the duties to manage facilities and infrastructure through planning by compiling the rkas. procurement of facilities in purchasing laptops, health protocol tools, and electrical circuit equipment with bos funds, and receiving grants for laptop facilities from the government. inventory activities are carried out by giving the number and code of goods carried out by the kir/kib officer appointed by the school principal. storage of anbk facilities in a safe place which is in the principal's room, arrangement, and periodic maintenance of laptop facilities financed from bos funds. main duties of entrepreneurship to carry out the main duties of entrepreneurship, the principal must have entrepreneurial competence. entrepreneurship is one of the mandatory competencies possessed by school principals, as covered in the regulation of the minister of national education number 13 of 2007 concerning standards for school/madrasah principals. furthermore, the dimensions of entrepreneurial competence include 1) creating innovation, 2) working hard, 3) having a strong motivation, 4) never giving up and always looking for solutions, and 5) having an entrepreneurial instinct in managing school/madrasah production/service activities. the entrepreneurial competency that had been implemented by school principals in implementing anbk in 2021 in gugus v of elementary schools in kediri district was creating innovation. according innovation is a new change of ideas, ideas, practices, or to riadi (2020), objects/objects that are specific, intentional through planned programs, and designed to achieve edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi definite goals. innovation can be successful if the creation and implementation of new processes, products, services, and methods can produce effective and efficient quality improvement results. the innovation developed by the school principal before the implementation of anbk was to introduce students to how to operate laptops. it was to overcome the problem that most fifthgrade students as anbk participants in 2021 could not use laptops. it was disclosed by the principal of sd negeri 1 pandak gede to the researcher in the interview that stated to face obstacles, most of the students who could not operate laptops were overcome by providing training on operating laptops which consisted of 1) general introduction to computers to students, 2) computer use training for students, 3) using the anbk application with guidance from school technicians and proctors. (hw 1.25.4) the implementation of the training on operating the laptop was justified by diah safitri, a technician at sd negeri 1 pandak gede, who revealed that the principal of sd negeri 1 pandak gede assigned technicians and proctors at sd negeri 1 pandak gede to provide training on operating laptops to students (hw 2.25.4). it was supported by the recognition of several fifth-grade students at sd negeri 1 pandak gede during interviews with researchers who said they had attended training on operating a laptop and a simulation of implementing anbk at school guided by mrs. alit diah safitri and mrs. desak andriyani. furthermore, the innovation of the principal of sd negeri 1 pandak bandung to overcome the problem that most of the fifth-grade students could not operate laptops. the problem of students' lack of ability to operate laptops as a medium to implement anbk can be overcome by providing training on the basics of operating a laptop as well as a simulation of implementing anbk to fifth-grade students outside the simulation/trial schedule set by the central executive face-to-face at school but with protocol strict health. this training is directly supervised by educators and education staff who can already operate a laptop, namely ms. made septariyani and ms. sukmadewi, "said agung mahardika (hw 9.25.4) during an interview with researchers. this research is consistent with research by the results showed hutahaean et al. (2022). training in the use of the anbk system carried out by the stmik royal kisaran pkm team at the private elementary school panti budaya kisaran, asahan regency, providing insight into information technology, general introduction to computers with training and using the computerbased national assessment system (anbk). supervision of teachers and educational staff suggested that educational supervision implementation can be carried out nurul et al. (2022) using various techniques. supervisors should choose the precise technique under the goals to achieve. globally, techniques for improving educators' quality are classified into two, namely individual techniques (individuals) and group techniques. individual supervision means that supervisors provide individual assistance to teachers or school principals using several techniques, such as class visits and observations, dialogue, visits between teachers, self-evaluation, newsletter supervisor, professional reading, and professional writing. group supervision means that supervisors assist groups of teachers or school principals by using several techniques, such as school staff meetings, new teacher orientation, laboratory curriculum, committee, professional library, teaching demonstrations and simulations, workshops, field trips, panel discussion, training, and organization. the principal of sd negeri 1 pandak gede and the principal of sd negeri 1 pandak bandung supervised the implementation of anbk starting edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi from pre-anbk, implementation of anbk, and post-anbk but without using good instruments to collect data so that the data obtained was not accurate. the school principal has supervised and monitored every assignment of educators and educational staff at each anbk stage informally by simply asking and observing the implementation of their duties. therefore, the principals of sd negeri 1 pandak gede and sd negeri 1 pandak bandung use individual techniques, namely by class visits and dialogue with the anbk executor. meanwhile, the group technique is carried out with staff meetings, committees, training, and organization. conclusion based on the results of data analysis and discussion in the previous section, the implementation of the main duties and functions of school principals in gugus v elementary schools of the kediri district in anbk includes 1) the main managerial duties implemented in the activities of preparing school plans; managing teachers and staff in the context of optimal utilization of human resources; managing school facilities and infrastructure in the framework of optimal utilization; managing school and community relations in the context of finding ideas, learning resources, and school funding; managing school administration in supporting the achievement of school goals; managing school finances with the principles of accountable, transparent and efficient management, 2) the main duty of entrepreneurship is implemented by the school principal through innovative activities to introduce students to how to operate laptops before the implementation of anbk guided by teachers who can already operate laptops, 3) the main duty of supervision is carried out by the school principal with individual techniques and group techniques. references aliyyah, r. r. (2018). pengelolaan pendidik dan tenaga kependidikan (management of educators and education staffs). jakarta: polimedia publishing. efendi, a. (2016). peningkatan kinerja guru sekolah dasar melalui manajemen kepala sekolah (improving the performance of elementary school teachers through principal management). elementary, 2, 19-27. furhan, a. (1992). pengantar metode penelitian kualitatif (introduction to qualitative research methods). surabaya: usaha nasional. hutahaean, j., mulyani, n., azhar, z., khairani nasution, a., & pane, t. z. a. (2022). pengenalan komputer pada persiapan pelaksanaan anbk di sd swasta panti budaya kisaran (introduction to computers in preparation for the implementation of anbk at private elementary school panti budaya kisaran). jmm (jurnal masyarakat mandiri), 6(3), 1722-1731. isnanto, b. a. (2023, january 31). tupoksi adalah tugas pokok dan fungsi, kenali contoh dan peranannya (tupoksi is the main duties and functions, identify examples and roles). detik bali. https://www.detik.com/bali/berita/d-6544178/tupoksi-adalah-tugas-pokok-danfungsi-kenali-contoh-serta-peranannya lilawati, a. (2020). the role of parents in supporting learning activities at home during a pandemic. journal of obsession: journal of early childhood education, 5(1), 549. luxiana, k. m. (2021, september 11). serikat guru kritik asesmen nasional berbasis komputer (national computer-based assessment critique teachers' union). detik bali. https://news.detik.com/berita/d-5719637/serikat-guru-kritik-asesmen-nasional-berbasishttps://news.detik.com/berita/d-5719637/serikat-guru-kritik-asesmen-nasional-berbasis-komputer edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi komputer masrukin, s. (2019, june 15). sumber-sumber pendapatan sekolah/madrasah (sources of school/madrash income). sodikin.id. https://www.sodikin.id/2019/06/sumber-sumberpendapatan-sekolah-madrasah.html ministry of education and culture, moec. (2007). peraturan menteri pendidikan nasional nomor 13 tahun 2007 tentang standar kepala sekolah/madrasah (regulation of the minister of national education number 13 of 2007 concerning standards for school/madrasah principals). jakarta: kementerian pendidikan dan kebudayaan. ministry of education, culture, research, and technology, moecrt, (2021). peraturan menteri pendidikan, kebudayaan, riset dan teknologi nomor 17 tahun 2021. jakarta: kementerian pendidikan kebudayaan riset dan teknologi. muazza, m., habibi, a., & mukminin, a. (2023). the socially responsible human resources management and its impacts on the organizational legitimacy: the case of indonesian employees. ikonomicheski izsledvania, 32(3), 162-177. mukminin, a., & habibi, a. (2019). promoting access and success for disadvantaged students in indonesian basic education: social justice in education. handbook of research on social inequality and education. 403-413. mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 nurul, z., nur, a. m., putri, a. l., & kiki, u. (2022). supervisi dalam pendidikan (kajian kinerja kepala sekolah dan pengawas sekolah) (supervision in education (study of the performance of school principals and school supervisors)). abdi cendekia: jurnal pengabdian masyarakat, 1(1), 1-9. oecd., k. (2018). oecd science, technology and innovation outlook 2018. paris: oecd publishing. poerwanti, e., widodo, e., masduki, pantiwati, y., & pendidikan, d. n. (2008). asesmen pembelajaran sd (elementary learning assessment). jakarta: direktorat jenderal pendidikan tinggi departemen pendidikan nasional. pont, b., moorman, h., & nusche, d. (2008). improving school leadership. oecd. priansa, d. j., & somad, r. (2014). manajemen supervisi dan kepemimpinan kepala sekolah (principal supervision management and leadership). bandung: alfabeta. riyadi, a. (2020). merancang media pembelajaran ips inovasi (designing innovative social studies learning media). widyaiswara, 1-11. prasojo, l, d., kande, f.a., & mukminin, a. (2018). evaluasi pelaksanaan standar proses pendidikan pada smp negeri di kabupaten sleman. jurnal penelitian dan evaluasi pendidikan, 22 (1), 61-69. shofiyah, n., & sartika, s. b. (2018). buku ajar mata kuliah asesmen pembelajaran (textbook of learning assessment courses). umsida press. sugiyono. (2013). metode penelitian kuantitatif, kualitatif, dan tindakan (quantitative, qualitative, and action research methods). bandung: alfabeta. wahjosumidjo, w. (2007). kepemimpinan kepala sekolah, tinjauan teoritik dan permasalahannya (principal leadership, theoretical review and problems). jakarta: pt rajagrafindo persada. https://news.detik.com/berita/d-5719637/serikat-guru-kritik-asesmen-nasional-berbasis-komputer https://www.sodikin.id/2019/06/sumber-sumber-pendapatan-sekolah-madrasah.html https://www.sodikin.id/2019/06/sumber-sumber-pendapatan-sekolah-madrasah.html edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 169 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi measuring indonesian efl learners’ english vocabulary knowledge: a rasch analysis approach dairabi kamil institut agama islam kerinci abstract this study sought to, first, measure indonesian efl learners’ vocabulary knowledge across four modalities, i.e. active recall, passive recall, active recognition, and passive recognition; second, determine whether or not there were statistically significant differences between male and female participants’ vocabulary knowledge and third, determine whether or not the participants’ vocabulary knowledge across the four modalities were correlated. data were collected by administering four sets of vocabulary tests to 71 efl learners at an english department of a higher education institution in indonesia. data were analyzed using rasch analysis and spearman's-rho correlation technique. the results showed that the participants performed better on the recognition tests than on recall tests. no statistically significant difference was found between male female participants’ vocabulary knowledge. moderate and strong correlations were found among the participants’ passive recall and active recognition, passive recall and passive recognition, and active recognition and passive recognition. keywords: efl, rasch analysis recall, recognition, vocabulary knowledge manuscript submitted: september 3, 2021 manuscript revised: november 15, 2021 accepted for publication: december 22, 2021 introduction the centrality of learners’ vocabulary knowledge as a defining factor in the success of efl learning has been repeatedly identified in research. vocabulary knowledge has been found to impact on efl learners’ performance the four language skills, i.e., reading (e.g., zhang, 2012; thatsani, 2018; binder, cote, lee, bessette, & vu, 2017), listening (e.g. stæhr, 2009; teng, 2016), speaking (e.g. uzer, 2017; putri, & refnaldi, 2020; kiliç, 2019), and writing (e.g. al arif,2017; christina, 2021). awareness of such a centrality has also made learning vocabulary as part of most esl and efl curricula and examinations across the globe. however, not all english words learned by efl learners can be readily accessed when they are needed both for receptive and productive purposes. it depends on learners’ word retention or learners’ ability to retrieve the words when they need them. this is because some of the learned words will become either passive or active in learners’ repertoires, depending on the intensity and frequency of encounter and use of the words by the learners (laufer & rozovski-roitblat, 2014). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 170 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in an efl context like indonesia, the use of english in daily life is rare. consequently, the intensity and frequency of encounter and use of learned english words by indonesian learners is also low. english is mostly practiced by learners during classroom learning. this, in turn, impacts on the learners’ word knowledge, and plausibly on the learners’ english performance. as such, it is important for efl educators to regularly assess and re-assess learners’ retention of taught vocabulary as it will provide beneficial insights in understanding learners’ learning achievement. many studies on vocabulary knowledge (e.g. feng, 2015; eckerth & tavakoli, 2012; zhang & lu, 2015; pignot & shahov, 2012; laufer & mclean, 2016; stewart, 2014; mann & marshall, 2012; stubbe,2013; türk, & erçetin, 2014) drew on the concept of four degrees or modalities of knowledge of meaning (laufer, elder, & hill, 2004). the concept distinguishes vocabulary knowledge into four types. first, active recall that refers to the ability to retrieve l2 equivalence of a given l1 word without cue; second, passive recall that refers to the ability to retrieve l1 equivalence of a given l2 word without cue; third, active recognition that refers to the ability to identify l2 equivalence of a given l1 word among several options provided; and fourth, passive recognition that refers to the ability to identify l1 equivalence for a given l2 word among several alternatives provided. despite the facts that vocabulary knowledge plays a central role in determining the success of efl learning and the low intensity and frequency of use of learned english vocabulary by indonesian efl learners, research that specifically measures the learners’ vocabulary knowledge across different modalities of vocabulary knowledge (laufer et al., 2004) is so far still scarce. most studies focused on vocabulary size (e.g., novianti, 2016; sudarman & chinokul, 2018). in light of this, the present study sought to, first, measure indonesian efl learners’ english vocabulary knowledge across the four modalities; second, determine whether or not there were a statistically significant differences between male and female participants’ vocabulary knowledge; and third, determine whether or not the participants’ vocabulary knowledge across the four modalities were correlated. literature review knowing a word any vocabulary teaching and, consequently, testing should depart from the concept of knowing a word or lexical knowledge as it provides the framework of what to teach and what to test. however, scholars propose different concepts of lexical knowledge. milton (2009), for example, suggests that lexical knowledge comprises receptive and productive divisions. the receptive knowledge refers to words that one recognizes, while the productive division refers to words that one recognizes and is able to use for productive purposes. nation (2001), milton and fitzpatrick (2013) suggest three aspects involved in knowing a word or lexical knowledge: form, meaning, and use, both for receptive and productive purposes. knowing the form comprises knowledge of how a word sounds and how it is written. in addition, it also involves knowledge of word parts such as prefixes, suffixes, stems and word family. knowing the meaning involves knowledge of meanings a word could convey, the web of concepts and referents or denotative meaning associated with the word, its synonyms and antonyms, and its connotation in particular contexts. knowing the use involves knowledge of; first, patterns in which a word usually appears (grammatical function); second, other words that usually appear with the word (collocations) and, third the situations in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 171 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi which the word appears and its frequency of use. however, laufer and paribakht (1998) remind that lexical knowledge should be perceived as “a continuum consisting of several levels and dimensions of knowledge” (p.367) rather than a dichotomy of knowing or not knowing. the level may start with knowledge of the form only and increasingly develops into a full command for use in communication (laufer & paribakht, 1998) nevertheless, pignot and shahov (2012) suggest that, although a wealth of literature is available on foreign language vocabulary acquisition, all are basically centered on a simple question of “what does knowing a word mean?” or what does lexical knowledge involves?. the most uniformly identified answer among language learners has known a word means the ability to recognize its form and meaning when it is spoken and written (nation, 2010). however, milton (2009) argues that such a concept of knowing a word is oversimplified. they contend the concept separates form from meaning and overlooks the complexity of vocabulary knowledge that is more than just knowing the two. testing vocabulary knowledge assessments of vocabulary knowledge mostly focus on size, i.e. the number of words one knows, and depth, i.e., to what extent one knows a word (milton, 2009). size tests mostly comprise of l1 –l2 word matching items selected based on different word-frequency groups. as for the depth test, the issue is not as straightforward as that of the size test because its scope depends on the concepts of lexical knowledge the test draws on. however, laufer et al. (2004) argue that, regardless of the concept of lexical knowledge a test is built on, “the form-meaning link is nevertheless central to whatever being tested” (p.204) for the test is basically seeks to assess whether the meaning of the target word is known by test takers or not. therefore, vocabulary tests should first and foremost tap test takers ability to identify the correct association between form and meaning (laufer et al., 2004). pertaining to one’s ability to comprehend or to produce a word, a distinction has been commonly made between passive-receptive and active productive vocabulary knowledge (laufer et al., 2004; milton, 2009). however, the distinction has not been uniformly understood by researchers due to interchangeability between the two types of vocabulary knowledge in real test situations. in order to resolve the problem, laufer et al. (2004) propose the concept of four degrees knowledge of meaning that further distinguish the passive-receptive and active productive vocabulary knowledge into the ability to supply “ the form for a given concept vs. supplying the meaning for a given form; and recall vs. recognition of form or meaning” (p.206). based on this concept, they introduced a framework for testing vocabulary knowledge that consists of: first, active recall, i.e. the ability to retrieve l2 equivalence of a given l1 word without cue; second, passive recall, i.e. the ability to retrieve l1 equivalence of a given l2 word without cue; third, active recognition, i.e. the ability to identify l2 equivalence of a given l1 word among several options provided; and fourth, passive recognition, i.e. the ability to identify l1 equivalence for a given l2 word among several alternatives provided. this concept of vocabulary knowledge is used in the study reported in this article. research on vocabulary knowledge studies on vocabulary knowledge, i.e. size and depth, have largely focused on its impacts on language learners’ global proficiency in the language being learned and mastery of individual edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 172 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi language skills. for the former, the literature shows that studies in different contexts, for example, on spanish (miralpeix & munoz, 2018) danish (stæhr, 2008) omani (roche and harrington, 2013), malaysian (mohd nasir, ab manan, & azizan, 2017), chinese (ling, 2015) efl learners confirmed that vocabulary size determines the learners’ overall english proficiency. studies on the latter, however, show mixed findings. for reading, research by sen and kuleli (2015), rashidi and khosravi (2010) on iranian efl learners, ma and lin (2015) on taiwanese, and nouri and zerhouni (2016) on moroccan efl learners found that vocabulary depth predicted reading performance better than size. but a study by li and kirby (2015) on chinese efl learners found that vocabulary size predicted reading comprehension better than depth. similar findings were also reported by zhang and annual (2008) on their study of singaporean esl learners. moreover, studies on listening comprehension of chinese efl learners (teng, 2014) indicated that both vocabulary breadth and depth significantly predicted listening comprehension. however, study by afshari and tavakoli (2017) on iranian efl learners showed that vocabulary size was a better predictor of listening comprehension. as for speaking performance, milton (2013) suggests that the relationship between vocabulary knowledge and l2 speaking performance has been understudied. among few studies on the relationship are enayat and derakhsan (2021) who studied iranian efl learners and found that vocabulary size was a better predictor of speaking performance than vocabulary depth. however, mirapex and munoz (2017) showed that vocabulary size moderately predicted speaking performance and also other skills among spanish efl learners. last but not least, studies on the relationship among vocabulary size and depth and writing performance, e.g. wu, quentin dixon, su, and zhang (2021) on chinese efl learners showed that depth exerted significant impacts on writing performance. yet, lee’s (2014) and dabbagh and janebi enayat’s (2021) studies on korean and iranian efl learners respectively showed that vocabulary size was a significant predictor of writing performance. overall, variations in the research findings on the association among vocabulary size and efl learners' performances in the four language skills suggests that both size and depth exert, to a more or lesser degree, impact on the skills. however, studies that explore the root of the variations are needed. as for research on english vocabulary knowledge focusing on the four modalities, laufer et al. (2004) found that active recall was the most difficult modality and, therefore, reflected the strongest vocabulary knowledge. similar findings also reported by makarchuk (2013), karakoç and köse (2017). methodology participants the participants of the present study were 71 semester 6 english department students at a state higher education institution in indonesia. they comprised all registered students of the department for semester 6. 28 of them were male and 48 were female coming from 3 groups, two of which consisted of 20 students, and the other one consisted of 21 students. the choice of having all participants of the same semester was based on the characteristic of the data collection of the study that was a language test in nature. as such, the items of the test should be well targeted to a specific group of participants. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 173 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection the data were collected through administration of 4 sets of written english vocabulary tests to the 3 groups of participants. the first set focused on active recall. the second set tested active recognition. the third set tested passive recognition, and the fourth set tested passive recall. the time limit for each round was 20 minutes with a 5-minute break in between. the administration of the tests for each group was conducted in different times and places as agreed by the participants. 4 sets of english vocabulary tests were used to collect the data. each set contained 50 vocabularies purported to measure one of the four modalities of vocabulary knowledge (laufer et al., 2004). the first set aimed at measuring active recall where indonesian words were provided and the participants were asked to supply the words’ equivalences, e.g. kendaraan =............... the second set was purported to measure active recognition where participants had chosen one english equivalence from 4 alternatives provided for indonesia words, e.g. terjadi= a. occur, b. core, c. goal, d. undergo. the third set sought to measure passive recall in which english words were provided and the participants should supply the indonesian equivalences, e.g. similar=................... the last set sought to measure passive recognition where english words were given and the participant had to choose one correct indonesian equivalence from 4 alternatives provided, e.g. occur= a.tujuan, b. inti, c.terjadi, d. menjalani. responses to the items were dichotomously scored. every correct response was scored “1”, and incorrect response was scored “0”. all the 50 items in the 4 test sets were similar and related to each of the items in the sets. the items of the second first set (active recall) and the second set (passive recall) were identical. similarly, the items of third and the fourth sets were also identical and of english equivalences for the indonesian words of the first and the second sets. such an arrangement of test items was meant to ensure that the test measures the four modalities of vocabulary knowledge with references to the same items. in order to minimize cross test-sets checking by the participants, the order of the items in each set was randomized and each test set was separately administered. the 50 items in each test sets were adopted from academic word list (coxhead, 2000) that contains 570 english words that appear frequently in academic texts. the selection of the items started with randomly picking 200 words from the list. these words were then compared with the words contained in various learning materials from different subjects the respondents had previously taken in during their study at the department. 50 words of the list that frequently appeared in the learning materials were chosen as test items. this was to ensure that the participants had already encountered the word before the test. data analysis data analyses were conducted in two phases using rasch analysis (rasch, 1980; bond & fox, 2013) and nonparametric inferential statistical test . the first phases sought to examine the validity and reliability of the data sets. while, the second phase sought to measure indonesian efl learners’ english vocabulary knowledge across the four modalities, to determine whether or not there were a statistically significant differences between male and female participants’ vocabulary knowledge, and to determine whether or not the participants’ vocabulary knowledge across the four modalities were correlated. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 174 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis in the first phase was conducted using wisteps rasch analysis computer software (linacre, 2006). the rationales for the adoption of rasch analysis in the present study are: (1) rasch analysis facilitates assessment of validity and reliability of the data, and (2) rasch analysis, through wisteps software, presents the estimates of item difficulty and person ability on a common linear logit scale. hence, the evolution of a participant’s ability against different levels of item difficulty can be performed at the same time. the higher the position of an item on the logit scale which is indicated by its measure value, the more difficult the item is. similarly, the higher the position of a person on logit scale, the higher the possibility for him or her to score correctly on items which are below his or her measure. these two statistical features were needed to meet the objectives of the study. data analysis in the second phase was performed on ibm spss computer software version 22.0. findings validity and reliability before embarking on further assessment of the estimates produced by rasch analysis, it is necessary to evaluate the validity and reliability of the instruments. information on validity in rasch analysis is provided by two indices, i.e. item polarity that indicates the contribution of items to the construct being measured, and item fit statistics that indicates the directionality of the items to the construct. information on reliability is provided by item reliability index that indicates the reproducibility of item ordering, and item separation index that shows the separation of items on a continuum of increasing intensity (bond and fox, 2013). assessment of the item polarity of the data resulted from each of the four sets of the tests showed that all the items had positive values that ranged between .00 to .56 for active recall, .01 to .53 for passive recall, .02 to .66 for passive recognition, and .04 to .59 for active recognition. for item fit statistics, all the items of the four test sets had an infit mean square value within an acceptable range of 0.5 to 1.5 (linacre,2006). the values ranged from .63 to 1.11 for active recall, .83 to 1.20 for passive recall, .72 to 1.35 for passive recognition, and .63 to 1.10 for active recognition. as for reliability, the item reliability indices were .81, for active recall , 90 for passive recall, .94 for passive recognition, and .93 for active recognition. the item separation indices showed the items for active recall test can be separated into 1.45 levels of difficulty, 2.72 for passive recall, and 4.11 for passive recognition, and 3.56 for active recognition. hence, for the active recall that showed low separation, overall, the data showed that the instruments were valid and reliable. the participants’ performances across four modalities of vocabulary knowledge to define the participants' knowledge in the four modalities of vocabulary knowledge, assessments of means measures for items and persons of each modality (table. 1.) were conducted. the table shows that the mean measures for active recall were 4.90 s.d. =1, 93, which was considerably higher than that of passive recall, mean measure= 2, 47, passive recognition, mean measure=-.70, and active recognition, mean measure=-1.08. these indicated that the active recall test was the most difficult one for the participants, followed by, in a descending order of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 175 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi difficulty, the passive recall test, the passive recognition test, and the active recognition test. furthermore, with the means of measures for personal ability for all the 4 tests set at .00. and the means measures for items being above that of persons’, it can concluded that the two recall tests were relatively difficult for the participants. on the contrary, the means of measures for both active and passive recognitions were below .00, indicating that the two recognition tests were relatively easy for the participants. thus, the participants performed better on recognition tests than on recall tests. table 1. the participants’ performances across four modalities of vocabulary knowledge active recall passive recall raw scor e coun t measur e mode l error raw scor e coun t measur e model error mean i 3.9 70.0 4.90 1.14 mean i 14.3 70.0 2.47 .67 p 2.7 32.0 -.07 1.18 p 9.2 44.0 .00 .51 s.d. i 10.5 1.14 1.93 .56 s.d. i 17.5 .1 2.43 .49 p 2.1 .0 .43 .52 p 4.6 .1 1.07 .12 max. i 67.0 70.0 6.53 1.84 max . i 70.0 70.0 6.03 1.85 p 1.64 .14 1.96 1.03 p 28.0 44.0 3.92 1.09 min. i .0 70.0 -4.11 .29 min. i .0 69.0 -6.09 .26 p .0 32.0 -4.97 1.68 p 1.0 43.0 -3.27 .39 passive recognition active recognition raw scor e coun t measur e mode l error raw scor e coun t measur e model error mean i 41.3 70.0 -.70 .35 mean i 43.7 68.0 -1.08 .36 p 29.5 50.0 .00 .38 p 29.5 50.0 .00 .38 s.d. i 69.0 70.0 15.5 .0 s.d. i 12.7 .0 1.49 .14 p 10.2 .0 .34 .07 p 10.2 .0 1.38 .34 max. i 1.64 .14 1.96 1.03 max . i 67.0 68.0 1.12 1.03 p 48.0 50.0 3.31 .74 p 48.0 50.0 3.31 .74 min. i 13.0 70.0 -5.16 .28 min. i 21.0 68.0 -5.16 .29 p 6.0 50.0 -3.60 1.38 p 6.0 50.0 -3.60 .07 notes: i= item, p=person comparisons between male and female participants vocabulary knowledge due to the nor-normal distribution of the data, the statistical comparisons between male and male participants’ vocabulary knowledge across the four modalities were conducted using the nonparametric mann-whiney u test. the results show that there was no statistically significant difference, p= >.05. these results indicated that both male and female participants had an equal performance on the test sets. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 176 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi correlations among participants’ vocabulary knowledge using spearman’s rho non-parametric correlation, moderate and strong associations were identified between: (1) active recall and passive recall, r=.411, p=.000; (2) passive recall and active recognition, r=600, p=.000; (3) passive recall and passive recognition, r=569, p=.000; and (4) active recognition and passive recognition, r=783, p=005. discussion the present study sought to measure the participants’ vocabulary knowledge across the four modalities of vocabulary knowledge. the findings showed that they performed better on recognition tasks than on the recall tasks. this concurs with laufer et al. (2004) makarchuk (2013), karakoç & köse (2017) who also found similar findings in their studies. the findings and the centrality of vocabulary mastery in whole discourse of efl learning, to some extent, could be linked to why indonesian efl learners’ development of active productive language skills, i.e. speaking and writing, tends to be slower than that of receptive language skills, i.e. reading and listening (inayati, 2015; ampa & akib, 2019). research by asyrafi, makmur, and marzulia (2018) identified lack of vocabulary as the first problem faced by indonesian efl learners in developing their productive skills. in terms of vocabulary size, the findings also indicated that, for the 50 words tested, the participants’ passive vocabulary were larger than their active counterparts, which is also a common feature of passive english, and concur with mangewa (2013), and wero, machmud and husain (2021), who also found similar findings in their study of the vocabulary size nevertheless, this highlight the need for efl educators at the research site and possibly in indonesia in general to evaluate the extent to which vocabulary mastery has been given sufficient portion in the curricula and to promote a more productive skills oriented english teaching. this is important considering the foreign language status of english in indonesia where english learning sessions, whether in formal or informal education setting, are the only situation for most indonesian efl learners to practice their english (wirza, 2018; marcellino, 2015). this study showed that there was no difference in the vocabulary knowledge among male and female participants, suggesting that they performed equally on the tests. this findings concurred with mehrpour, razmjoo, and kian’s (2011) study on iranian efl learners, and duy and nguyen’s (2019) study on vietnamese efl learners, but contradicted llach and gallego (2021) who found female spanish efl learners had a better receptive vocabulary knowledge than their male counterparts. as for the moderate to strong association among the respondents vocabulary knowledge across the four modalities, especially between passive recall and active recognition, and between active recognition and passive recognition, the findings suggest that any modality of the pairs could predict its counterpart. however, further studies are needed to explore the prediction. conclusions although limited in scope, the present study provided some information on the nature of participants’ vocabulary knowledge. it could be extended and pondered on in order to better understand the relationships among different modalities of vocabulary knowledge, and, to a larger edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 177 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi extent, efl learners' achievements in general. the discussion of the findings highlights the need for more attention to vocabulary teaching and learning as it is a vital aspect in efl education. innovative techniques and strategies in for vocabulary teaching should be sought and implemented. the variations between the findings of the present students and other studies in the field could also serve as new areas to explore and describe. therefore, further research is recommended, particularly ones that study the relationship between different vocabulary learning and teaching strategies and vocabulary knowledge. in addition, as studies on vocabulary knowledge in relation to internet or it mediated english language acquisition is also worth conducting. disclosure statement the author certifies that he has no affiliations with or involvement in any organization or entity with any financial or non-financial interest in the subject matter or materials discussed in this paper. references afshari, s., & tavakoli, m. (2017). the relationship between depth and breadth of vocabulary knowledge and iranian efl learners’ listening comprehension. international journal of research studies in language learning, 6(3), 13-24. al arif, t. z. z. (2017). the correlation between students' vocabulary mastery and their ability in writing functional text at sman 1 bandar lampung. jambi-english language teaching, 2(1), 1826. ampa, a. t., & akib, e. (2019, june). the students’ learning achievement of the english productive skills. in eleventh conference on applied linguistics (conaplin 2018) (pp. 395399). atlantis press. binder, k. s., cote, n. g., lee, c., bessette, e., & vu, h. (2017). beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers. journal of research in reading, 40(3), 333-343. bond, t. g., & fox, c. m. (2013). applying the rasch model: fundamental measurement in the human sciences. psychology press. christina, f. (2021). correlating vocabulary and sentence structure mastery to students’ writing skill in descriptive text. journal of english language teaching and cultural studies, 4(1), 47-56. coxhead, a. (2000). a new academic word list. tesol quarterly, 34(2), 213-238. dabbagh, a., & janebi enayat, m. (2019). the role of vocabulary breadth and depth in predicting second language descriptive writing performance. the language learning journal, 47(5), 575590. duy, v. v., & nguyen, c. n. (2019). an assessment of vocabulary knowledge of vietnamese efl learners. in the 20th english in southeast asia conference, date: 2019/12/06-2019/12/07, location: national institute of education, nanyang technological university, singapore. eckerth, j., & tavakoli, p. (2012). the effects of word exposure frequency and elaboration of word processing on incidental l2 vocabulary acquisition through reading. language teaching research, 16(2), 227-252. enayat, m. j. & derakhshan, a., (2021). vocabulary size and depth as predictors of second language speaking ability. system, 99(1)1-11. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 178 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi feng, t. (2015). assessing learner autonomy and efl vocabulary acquisition: a case study. beyond words, 3(1),78-99. inayati, n. (2015). promoting english independent study for efl university students in indonesia. language education in asia, 6(1), 46-57. karakoç, d., & köse, g. d. (2017). the impact of vocabulary knowledge on reading, writing and proficiency scores of efl learners. journal of language and linguistic studies, 13(1), 352-378. laufer, b., & mclean, s. (2016). loanwords and vocabulary size test scores: a case of different estimates for different l1 learners. language assessment quarterly, 13(3), 202-217. laufer, b., & paribakht, t. s. (1998). the relationship between passive and active vocabularies: effects of language learning context. language learning, 48(3), 365-391. laufer, b., & rozovski-roitblat, b. (2015). retention of new words: quantity of encounters, quality of task, and degree of knowledge. language teaching research, 19(6), 687-711. laufer, b., elder, c., hill, k., & congdon, p. (2004). size and strength: do we need both to measure vocabulary knowledge?. language testing, 21(2), 202-226. lee, s. (2014). korean efl university students’ english vocabulary size and their writing proficiency. journal of the korea english education society, 13(2), 21-43. li, m., & kirby, j. r. (2015). the effects of vocabulary breadth and depth on english reading. applied linguistics, 36(5), 611-634. linacre, j. m. (2006). winsteps rasch measurement computer program. chicago: winsteps. com. https://www.winsteps.com/winsteps.htm ling, g. u. i. (2015). predictability of vocabulary size on learners’ efl proficiency: taking vst, cet4 and cet6 as instruments. studies in literature and language, 10(3), 18-23. llach, m. p. a., & gallego, m. t. (2012). vocabulary knowledge development and gender differences in a second language. elia, 12(1), 45-75. ma, y., & lin, w. (2015). a study on the relationship between english reading comprehension and english vocabulary knowledge. education research international, 5(1), 1–14. makarchuk, d. (2013). university freshmen’s efl receptive and productive recall vocabulary knowledge and use. english teaching, 68(4),217-239 mangewa, y. p. (2013). pattern of vocabulary size development. agrosaint, 4(3), 631-631. mann, w., & marshall, c. (2012). investigating deaf children's vocabulary knowledge in british sign language. language learning, 62(4),1024-1051. marcellino, m. (2015). english language teaching in indonesia: a continuous challenge in education and cultural diversity. teflin journal, 19(1),57-69. mehrpour, s., razmjoo, s. a., & kian, p. (2011). the relationship between depth and breadth of vocabulary knowledge and reading comprehension among iranian efl .−learners by: journal of english language teaching and learning, 2(222), 97-127. milton, j. (2009). measuring second language vocabulary acquisition. multilingual matters. https://doi.org/10.21832/9781847692092 milton, j. (2013). measuring the contribution of vocabulary knowledge to proficiency in the four skills. c. bardel, c. lindqvist, & b. laufer (eds.) l, 2, 57-78. milton, j., & fitzpatrick, t. (eds.). (2013). dimensions of vocabulary knowledge. macmillan international higher education. miralpeix, i., & muñoz, c. (2018). receptive vocabulary size and its relationship to efl language skills. international review of applied linguistics in language teaching, 56(1), 1-24. https://www.winsteps.com/winsteps.htm https://doi.org/10.21832/9781847692092 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 179 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mohd nasir, n. f. w., ab manan, n. a., & azizan, n. (2017). examining the relationship between vocabulary knowledge and general english language proficiency. esteem journal of social sciences and humanities, 1, 15-22. nation, i.s.p., 2001. learning vocabulary in another language. cambridge university press, cambridge. nouri, n., & zerhouni, b. (2016). the relationship between vocabulary knowledge and reading comprehension among moroccan efl learners. journal of humanities and social science, 21(10), 19-26. novianti, r. r. (2016). a study of indonesian university students’ vocabulary mastery with vocabulary level test. global journal of foreign language teaching, 6(4), 187-195. pignot-shahov, v. (2012). measuring l2 receptive and productive vocabulary knowledge. language studies working papers, 4(1), 37-45. putri, a., & refnaldi, r. (2020). the correlation between students’ vocabulary mastery and speaking ability at grade 8 of junior high school. journal of english language teaching, 9(1), 43-55. rasch, g. (1980). some probabilistic models for intelligence and attainment tests. chicago: u. rashidi, n., & khosravi, n. (2010). assessing the role of depth and breadth of vocabulary knowledge in reading comprehension of iranian efl learners. journal of pan-pacific association of applied linguistics, 14(1), 81-108. roche, t., & harrington, m. (2013). recognition vocabulary knowledge as a predictor of academic performance in an english as a foreign language setting. language testing in asia, 3(1), 1-13. şen, y., & kuleli, m. (2015). the effect of vocabulary size and vocabulary depth on reading in efl context. procedia-social and behavioral sciences, 199, 555-562. stæhr, l. s. (2009). vocabulary knowledge and advanced listening comprehension in english as a foreign language. studies in second language acquisition, 31(4), 577-607. stewart, j. (2014). do multiple-choice options inflate estimates of vocabulary size on the vst?. language assessment quarterly, 11(3), 271-282. stubbe, r. (2013). comparing regression versus correction formula predictions of passive recall test scores from yes-no test results. vocabulary learning and instruction, 2(1), 39-46. sudarman, s., & chinokul, s. (2018). the english vocabulary size and level of english department students at kutai kartanegara university. eternal (english, teaching, learning, and research journal), 4(1), 1-15. teng, f. (2014). assessing the depth and breadth of vocabulary knowledge with listening comprehension. pasaa: journal of language teaching and learning in thailand, 48, 29-56. teng, f. (2016). an in-depth investigation into the relationship between vocabulary knowledge and academic listening comprehension. tesl-ej, 20(2), 1-17. thatsani, i. r. (2018). vocabulary mastery and grammar mastery impact on efl high school students’ reading comprehension. inference: journal of english language teaching, 1(3), 97-103. uzer, y. v. (2017). the correlation between vocabulary mastery and english speaking ability of the tenth grade students of senior high school 12 palembang. anglo-saxon: journal of the english language education study program, 8(2), 251-258. wero, y. t., machmud, k., & husain, n. (2021). the study on students' vocabulary size. jambura journal of english teaching and literature, 2(1), 22-34. wirza, y. (2018). a narrative case study of indonesian efl learners’ identities. indonesian journal of applied linguistics, 8(2), 473-481. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 180 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi wu, s., quentin dixon, l., sun, h., & zhang, p. (2021). breadth or depth: the role of vocabulary in chinese english language beginning writers’ development. international journal of bilingual education and bilingualism, 24(9), 1356-1372. zhang, d. (2012). vocabulary and grammar knowledge in second language reading comprehension: a structural equation modeling study. the modern language journal, 96(4), 558-575. zhang, l. j., & annual, s. b. (2008). the role of vocabulary in reading comprehension. relc journal, 39(1), 51-76. zhang, x., & lu, x. (2015). the relationship between vocabulary learning strategies and breadth and depth of vocabulary knowledge. the modern language journal, 99(4), 740-753. 52 teaching descriptive writing by using cubing strategy to the eighth grade students of smp n 22 palembang jhonni iskandar uin raden fatah palembang jhonni.i@yahoo.com abstract: the objectives of the study are to find out whether or not there is a significant improvement on the eighth grade students’ descriptive writing achievement who are taught by using cubing strategy at smp n 22 palembang and to find out whether or not there is a significant difference between the eighth grade student’s descriptive writing achievement between those who are taught by using cubing strategy and those who are not at smp n 22 palembang. the population of this study consisted of 230 eighth grade students of smpn 22 palembang. the sample of this study was taken by using purposive sampling. there were 62 students taken as sample. each class consisted of 31 students from class viii 3 as control group and class viii 6 as experimental group. this sudy used quasi experimental design. the instrument used in collecting data was writing test. the test was administered twice, as a pre-test and post-test for both control and experimental groups. the result of the test were analyzed by using spss 16. the data of pretest and posttest of the experimental and control groups were analyzed by using independent sample t-test and paired sample t-test in spss program. the findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.000 which was lower than 0.05 and the t-value (11.020) was higher than t-table with df=30 (2,0423). p-output from independent sample t-test was 0.000 which was lower than 0.05 and the t-value (8.827) was higher than t-table with df=60 (2,0003 ). it means that there was a significant difference on the eighth grade students at smp n 22 palembang who are taught by using cubing strategy. keywords : cubing strategy, descriptive writing introduction writing is a part of language skills and it becomes one of important aspects in learning a language. petel and jain (2008, p. 125) state that writing is essential features of learning a language because it provides a very good means of foxing vocabulary, spelling, and sentence pattern and writing is the most efficiently acquired when practice in writing parallels practice in other skills. moreover, writing ability is important for students in the process of english learning, by writing, they students could remember and memorize vocabularies and organize them into good paragraph. teaching writing means to help who have difficulties in writing. rass (1997, p. 1) mentions that writing is a difficult skill for native spekers and non active speakers alike, because writer must balance multile issues such as content, organization, purpose, mailto:jhonni.i@yahoo.com 53 audience, vocabulary, punctuation, spelling and mechanics such as capitaliation. writing skill is very important skill to be learnt in learning a foreign language which includes the development of an idea, knowledge, and experience. in addition pasand and haghi (2013, p. 75), define that writing is one the most important skills in learning a foreign language the nature of which has become clearer nowdays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects. based on school-based curriculum (ktsp 2006), several text types are taught to the eighth grade students, they are narrative text, recount text, and descriptive text. being able to comprehend and to respond all of the texts is needed for students, but in this study the researcher will focus on descriptive text. mukarto ( 2007, p.140 ) says that descriptive text is a kind of text to describe something, someone or place. descriptive text has two main parts, they are identification and description. descriptive text is like describig white house, animals, fruits. kane (2000, p. 351) states that description is about sensory experience, how something looks, sounds, tastes. a preliminary study was conducted on may 26th, 2016 at smp n 22 palembang. by interviewing the english teacher, some problems in the teaching and learning writing was found that, the students were confused on how to organize their ideas, and writing was considered as a boring activity and also the students were having a difficulty to develop their imagination, these make them do not know what they should write, especially in descriptive text, then the students’ grammatical abilities were still low. furthermore kern & mcguire (2003, p. 92) mention that descriptive text is typically more difficult because students have fewer experience with them, therefore students need explicit instruction in the ways text are organized and they need practice with all of the writing modes, which are termed genres in the school. therefore, to solve those problems the teacher should be creative to find the best way and the strategies how to improve, motivate and establish the condition of the students in writing descrriptive text because teacher’s role very influence the student’s achievement. therefore, snow (2002, p. 48) state that teacher quality as one of the most critical variables in student’s achievement. so, teacher’s role is very important to determine the best things for the students in order to they are challenged to learn especially in writing descriptive text. there are many writing strategies that can help students learn in writing. one of the strategies that can be used by the teacher in teaching descriptive text is cubing strategy. cubing strategy is an instructional strategy that asks students to consider a 54 concept from a variety or different perspectives. axelrod and cooper (2010, p. 568) state that cubing is useful for quickly exploring a writing topic, probing it from six different perspectives. it means that, in applying cubing strategy students can develop their ideas about the topic. furthermore by using this strategy, students also can analyze a topic in depth. in addition head & lester (1999,p.29) state that cubing stategy encourages students to look at information in different ways and to use different ways of critical thinking, this strategy can be used in descriptive writing, this strategy can work individually or group to go through each side of the cube. litrature review concept of teaching teaching means to help and share knowledge to others and also can give information on how to do something. brown (2007, p. 7) says that teaching may be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. furthermore teaching is also to facilite the students to be able in learning the material. brown (2000, p. 7) states that teaching is guiding and faciliting learning, enabling the learner to learn, setting the condition for learning. coe, aloisi, higgins, and major (2014, p. 2) mention that great teaching is defined as that which leads to improved student progress. it means a great teaching as that which leads to improve student achievement using outcomes that matter to their future success. a teaching is great based on a teacher. a good teacher will teach a great teaching and will make the students become a good learners. moreover, great teacher will have some strategies to facilitate students a deeper understanding of the information, it called teaching strategies. therefore, franzoni and assar (2009, p. 19) state that teaching strategies are the elements given to the student concept of writing writing is very complex communication process which includes a number of cognative and metacognative. richardson and morgan (2003, p. 286) state that writing may be the most complex communication process within the communicative arts. similarly, according to negari (2011, p. 299), writing is a complicated process which 55 involves a number of cognitive and metacognative, for instance; brainstorming, planning, outling, organazing, drafting, and revising. further, writing isn’t only complex but also hard to teach where we need to master the grammatical and other components of writing. furthermore, harmer ( 2004, p. 44) states that writing has mechanical components like any other skill; those are, handwriting, spelling, punctuation, and the construction of well – formed sentences, paragraphs, and text. the teachers of writing skill should relized if the sudents are quilified for those components before moving to the process of writing it self. however, writing is not easy, it needs a lot of knowledge to write well such as how to use appropriate vocabulary, grammar and how to select the ideas. according to sakolik in nunan (2003, p. 88), writing is mental work of inventing ideas. he adds that the writer does a process such as imagination, organizing, drafting, editing, reading, and rereading. furthemore, linse (2005, p. 88) says that writing is a combination of process in gathering ideas and working with them and make reader comprehensible to the writer ideas. based on the two experts opinion, it can be concluded that writing is a way to express ideas or thoughts and to organize them into sentence and paragraph based on the determined pattern. students will be taught to make sense on some information in order can express their writing. hanson (2009, p. 135) states that stimulate students‟ thinking by inviting them to write about the stories, chapters, or books they read in ways that challenge their creativity and critical thinking skills. in addition, there are several components of writing process that proposed by clark (2007,p. 10) as follows : 1. prewriting at this stage, writers generate ideas, brainstorm topics, web ideas together, or talk or think about ideas. teachers explain that students may get writing ideas from personal experiences, stories, pictures, magazines, newspapers, television, and a variety of other sources. 2. drafting students begin to put their ideas on paper. students need to keep in mind the genre or format, audience, and purpose. 3. revising revision looks at the organization and the structure of the writing. when revising, students analyze their writing for required traits: sequencing words in a lab report, 56 descriptive language in science fiction story, topic sentences and supporting details in a persuasive essay. they also ask questions of their writing: “does it make sense? is anything out of order? should anything be added or deleted? ”. while editing, looks at the mechanics of the writing. so, students must understand how to do both. 4. publishing at this stage, teacher allows students to celebrate their hard work. it occurs after the other steps are completed and the students are ready to produce the final copy, which can be handwritten or typed on a word processor 5. reflecting reflecting is a key element in the writing process. it encourages the writer to think about his or her writing. reflection also allows the writer to look back at brainstorming and the beginning of a writing project to see if the original goals were met. concept of cubing strategy perez (2013, p. 35) states that cubing is a strategy designed to help students think about topic or idea from many different angles. it means that, cubing strategy help students more understanding about the topic using six different perspectives that appropriate with the topic. according to forget (2004, p. 124), the six sides are describing, associating, analyzing, applying, and arguing. this strategy was originally intended to be a writing strategy to explore topics or subjects from a variety of dimensions. a concrete visual of a cube is used to consider these multiple dimensions. cubing works well when students are locked into a particular way of thinking. it allows students to look at an issue or topic from a variety of angles and to develop multidimensional perspectives. cubes can be differentiated by readiness, interest or learning style in order to engage all students. cubing enables you to consider your topic from six different directions; just as a cube is six-sided, your cubing brainstorming will result in six "sides" or approaches to the topic. according to nazario (2013,p. 329) proposes that six perspectives of cubing strategy as follows. a. describe. visualize the topic and list as many details, qualities, and characteristics as you can. 57 this perspective, the teacher ask the students to describe the topic, qualities, and characteristics clearly. b. compare or contrast. what is the topic similar to ? what is it different from? list as many comparisons as possible. this perspective, the students make list many comparisons as possible about the similarities and the differences. c. associate. what does the topic remind you of ? what does it makes think of ? what other ideas, events, or issues can that associate with the topic. this perspective, the students must connet the topic with the other object that remind them about the topic. d. analyze. what does the topic consist of ? what are its parts ? how does it work ? what types does it consist of ? how is your topic meaningful and significant? this perspective, the students must analyze about the topic details. e. apply. what can you do with the topic ? how is it meaningful ? how is it useful? this perspective, the students must explore the application of the topic. f. argue for or against. what controversies surround the topic ? what strengths or weaknesses does it have? what challenges does it face ? how can it be improved? this perspective, the students have to make argument about the topic, and explain about the strengths or weaknesses about the topic. the “six-stage” formula can be used as a basis to write a paragraph or and essay. “it” represents an object, a person, a place, or an abstract concept based on explanation above, cubing strategy has six different perspectives. it is known as cubing because a cube has six sides. in cubing, students must examine a topic from every different perspective before writing more fully. cubing requires students to construct meaning about a topic from six different perspectives. the procedure of cubing strategy sejnost (2009, p.169) proposed procedure of cubing strategy as follow : 1. introduce the topic and the six perspectives from which it might be considered. a. the sudents pay attention to teacher explanation on the topic that going to learn. b. the student’s attention teacher explanation about six perspective of the cube. 2. next, allow students five minutes to consider each side of the cube. a. the students consider each side of the cube. b. the students are devided into small groups. 58 3. finally, ask students to write about the topic from any one or the six possible aspects. a. the students in their groups write the topic from six perspective of the cube. b. the students combine the six perspective of the topic become whole descriptive text. c. the students collect their writing. the advantages of cubing strategy there are some advantages of cubing strategy. they are developing students conceptual understanding of a topic, developing students activity, and developing students paragraph writing skill. alteri (2010, p.61) says that cubing can be disigned to help students look at a topic from different perspective. the purpose of the activity is to help with writer block in which students brainstorm each of the six perspective and write on of the these perspective (describing, associating, comprising, analyzing, applying, and arguing). this strategy can help the students to analyze the topic in depth. in addition, bean (2008, p. 35) explains the benefits of cubing strategy are: 1. allows students to explore multiple dimensions of a topic to grasp a deeper understanding. 2. the students are able to review the information they covered and clarify main points. 3. helps students build a structured outline for a writing assignmen. concept of descriptive text descriptive text is a text which describes a specific person, please, thing, or any subject. nadell, mcmeniman, & langan (2003, p. 155) state that descriptive writing can be defined as the expression, in vivid language of what the five senses experience. therefore, students write clear description by using their sense in order to make the reader can imagine the object that being described. furthermore, tompkins (1994, p. 111) states that descriptive writing is painting pictures with words. as jolly (1994, p. 56) says that in descriptive text, there are some categories that should be considered in writing description text. first, place, and position: direction. second, measurement: weight, size / volume, distance. third, shape, and pattern. fourth, colors and textures. fifth, material and substance. sixth, technical vocabulary; faces and bodies, character, clothes, building, weather, and so on. finally, use any value. so, descriptive text is a kind of writings which 59 describes object or any subject with detail. such as colors, size, shapes, textures, materials, subject, technical of vocabularies and value of the object. the students write clear description by using their sense in order to make the reader can imagine the object that being described. furthermore, tompkins (1994, p. 111) states that descriptive writing is painting pictures with words. therefore, the purpose of descriptive is to convey the reader what something look like. mccarthy (1998, p. 5) also states that descriptive writing is the domain of writing that develops images through the use of precise sensory words and phrases, and through devices such as metaphor and the sounds of words. it means that how we look, smell, taste, feel, or sound will be used to create a visual image of people and place in a text. on the other hand, descriptive writing may be defined as a writing process which involve human sense to feel the situation directly. according to tompkins (1994, p. 112), writer uses spesific technique in descriptive writing to create vivid, multisensory word picture. 1. adding specific information a. identify specific activities and behaviours b. name the characters c. identify the setting d. list attributes 2. creating sensory images writers incorporate the senses into their writing to create stronger images and make their word more vivid. 3. making comparisons one of the most powerful techniques that writers use to describe something is to compare it to something else. 4. writing dialogue another way writers show, not tell, is by adding dialogue to their writing instead of summarizing what the characters talked about. according to tompkins (1994, p. 112), writer uses spesific technique in descriptive writing to create vivid, multisensory word picture. 1. adding specific information a. identify specific activities and behaviours b. name the characters c. identify the setting 60 d. list attributes 2. creating sensory images writers incorporate the senses into their writing to create stronger images and make their word more vivid. 3. making comparisons one of the most powerful techniques that writers use to describe something is to compare it to something else. 4. writing dialogue another way writers show, not tell, is by adding dialogue to their writing instead of summarizing what the characters talked about. descriptive text should consist of generic structure, such as: identification and description. pardiyono (2010, p. 44) state that the descriptive text follows some particular statges. 1. identification identification (introduction) is a statement or a short paragraph that identifies the object that is going to be describe, it is usually intersting and able to provoke the reader to be eager to read the text. 2. description it may consist of one of several paragraph. this part is used to give sufficient description about the object as mentioned in the identificaion part. the description of the object can be done according to different angles, such as size, length, strength , color, height, condition, of the location, weather, qualities, shapes, etc. research design in conducting this research, pretest-posttest nonequivalent groups design was used in term of explanatory research design to find out the improvement and the differences and intepret the result that may appear. the preand posttest design approach of quasi-experimental design with pretest and posttest was used. the population of this research was eighth grade students of smp n 22 palembang consisting of seven classes. the total population was 230 students. the sample was taken by using purposive sampling because the sample was chosen with 61 some considerations. first, the teacher of english was similar of each class. second, the total of the students were also similar. therefore the sample was viii 3 and clas viii 6 ( 31 students for each class ). the test was used for collecting the data for pretest and postest. pretest has given to the students before giving the treatments and postest has given to the student after giving the treatments. the pretest was conducted to the sample. both experimental and control group were given pretest. it measured the students’ writing achievement before treatment. the form of the test was writing test and the students wrote three paragraphs about 90 – 150 words by choosing on of three topics, such as : favorite artist, my classroom, and my bedroom. the same as pretest, in posttest three raters checked and give score to the students’ work. the result of this test compared with the result of pretest in order to know the effect of teaching writing by using cubing strategy to students’ writing ability. from the posttest, the writer got the data that can be used to measure the students’ progress taught by using cubing strategy. findings and discussion in analyzing the data, data were obtained from quasi experimental design and calculated by means of spss 20 software (statistical package for the social sciences). moreover, the researcher used and described some techniques, such as data description, prerequisite analysis,hypothesis testing. result of descriptve statistic the result of descriptive statistics in pretest scores in control group showed that the total number of sample was 31 students. the minimum score was 2, the maximum score was 5, the mean score was 3,45 and the standard deviation was 0,792, while for postest scores in control group, the minimum score was 2, the maximum score was 6, the mean score was 3.75, and the standard deviation was 0,916. the result of descriptive statistics pretest scores in experimetal group, the minimum score was 2, the maximum score was 5, the mean score was 3.18 and the standard deviation score was 0,640 and postest scores in experimental group the minimum score was 4, the maximum score was 8, the mean score was 6,0, and the standard deviation score was 1.068. 62 result of normality test the data is categorized normal if the data is higher than 0,05 and the result showed that the pretests in control and experimental groups were 0.771 and 0.801 then, in posttests in control and experimental groups were 0.692 and 0.649. it can be concluded that the data were considered normal since they were higher than 0.05 result of homogeneity test the data is categorized homogene if the data is higher than 0,05 and the result showed that the pretests scores in control and experimental group was 2,757 and the posttest scores in control and experimental group was 1,446 it can be conluded that the data was homogeneous since the score were higher than 0.05. result of hypotheses testing in measuring the significant improvement, the paired sample t-test was used for testing the students’ pretest to posttest scores in experimental groups. it was found that the p-output is 0.000 with df=30 (2,0423), and t-value = 11.020, it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using cubing strategy since p-output is lower than 0.05. it can concluded the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. table 1. result analysis of paired sample t-test from pretest posttest score in experimental groups using cubing strategy at smp n 22 palembang paired sample t-test ha t df sig.(2tailed) 11.020 30 .000 accepted in measuring the significant difference, the independent sample t-test was used for testing student’s posttest scores in control and experimental groups. it was found that the p-output was 0.000 and the t-value was 8,827. since the p-output was lower than 0.05 level and the t-value (8,827) was higher than critical value of t-table (df 60= 2,0003). it can be stated that there is a significant different from students’ posttest to posttest scores 63 in control and experimental group. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. it can be stated that there was a significant difference on students’ reading comprehension score taught by using cubing strategy and those who are not at smpn 22 palembang. table 2. result analysis of independent sample t-test from posttest scores in experimental and control groups based on the table analysis, it was found that the p-output was 0.000 and the tvalue was 8.827 it could concluded that there was a significant difference on students‟ descriptive writing taught by using cubing strategy because the p-output was lower than 0.05 and the t-value was higher than t-table (df 60 = 2,0003). therefore, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. the researcher conducted pretest and posttes by both experimental and control group, the researcher found students difficulties in writing, such as the students could not develop their imagine and could not construct generic structure in descriptive writing, the student’s did not know how to start, how to develop their ideas, or how to conclude the essay. they could not write descriptive based on the language features and they got bored in writing because they lacked the technical skills of writing acceptable compositions in writing. richard and renandya ( 2002, p. 303 ) say that writing is the most difficult skill for language learners to master, the difficulty is not only in generating and organizing ideas, but also in translating these ideas into readable text. then, the researcher conducted treatments in experimental group by using cubing strategy which allowed students to combine their picture and text to write and memorize a topic easily which were posted on the wall. using cubing strategy and those who were taught by using teacher’s method. independent sample t-test ha t df sig.(2 tailed) 8.827 60 .000 accepted 64 the result in pretest test between viii.3 and viii.6 calculated that the students‟ score in class viii.6 was lower than class viii.3 to overcome this problem, the researcher assumed that class viii 6. was suitable as an experimental group which got treatments by using cubing strategy. in this reseacrh the researcher conducted in 12 meetings in experimental group. in the first meeting, the students did know what they wanted to do in their writing, the students were confused to follow the direction in cubing strategy, because this the first time for the students study with the rule. in the second meeting the students more active and motivated to made some paragraphs. the reseacrher explained the sides of cube to make the students organized their mind with the side of the cube. in the cube there are six side,which has diferent mean and functions. this strategy was intended to activate students‟ prior knowledge about descriptive writing. finally, they could write a topic based on the language feature, generic structure and good vocabularies because they tried to remember vocabularies recognized the sides of the cube. therefore, after getting treatment and posttest, it was found that there was significant improvement between pretest and posttest in experimental group. those facts were the result between maximum pretest score in experimental group was 5 and the maximum posttest score was 8. moreover, the students‟ pretest score to posttest score in experimental group have a poutput 0.000 with t-value 8.827 since the p-output was lower than 0.05 level. therefore, the alternative hypothesis (ha) was accepted. in control group, the students were only given pretest and posttest. there was not any treatment from the researcher. the students in control group were taught by using teacher‟s method. for the control group, they had difficulty to answer pretest. they could not write descriptive well, most of them write less than one paragraph, they could not write their writing based on the language feature, therefore, the meaning could not be understood well and they wrote the composition both in english and indonesian. those facts were the result between maximum pretest score in control group was 6. and the maximum posttest score was 6. moreover, the result of paired sample t-test on that group. conclusion in this research, the researcher concluded that there was a significant improvement on the seventh grade students‟ descriptive writing who were taught by using cubing strategy. the students‟ pretest score to posttest score have a p-output 0.000 since the p-output was lower than 0.05 level with t-value 8.827 was higher than df=38 65 (2,0423). it could be stated that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. moreover, there was a significant difference on the eighth grade students‟ descriptive writing between those who were taught by using cubing strategy and those who were taught at control group. the students‟ posttest score in experimental and control group have a p-output 0.000 since the p-output was lower than 0.05 with t-value 11.020 was higher than t-table (df 60 = 2,0003). therefore, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. references alteri, l. j. (2010). literacy + match = creative connection in the elemantary classroom. washington, dc : international reading association. inc. axelrod, r. b., cooper., & charles, r. (2010) . the st. martin’s guide to writing. boston, ma: bedford. brown, h. d. (2000). principles of language learning and teaching. englewood cliffs, nj: prentice hall brown, h. d. (2004). language assessment principles and classroom practice. new york, ny: routledge brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy. new york, ny: routledge clark, s. k (2007). writing strategies for science. huntington beach, ca: shell education. coe, r., aloisi, c., higgins, s., & major, l. e. (2014). what makes great teaching: ‘review of underpinning research. washington, wa: centre for evaluating and monitoring, durham university, the sutton trust. forget, m. a. (2004). classroom activities for helping students learn new subject matter while aquiring literacy skills. canada, ca: trafford publishing franzoni, a. l., & assar, s. (2009). student learning styles adaptation method based on teaching strategies and electronic media. educational technology & society, 12(4), 15–29. head, h. m., & lester, h. j. (1999). reading in content areas: literacy and learning. lousiana, la: lousiana public broadcasting jolly, d. (1994). writing task an authentic task approach to individual writing ned. new york, ny: cambridge university press kane, t. s. (2000). the oxford essential guide to writing. new york, ny: oxford university press mccarthy, t. (1998). descriptive writing. new york, ny: scholastic, inc. mukarto., sujadmiko., jesophine, s. m., & widya k.(2007). english on the sky smp book. vii. jakarta, id: erlangga. nadell, j., mcmeniman, l., & langan, j. (2003). the longman writer: rhetoric, reader, handbook. (5th ed.). new york, ny: longman. nazario, a. l., borchers, d. d., & lewis, w. f. (2013) . bridges to better writing (2nd ed.) boston, ma: wadsworth cengage learning. 66 petel, m. f., & jain, p. m. (2008). english language teaching ( methods,tools & and technique). jaipur, in : sunrise publisher & distributors. rass, r. a. (1997). interactive reading and writing for effective language teaching. retrieved from http: //americanenglish.state.gov/files/ae/resource_files/01-39-1g.pdf richard, j. c, & renandya, w. a. ( 2002). methodology in language teaching. new york, n.y : cambridge university press. richardson, j. s., morgan, r. f., & fleener, c. (2009). reading to learn in the content areas (7th ed.). belmont, ca: wadsworth cangage learning. sejnost, r. l. ( 2009). tools for teaching in the block. california, usa: corwin. snow, c., & chair. (2002). reading for understanding: toward a research and development program in reading comprehension. santa monica, ca: rand. tompkins, e. g. (1994). teaching writing balancing process and product. new york, ny: macmillan college company, inc. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 292 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi speaking up without freaking out nurul aldillah universiti sains malaysia, malaysia nurul@usm.my abstract it has been reported that language learners use various strategies in learning a second or foreign language and a lot of researches have been done in this area. however, few studies have explored the impact of using scaffolding impromptu speaking activities in esl classroom on alleviating speaking anxiety. thus, the current study is an attempt to investigate whether scaffolding impromptu speech activities could help the students to perform better during oral presentation and reduce their speaking anxiety. at the beginning of the study, the students were asked to answer online questionnaire on speaking anxiety experience while holding an oral presentation tasks or assessment. 38 undergraduate students did the prepared impromptu speaking activities such as they have to do self-video recorded, impromptu speech in group and online discussion. this intervention was carried out for six weeks. after that, another online questionnaire on the effectiveness of scaffolding impromptu speaking activities was distributed. however, i only received 25 responses from the participants. besides that, participants' views about the impromptu speaking activities were also examined through focus group interview. the results of the study indicated that by scaffolding impromptu speaking activities in esl classroom, the students were able to reduce their speaking anxiety and enhance their oral presentation skill. keywords: presentation skill, scaffolding, speaking anxiety manuscript submitted: 31 july 2019 manuscript revised: 31 august 2019 accepted for publication: 8 september 2019 __________________________________________________________________________ introduction in the educational world, daly says speaking is seen as a necessary, positive personal characteristic (as cited in suleimenova, 2013). however, foreign language learners often express feelings of stress, nervousness or anxiety while learning to speak the target language and claim to have „mental block‟ against learning (suleimenova, 2013). campbell and ortiz (1991) found language anxiety among university students to be „alarming‟ and estimated that up to one half of all language students experience debilitating levels of speaking anxiety. language anxiety has been considered to be an important affective variable in foreign language learning process because anxiety can obstruct the learning process (ellis, 1996; hilleson, 1996; horwitz, horwitz & cope, 1986; kaya, 1995; koba, ogava & wilkinson, 2000; macintyre & gardner, 1991; macintyre, gardner & moorcroft, 1987; price, 1991; tsui, 1996; young, 1991). research has provided abundant evidence for its existence and its impact on the learning development. anxiety has been found to be associated negatively with language performance and language proficiency. tallon (2009) indicates that many factors determine the outcome of the learning process, including individual differences such as cognitive abilities, personality characteristics, learning styles, meta-cognitive differences, social contexts, and affective aspects. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 293 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi he points out that one of the most important affective variables in learning a foreign language is foreign language anxiety. therefore, this study looks deeply into the problems faced by the tertiary level second language (l2) learners in speaking. based on the observations done in the classroom, most learners were found to have anxieties in delivering speech, presenting, as well as participating in a simple group discussion. at higher education level, this problem is quite a concern for these undergraduates have begun to learn english since elementary school. this chapter is organized as follows: the first section is the background of the study, followed by the research objective of the research. the purpose of this study is to investigate whether scaffolding impromptu speech activities could help the students to improve their speaking skills and reduce speaking anxiety. literature review speaking anxiety is characterized by fear and anxiety in communicating with people, such as difficulty in speaking in public, listening or learning a spoken utterance are all manifestations of communication apprehension. this type of anxiety in learning a second language is derived from the learners‟ personal knowledge that they will have difficulty understanding others and making themselves understood. learners suffering from communication apprehension choose to keep silent in their english classes. daly (1991) states that one of the most studied topics in the field of speech communication is the tendency on the part of some people to avoid, and even, fear, which is communicating orally. horwitz et al. (1986) define communication apprehension (ca) as “a type of shyness characterized by fear or anxiety about communicating with people”. the scaffolding includes all the things that teachers do already when they predict the kinds of difficulty that the class or individual students in it will have with a given task. esl students greatly benefit from the type of scaffolding that makes extensive use of visual or visual scaffolding. when students can see an image of what the teacher is describing or see the key words that the teacher is explaining, this not only serves to make the input considerably more comprehensible, but serves to remove the affective filter which results from the fear or boredom that comes of understanding very little in class. methods research design this action research is a mixed-research study followed the one group pre-test and posttest design. in this research design, the quantitative data included responses in the questionnaire on speaking anxiety and the effectiveness of scaffolding impromptu speaking activities. meanwhile, the qualitative data included focus group interview to five volunteered students from the participants. research site and participants the study was conducted in the universiti sains malaysia, kubang kerian campus in kubang kerian, kelantan. it involved 38 students who were from the school of medical and sciences. 18 of the students were taking scientific and medical english course and 20 of the students were taking academic english course as a compulsory subject upon their degree completion. the sample consisted of three main ethnics in malaysia which were malay, chinese and indian yet the group was largely dominated by the malays. they also had a catchment area where students came from mixed background, ranging from poor to wealthy families. furthermore, the english course was a compulsory pass course; therefore, the students had to do well in order to be awarded distinction result upon their degree completion. 38 selected students from two english classes responded to the 10 items in the online questionnaire issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 294 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi regarding their speaking anxiety. scaffolding impromptu speaking activities were carried out for 6 weeks. then, the students were given another online questionnaire on the effectiveness of scaffolding impromptu speaking activities. finally, focus group interview was conducted to five volunteered students from participants. data collection and analysis two sets of information were needed for writing the final report of this research. they were required to answer the research question. i had to make sure that all participants answer the first and second questionnaire forms. questionnaire was designed for collecting the students‟ response during pre and post-test concerning their opinion upon their speaking anxiety as well as the factors that contribute towards the issue. after that, a six weeks‟ course was designed for the students in combating their speaking anxiety. basically the original plan was to have five weeks course yet i felt that having five meetings were important for the students and it would be great to see them performing using the target language and that was why chosen a six week timeframe was chosen whereby the sixth meeting would be the assessment week. there were a few components which had been highlighted in the program where throughout the program the main objective was to uplift their anxiety so that they were able to use the language fluently without any worries through speaking. the course was designed in line with the requirement of the course assessment which needed to be sat by the students. during these six weeks of english lessons, the individual and group work task had been done so that the students could get themselves familiarized with the assessment later. as for the individual task, the students were asked to do their own video recording so that they would feel comfortable speaking to themselves first in front of their camera. they could talk on any topics that they wanted and feeling comfortable with. this was a way to help them in reducing their speaking anxiety. all the recordings were uploaded on the edmodo which supported their virtual learning environment. then the students also did an impromptu speech based on the topics which they were assigned every week. next would be the group work task. personally, i believe that the students are able to deliver in front of their friends without any worries as their friends would be their first audience for the assessment. as a result, a module had been designed by giving them a challenging group work in order to improve their proficiency throughout the week whereby they did a mini project and it had to be consecutively carried out as this would prepare them for the assessment week in the sixth meeting. the second questionnaire consisted of ten questions regarding the implementation of scaffolding impromptu speaking activities to enhance speaking skill and reduce speaking anxiety. this questionnaire was distributed after the participants had gone through all the impromptu speaking activities. however, only 26 of the participants responded to the second questionnaire. however, one of the limitations in this study was not all the respondents answered both questionnaires. this was mainly because i could not monitor all the participants in answering the questionnaires as both questionnaires were online questionnaires. frequencies and percentages were used to determine the extent of scaffolding impromptu speaking activities can enhance students‟ speaking skill and reduce their speaking anxiety. semistructured interview questions were applied to examine the students‟ feelings about the use of scaffolding impromptu speaking activities and their level of anxiety. discussion this questionnaire 1 was designed to collect the data on the participants‟ current proficiency level pertinent to speaking skill and their anxiety level before departing into a more serious business of dissecting the information hence helping them to counter their problem. from the data analysis for the question 1, it showed that 60.53% or 23 of the participants agreed issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 295 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that they felt tensed and nervous when preparing for giving the speech in english. only one of the participants responded strongly disagree for item 1. this showed that their level of speaking anxiety was high when it came to give speech in english. for item 2, 5.26% of the respondents answered strongly disagree, 2.63% answered disagree and 39.47% answered neutral which meant they were not sure and 42.11% answered agree and 10.53% answered that they felt tensed when they knew there was oral assessment in english course outline. for item 3, 42.11% of the respondents agreed that they their thoughts became confused and jumbled when they were asked to give a speech in english. from this result, it could be seen that the participants were not really confident to deliver their speech in english and it was probably due to lack of english vocabulary or fear of negative evaluation from friends which led to speaking anxiety. for item 4, most of the participants answered agreed with the percentage of 65.79 and 5. 26% answered strongly agreed that they got anxious thinking about their upcoming english presentation. this showed that the participants had high level of speaking anxiety. apart from that, for item 5, 52.6% of the participants answered disagree, which showed that majority of the participants had fear of giving speech in english. for item 6, 52.63% of the participants disagreed that they felt relaxed while doing oral presentation in english. for the item 7, 26.32% of the participants answered disagree and 31.58% answered neutral that they found it hard to concentrate on the following parts of their speech if they made mistake while giving speech in english. for the item 8, 44.74% of the participants agreed that they had difficulty to pronounce some english words during oral presentation. from the result of this item, it could be said that some of the students had problem with pronunciation while doing oral presentation. for item 9, majority or 44.74% of the participants answered agree, that they felt less anxious when working in group. meanwhile, for item 10, 42.11% of the participants agreed that they felt less anxious if their teacher asked them to talk about something that they knew. as a conclusion from this data analysis, it showed that majority of the participants had high level of speaking anxiety especially if they were asked to do oral assessment. the students were also not in favor of having the speaking class because they felt that this made them vulnerable and creating insecured feeling if they could not speak well in front of their friends. as a result, this put down their motivation in learning the language. table 1. percentage of participants‟ responses on perceptions towards oral activities and their speaking anxiety levels item question sd d n a sa 1. while preparing for giving a speech in english, i feel tensed and nervous. 2.63 7.89 15.79 60.53 13.16 2. i feel tense when i see the words 'speech' or 'presentation' in my english course outline. 5.26 2.63 39.47 42.11 10.53 3. my thoughts become confused and jumbled when i am giving a speech in english. 0 18.42 28.95 42.11 10.53 4. i get anxious when i think about a speech being presented in english coming up. 5.26 5.26 18.42 65.79 5.26 5. i have no fear of giving a speech in english. 2.63 52.63 28.95 7.89 7.89 6. i feel relaxed while doing oral presentation in english. 0 52.63 26.32 15.79 5.26 7. when i make a mistake while giving an english speech, i find it is hard to concentrate on the parts that follow. 2.63 26.32 31.58 28.95 10.53 8. during my oral presentation, i experience some 5.26 15.79 31.58 44.74 2.63 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 296 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi meanwhile, questionnaire 2 was designed to know the perception of the participants on the usage of scaffolding speaking activities during speaking lessons to enhance their speaking skill and reduce speaking anxiety. based on the table 2, it showed that 57.69 % or 15 of the participants agreed that scaffolded impromptu speaking activities helped to boost their confidence in oral presentation. none of the participants responded strongly disagree or disagree for item 1. this showed that scaffolded speaking activities help them to improve their confidence level. for item 2, none of the respondents answered strongly disagree and disagree, 15.38% answered neutral which meant they were not sure and 65.38% answered agree and 19.23% answered that scaffolded impromptu speaking activities aid them to acquire new speaking skill. for item 3, 76.92% of the respondents agreed that scaffolded impromptu speaking activities helped them to stimulate ideas for oral presentation. from this result, it could be seen that impromptu speaking activities could encourage them to deliver their speech spontaneously. for item 4, most of the participants answered agree with the percentage of 61.54% and 11.54% answered strongly agreed that they became more confident to speak in english. this showed that the participants have high level of confidence after experience scaffolded impromptu speaking activities. apart from that, for item 5, 3.85% or 1 of the participants answered strongly disagree, 42.31% answered neutral, 38.46% answered agree and 7.69% answered strongly agree that scaffolded impromptu speaking activities helped them to speak correctly regarding grammar. this result showed that by scaffolding speaking activities, it did not really mediate the participants in term of grammar. same goes for item 6, 42.31% answered neutral that scaffolded impromptu speaking activities could reduce their speaking anxiety. from this result, it revealed that, some of the participants still felt anxious when it came to speaking in english. however, 38.46% or 10 of the participants agreed that scaffolded impromptu speaking activities could reduce their anxiety. for the item 7, majority of the participants agreed that they could share idea with their friends during impromptu speaking activities. for the item 8, 34.62% of the participants strongly agreed and 46.15% agreed that scaffolded impromptu speaking activities helped them to convey idea spontaneously. for item 9, majority or 50% of the participants answered neutral which means that they were not sure if they felt nervous when their english teacher asked them to do impromptu speaking activity. this showed that, they still felt anxious perhaps because they were not ready to talk in english or they were asked to talk about topics that they did not know. meanwhile, for item 10, 57.69% of the participants agreed and 23.08% answered strongly agree that scaffolded impromptu speaking activities helped them to be a better english speaker. this revealed that scaffolded impromptu speaking activities improved their speaking skills. as a conclusion from this data analysis, it showed that majority of the participants stated that scaffolded impromptu speaking activities could facilitate them to become a better english speaker and helped them to improve their speaking skills. difficulty in pronouncing english words. 9. when working in group, i feel less anxious to speak in english. 0 15.79 23.68 44.74 15.79 10. i feel less anxious if my teacher asks me to talk about something that i know. 2.63 10.53 13.16 42.11 31.58 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 297 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. percentage of participants‟ responses on the effectiveness of scaffolding impromptu speaking activities qualitative data analysis result this section includes analysis of the focus group interviews conducted with the sub-sample of five interviewees. these analyses were used to answer the following research question: how do the students feel about the whatsapp experience? the analysis of the students‟ feelings about the scaffolding speaking activities experience indicated that most of them liked the idea scaffolding speaking activities during speaking lessons and they felt that it contributed to their language performance especially in enhancing their oral performance and mediate them to reduce their speaking anxiety. the answers had been categorized according to themes as below: a) scaffolding impromptu speaking activities help to gain confidence in speaking b) advantages of scaffolding impromptu speaking activities c) enhance speaking skill some of the participants stated that they felt more confident to talk in english after they experienced all the interesting scaffolding speaking activities. examples of the answers are: i) in my opinion, the activity has helped me to build my confidence because the activities are fun and engaging. in fact, it is less formal and it allows your participation without any limit. i also can be myself without worrying about any constraints from the lecturer. ii) frankly speaking, i was shy in the first place yet after undergone the activities, i feel more prepared and comfortable in speaking in front of the public. i also feel that i have overcome the fear whereby i can control my anxiety when presenting. item questions sd d n a sa 1. do you think scaffolded impromptu speaking activities help to boost your confidence in oral presentation? 0 0 7.69 57.59 34.62 2. scaffolded impromptu speaking activities help me to acquire new speaking skill. 0 0 15.38 65.38 19.23 3. scaffolded impromptu speaking activities help me to stimulate ideas for oral presentation. 0 0 15.38 76.92 7.69 4. scaffolded impromptu speaking activities help me to speak in english confidently. 0 3.85 23.08 61.54 11.54 5. scaffolded impromptu speaking activities help me to speak correctly regarding grammar. 3.85 7.69 42.31 38.46 7.69 6. i think impromptu speaking activities can reduce my speaking anxiety. 3.85 7.69 42.31 38.46 7.69 7. i can share my idea with my friends during impromptu speaking activities. 0 3.85 15.38 57.69 23.08 8. scaffolded impromptu speaking activities help to convey my idea spontaneously. 0 0 19.23 46.15 34.62 9. i feel nervous when my english teacher asks us to do impromptu speaking activity. 0 11.54 50 19.23 19.23 10. scaffolded impromptu speaking activities help me to be a better english speaker. 0 3.85 15.38 57.69 23.08 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 298 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi next, participants were asked to indicate the advantages that they obtained from the experience during speaking lessons. the students gave different answers to this question. three students reported that it created an opportunity for them to improve their fluency and pronunciation. furthermore, they felt their speaking anxiety was reducing and mediate them in enhancing their speaking skill. another student reported they felt more motivated to speak in english as their friends gave positive evaluation and feedback when they talked in english. below were some examples of the participants‟ answers: i) from the technical aspect, i am able to improve my fluency. this is because i had problems in delivering the contents because i am too cautious with what am i saying as i was afraid that it is not clear enough. however, after weeks of training, i found that one of the activities has helped me a lot especially when it comes to public speaking session. ii) i like all the speaking activities especially the mini project which we were asked to video recorded ourselves. it makes me become more motivated to improve my speaking skill. iii) it gives me the opportunity to be myself when interacting with my friends. i always prefer to have my friends around me when doing this kind of activity because i feel more secure and motivated. having supported by friends is important to me because it helps in boosting my confidence since i have supportive friends who will not laugh at me if i have mispronounced the words. finally, students indicated if they are eager to continue practicing scaffolded impromptu speaking activities for improving their speaking skills as a part of classroom activity for the future. however, other students reported that they could talk in english more confident and agreed to continue practicing scaffolded impromptu speaking activities during speaking lessons. examples of the answers were as below: i) it does help and i feel that i am ready to deliver my presentation. now i feel that my friends will not laugh at me anymore because i am capable of pronouncing the words correctly as well as able to speak clearly without any hesitations. ii) the activities have helped me a lot because it allows personalisation whereby i can say anything i want according to my likings because there are activities which focus on the personal aspect of the learners. regarding the first research question of this study, levels of english anxiety among the students were high. majority of the students stated that they felt anxious when they had to talk or give a speech in english. in the real language use situation, it is normal for second language learners to feel some anxiety. as stated by khairi and nurul lina (2010), moderate feelings of anxiety in second language learning might help students to create the desire to learn, to motivate and to get the students realize that they should work harder to acquire the target language. teachers have to understand individual learner‟s strengths and weaknesses, and then to provide him or her with the necessary assistance through instruction so that he or she may meet the challenge independently. the problem of learners‟ speaking anxiety is one of the greatest obstacles teachers have to overcome in language classrooms. scaffolding, as an instructional strategy, is a significant tool to contribute to the learning process because it provides opportunities for students to solve their learning problems. the findings demonstrated that scaffolding provided students with the right balance of independence and support they needed to improve their english speaking performance. scaffolding strategies makes it possible for the students to show improvements in their willingness to speak and participate in different tasks and activities in their english language classroom. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 299 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusion and recommendations/implications in conclusion, this study gives evidences that scaffolding impromptu speaking activities contribute to the improvement of oral presentation skill. the results of the study also showed that the students experienced significantly less anxiety after they had been experienced of various interesting and fun speaking activities. therefore, by creating a friendly, informal and learningsupportive environments for language learning by teachers‟ friendly, helpful and cooperative behaviour, it makes students feel comfortable when speaking in the class. this research is a very small research conducted in a very limited time. there are many variables which occurred but simply ignored by the researcher due to so many unavoidable constraints. for further research, the researcher would like to recommend a few important recommendations to other researchers who may be interested in doing the same research in the future. first, one limitation of this study relates to time of doing this study. maybe, dedicating more time and class sessions could lead to better results than it was in this study. the results of this research can make other researchers motivated to go through other dimensions of speaking through scaffolding to meet the needs of the learners. secondly, this research was conducted a very small population of one class only. to obtain a more comprehensive result the research should be conducted to all the undergraduate students taking english courses. thirdly, due to the time constraint, the researcher designed the questionnaire without piloting it. therefore, for future research, in order to get valid and reliable data, questionnaire should be piloted before distribute to the participants. other than that, for future research, questionnaire should be distributed with the students‟ present. finally, this study did not examine the link between anxiety and students with different esl proficiency levels and furthermore, teacher perspectives are not within the scope of this study. further research should include participants with varying esl proficiency levels and language teaching professionals. references campbell, c. m., & ortiz, j. a. (1991). helping students overcome foreign language anxiety: a foreign language anxiety workshop. in e. k. horwitz& d. j. young (eds.), language anxiety: from theory and research to classroom implications (pp. 3-13). englewood cliffs, nj: prentice hall. daly, j. a. (1991). understanding communication apprehension: an introduction for language educators. in e. k. horwitz& d. j. young (eds.), language anxiety: from theory and research to classroom implications (pp. 3-13). englewood cliffs, nj: prentice hall. ellis, r. (1996). the study of second language acquisition. oxford, uk: oxford university press. hilleson, m. (1996). i want to talk with them but i don’t want them to hear: an introspective study of second language anxiety in an english – medium school. in bailey, k. , & d. nunan (eds.) voices from language classroom (pp. 248-276). cambridge: cambridge university press. horwitz, e. k. horwitz & cope, (1986). preliminary evidence for the reliability and validity of a foreign language anxiety scale. tesol quarterly, 20(3), 559-562. horwitz, e. k. , horwitz, m. b. , & cope, j. a. (1991). foreign language classroom anxiety. in horwitz, e. k. & young, d. j. (eds.) language anxiety (pp. 27-39). englewood cliffs, nj: prentice hall. kaya, m. (1995). the relationship of motivation, anxiety, self-confidence, and extroversion/introversion to students‟ active class participation in an efl classroom in turkey. (undergraduate thesis). bilkent university, turkey. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 300 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi koba, n. , ogava, n. , & wilkinson. d. (2000). using the community language learning approach to cope with language anxiety, the internet tesl journal, 6. retrieved from http://www.aitech.ac.jp/~;teslj/. khairi i. a. & nurul lina a. r. (2010). a study on second language speaking anxiety among utm students. retrieved from http://eprints.utm.my/10275/2/nurul_lina_bt_abdul_rahman.pdf. macintyre, p. d. , & gardner, r. c. & moorcroft, r. (1987). the role of anxiety in second language performance of language dropouts. research bulletin, 657. 3-26. macintyre, p. d., & gardner, r. c. (1991). language anxiety: its relationship to other anxieties and processing in native and second languages. language learning, 41, 513-534. price, m. l. (1991). the subjective experience of foreign language anxiety: interviews with highly anxious students (pp. 101-107). in horwitz, e. k. & young, d. j. (eds.) language anxiety: from theory and research to classroom implications. englewood cliffs, nj: prentice hall. suleimenova, z. 2013. speaking anxiety in a foreign language classroom in kazakhstan. retrieved from https://ac.els-cdn.com/s1877042813035763/1s2.0s1877042813035763main.pdf?_ tallon, m. (2009). foreign language anxiety and heritage students of spanish: a quantitative study. foreign language annals, 42(1), 112-137. tsui, a. b. m. (1996). reticence and anxiety in second language learning. in bailey, k. , & numan, d. (eds.) voices from language classroom. (pp. 145-168). cambridge: cambridge university press. young, d. j. (1991). the relationship between anxiety and foreign language oral proficiency ratings, (pp. 5763). in horwitz, e. k & young, d. j. (eds.) language anxiety: from theory and research to classroom implications. englewood cliffs, nj: prentice hall http://eprints.utm.my/10275/2/nurul_lina_bt_abdul_rahman.pdf https://ac.els-cdn.com/s1877042813035763/1-s2.0s1877042813035763main.pdf?_tid=a2f27384-d374-11e7-940a%2000000aacb361&acdnat=1511788536_499957e3e78ff75d8f79d9175086cd08 https://ac.els-cdn.com/s1877042813035763/1-s2.0s1877042813035763main.pdf?_tid=a2f27384-d374-11e7-940a%2000000aacb361&acdnat=1511788536_499957e3e78ff75d8f79d9175086cd08 121 teaching narrative reading comprehension by using probable passage strategy to the tenth grade students of man 1 palembang hariana amalia uin raden fatah palembang abstract: the objective of the study was to find out whether or not there was a significant difference in reading comprehension achievement between the tenth grade students of man 1 palembang who were taught by using probable passage and those who were not. the population of the study was the tenth grade students of man 1 palembang in the academic year of 2014/2015. in this study, the writer used quasi experimental design. the sample of the study was taken from purposive sampling. the writer selected x ips 2 as the control group and x ips 1 as the experimental group. it consisted of 74 students, 37 students for each of control and experimental group. this study was conducted for about almost two months. there were twelve meetings which spent 70 minutes (2x35 minutes) in each meeting. the instrument used in collecting the data was multiple choices reading comprehension test. the test was administered twice, as the pre-test and post-test for both control and experimental group. the results of the test were analyzed by using independent sample t-test. from the result of independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output was lower than 0.05 and t-value was higher than t-table (1.66). it means that teaching narrative reading comprehension by using probable passage had a significant effect on the students’ reading comprehension achievement. keywords: reading comprehension achievement, probable passage strategy. introduction in indonesia, english is considered as one of foreign language subjects to teach in indonesia. based on kemendikbud (2013, p.91-92), english is a foreign language subject to secondary and higher level. it is learned from junior high school to university that english is classified into class a (compulsory) to both junior high school (smp/mts) and senior high school (sma/ma/smk/mak), and english is taught to be extracurricular subject in elementary school. for instance, most of 122 academic books and a lot of electronic appliances such as operating computer and email are set in english. one of the four skills of english is reading that is defined as a constructing process of meaning interacted among reader’s prior knowledge, information, and context. pearson, et al. in farrel (2009, p.92) state that reading is the process of constructing meaning through the dynamic interaction among the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation. in addition, reading had been emphasized in the holy-qur’an thrice that reading is important to teach for human being as follows: “just as we have sent among you a messenger from yourselves reciting to you our verses and purifying you and teaching you the book and wisdom and teaching you that which you did not know” (qs. albaqarah 2:151) practically, there were difficulties of teaching reading skills. the difficulties were related on the writer’s informal interview to teacher of english of the tenth grade level of man 1 palembang. first, most of students were unable to comprehend what the narrative text was about. second, the students lacked of vocabulary so that they had difficulty to find the meaning from the sentence. third, some of the students lacked of motivation in learning reading skill. these problems made the most of students learn narrative reading reluctantly. last, the teachers did not apply any strategies in teaching reading. they only asked the students to read text aloud or answer the questions of the text. according to boulware-gooden et al. in westwood (2008, p.64), effective learning strategies are necessary to apply in classroom when approaching text to get meaning from it. moreover, tindale (2003, p.9) states that reading difficulties are attributed to poor reading strategies, and are remedied by a focus on strategies such as finding main ideas and guessing from context. therefore, probable passage, one of 123 the reading strategies, can be one of alternative solutions to overcome narrative reading difficulties because balajthy and wade (2003, p.112) state that the strategy encourages the sixth to twelfth grade students to find main idea and use predictions on what might happen in the text. probable passage strategy has some benefits to solve narrative reading difficulties. first, it helps the teacher give them the opportunity to comprehend actively with a template as an easy and visible way. instead, teacher does not need to spend time directing students to underline the cause and draw an arrow to the effect or circle the response that states the main idea (beers, 2003, p.92). second, probable passage strategy also helps students to comprehend the stories and sight word vocabulary (balajthy & wade, 2003, p.112). third, probable passage increases student’s motivation because the strategy helps students to be more active and feel comfortable to learn that learners do not know what some words mean (berril, et al. 2006, p.79). fourth, the strategy improves students to integrate predictions, summarization, discussion, and vocabulary instruction (urquhart & frazee, 2012, p.148). fifth, it helps students to scaffold student’s self monitoring abilities, so they can automatically correct their comprehension (sejnost & thiese, 2010, p.81). finally, probable passage features prereading prediction to encourage learner’s critical thinking skills (cecil & pfeifer, 2011, p.51). why is it important to ask students how the strategy helped them understand the story? beers (2003, p.93-94) mentions that students with reading difficulties often say that good readers read fast, read with expression, and know all the words. they do not see skilled readers making predictions, modifying their predictions as they read, monitoring for understanding, making connections between the text and what they already know, or rereading when they have got a problem. because the students do not see good readers doing those things, they do not believe or understand that good readers actually do them. so, a strategy like probable passage makes the invisible visible for them. the more the students practice making 124 predictions, the better the chance that this will eventually become a natural part of their reading process. based on the previous explanations, the writer is interested in doing a research entitled “teaching narrative reading comprehension by using probable passage strategy to the tenth grade students of man 1 palembang” concept of teaching reading comprehension teaching correlates with reading, where teacher must provide, plan, and teach the effective reading program for students (maharaj, 2008, p.7). in addition, reading has been emphasized in the holy-qur’an thrice that reading is important to teach. it has been carried out since the holy-qur’an was revealed from god to muhammad saw as follows: “it is he who has sent among the unlettered a messenger from themselves reciting to them his verses and purifying them and teaching them the book and wisdom although they were before in clear error” (qs. al-jumu’ah 62:2) besides, caldwell (2008, p.4-5) emphasizes that reading comprehension encompasses three components. they are an active process of comprehending, the skill, knowledge base, motivation of the comprehender, and the difficulty through characteristics of the text that is read. the reader integrates the text with his or her prior knowledge. it can involve visual images, emotions, and personal experiences. in short, the reader constructs inferences based on information present in the text and his or her own prior knowledge. concept of narrative texts narrative text is a story conveyed to entertain the readers or listeners. browder and spooner (2011, p.142) state that a narrative text is a composition that tells a story. it is a logical choice to use to introduce the process of reading, because telling stories is a natural human experience. the primary purpose of a narrative text is to 125 entertain the reader. likewise, sarwoko (2014, p.109) take the view that a narrative text is a text that tells a story to entertain or amuse the reader. narrative texts are usually written in past forms. examples of narrative text include novels, short stories, legend, fable, romance, folktale, so on. in addition, narrative text during learnt in school has been introduced with story grammar or elements (mcnamara, 2007, p.481). it encompasses descriptions of setting, characters, and other attributes of the story. the purpose is to facilitate students to retrieve information and sequence the events of a story. the same point, browder and spooner (2011, p.142) assume that narrative text comprises story elements to store, match, retrieve information and sequence the events of a story. the story elements consist of characters, setting, problem or conflict, plot, ending or resolutions, main idea, theme and author’s point of view. therefore, knowing that narrative text follows a sequential line of events, the students are in a good position to process contents related to the story. they can predict how the story may unfold without previewing the text content beforehand. concept of probable passage strategy as originally developed, probable passage is a reading strategy developed by beers in 2003, to encourage students to get involved in reading a narrative text. beers (2003, p.87) mentions that probable passage is a reading strategy which encourages students to become involved inreading a narrative text by making predictions, learning new vocabulary, and seeing relationships among key concepts. furthermore, mclaughlin and allen (2009, p.191) assume that probable passage purposes to make predictions using story elements; to introduce vocabulary; and to use vocabulary to make connections with story structure in narrative text. beers developed the strategy in her book entitled when children can’t read; what teacher can do, grades 6-12. it is sure that the strategy is appropriate for any levels of students from kindergarten to senior high school. 126 in addition, the strategy provides a template to make predictions by categorizing a list of the selected keywords according to their perceived function in a story (collins, et al, 2010, p.243). the selected keywords are a categorization such as character, setting, problem, etc. at the last instruction, students create written predictions in the form of a main idea or “gist statements.” balajthy and wade (2003, p. 112) emphasize that the teacher ask the students to make some predictions about the selected key words from the text and then asks the students to discuss or to places the key words into the categories. the categories include characters, setting, problems, and outcomes box. that is great that students referring to their probable passage as they read, then they are thinking about what they are reading while they are reading. that sort of metacognitive reflection is the big goal – getting students to think while they read. it especially wants to redirect them to their comprehension by correcting or revising their template. instead, it is the way to keep in mind of students easily. procedures of probable passage strategy there are some procedures of probable passage based on beers (2003, p. 9293). as always, teacher plays an important role such as providing vocabularies, inviting students to use their predictions, encouraging students to write each word in structure elements, and doing discussion to revise their template. the procedures of probable passage are as follows; 1. teacher chooses eight to fourteen key words. 2. teacher models the strategy a few times. 3. after the teacher has modeled this once with students, let them try it in different story. 4. after reading the story, the teacher return to the template to see which to discover questions that can answer. 127 advantages of probable passage strategy probable passage strategy has some advantages to solve narrative reading difficulties. according to some experts, the advantages of probable passage strategy are, as follows: 1. probable passage helps the teacher give them the opportunity to comprehend actively with a template as an easy and visible way. instead, teacher does not need to spend time directing students to underline the cause and draw an arrow to the effect or circle the response that states the main idea (beers, 2003, p.92). 2. probable passage strategy also helps students to comprehend the stories and sight word vocabulary (balajthy & wade, 2003, p.112). 3. probable passage increases student’s motivation because the strategy helps students to be more active and feel comfortable to learn that learners do not know what some words mean (berril, et al. 2006, p.79). 4. probable passage improves students to integrate predictions, summarization, discussion, and vocabulary instruction (urquhart & frazee, 2012, p.148). 5. probable passage helps students to scaffold student’s self monitoring abilities, so they can automatically correct their comprehension (sejnost & thiese, 2010, p.81). 6. probable passage features prereading prediction to encourage learner’s critical thinking skills (cecil & pfeifer, 2011, p.51). method of the study the method of the research is quasi experimental method. according to fraenkel et al. (2012, p.275), quasi experimental design does not include the use of random assignment. thus, the writer used the pre-test post-test non-equivalent groups design. this design, one of the most commonly used quasi experimental designs in educational research, is such naturally assembly groups as intact classes or 128 samples which may be similar. model of the pretest-posttest non equivalent group design suggested by cohen et al. (2007, p.283) is as follows: treatment o1 x o2 control o3 c o4 where: : dash line indicated that the experimental and control group have not been equated by randomization. o1 : the pretest of the experinmental group o2 : the posttest of the experimental group o3 : the pretest of the control group o4 : the posttest of the control group x : treatment in the experimental group taught using probable passage strategy. c : treatment for control group taught by using conventional strategy. population and sample the population of this study was the number of the tenth grade students of man 1 palembang in the first semester of academic year 2014/2015. there were 230 students which consist of six classes. in this study, the writer took 2 classes to be the sample by using purposive sampling. in purposive sampling, researcher chose sample related to characteristic being sought or specific purpose of the research. therefore, the writer took two classes x. ips 1 and x. ips 2 that both had similarities such as both were from social class, similar in quantity (37 students), almost similar in male and female quantity, and similar had difficulties in reading. having been given pretest, the students from class x. ips 1 belonged to the experimental group that were taught by using probable passage strategy, and the students from x. ips 2 belonged to the control group that were not. 129 technique for collecting data in collecting data, the writer conducted narrative reading comprehension test; pretest and posttest. the test was consisted of 40 multiple choice questions. the instrument test was the same for both pretest and posttest. a test or instrument test should be considered reliability, validity, and readability. the result showed that the instrument test was reliable, valid, and readable of the text. this study used construct, validity of each questions item, and content validity. meanwhile, reliability was conducted to determined the test was reliable or not, and readability was to determine the difficulty level of text and to structure their passages from easy to more difficult. normality test the result of analyzing of normality on students’ pretest and posttest scores in the experimental and control groups, they showed that the distributed populations in both of groups were normal. in pretest, it showed that the significance in experimental group was 1.110 and in control group showed the significance was 0.746. since p value was higher than 0.05, it can be concluded that the data obtained were considered normal. in posttest, it showed that the significance of the posttest in experimental group was 0.584 and the significance of the posttest in control group was 0.764. it means that the data was in normally distributed population. homogeneity test furthermore, the result of homogeneity test on students’ pretest scores of the experimental and control group showed that were homogeneous or the sample are from the same capability. in pretest, the writer found that the significance was 0.170. since p (0.170) value it was higher than 0.05, it means that the students’ pretest scores in control and experimental groups were considered homogeneous. in other words, the samples are in the same capability. in posttest, the writer found out that the 130 p was 0.942. since it was higher than 0.05, it means that the students’ posttest scores in control and experimental group were considered homogeneous. hypothesis testing in this study, to measure the significance difference, the writes used the independent sample ttest. in this part, it described that there were 37 students responded to the experimental group, and they had been on average 72.0946 and the standard deviation was 5.99518. meanwhile, there were also 37 students responded to the control group, and they had been on average 60.8108 and the standard deviation was 5.56071. the estimation on the independent statistics shows that the tobtained was 8.394. at the significance level of p < 0.05 in two tailed testing and df =72, the critical value of ttable is 1.666. since the value of tobtained exceeded the critical value of ttable, the null hypothesis (h0) was rejected and the research hypothesis (ha) was accepted. it means that there was a significant difference in the students’ narrative reading comprehension achievement between the students who were taught by using probable passage strategy and those who were not. conclusion based on the findings presented in previous chapter, the writer concluded that there was any significant difference on student’s narrative reading comprehension achievement taught by using probable passage and those who are not of tenth grade of man 1 palembang. the result related to the improvements of the tenth grade students such as; 1) the students corrected their comprehension in narrative text easily, 2) the students became more active and feel comfortable to learn, 3) the students were able to find main idea and sight word vocabularies, 4) the students stopped their passive reading habits automatically, 5) the students got improvement 131 in their critical thinking. therefore, it could be indicated that probable passage was successfully applied to the tenth grade students of man 1 palembang. references balajthy, e., & wade, s. l. (2003). struggling readers: assessment and instruction. new york, ny: guilford press. beers, k. (2003). when kids can’t read: what teachers can do. portsmouth, nh: heinemann. berril, d., doucette, l., & verhulst, d. (2006). tutoring adolescent reader. ontario: pembroke press. browder, d. m., & spooner, f. (2011). teaching students with moderate and severe disabilities. new york, ny: guilford press. caldwell, j. s. (2008). comprehension assessment: a classroom guide. new york, ny: guilford press. cecil, n. l., & pfeifer, j. (2011). the art of inquiry: questioning strategies. mcdermot: portage & main press. cohen, l., manion, l., & morrison, k. (2007). research methods in education (6th ed.). new york, ny: routledge. 132 collins, j. l., gunning t. g., & editors. (2010). building struggling students’ higher level literacy: practical ideas, powerful solutions. new york, ny: the international reading association, inc. farrel, t. s. c. (2009). teaching reading to english language learners: a reflective guide. california, ca: corwin press. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw-hill. gear, a. (2006). reading power: teaching students to think while they read. ontario: pembroke publishers. kemendikbud. (2013). materi pelatihan guru implementasi kurikulum 2013. jakarta: departemen pendidikan nasional dan kebudayaan. maharaj, c. (2008). teaching reading in the early grades: a teacher’s handbook. south africa: formeset digital. mclaughlin, m. & allen, m. b. (2009). guided comprehension in grades 3-8 (2nd ed.). hawaii, hi: international reading association, inc. mcnamara, d. s. (2007). reading comprehension strategies: theories interventions and technologies. new jersey, nj: lawrence erlbaum associates. inc. sarwoko. (2014). mandiri english sma/ma kelas x: english on target. jakarta. erlangga. sejnost, r. l., & thiese, s. m. (2010). building content literacy: strategies for the adolescent learner. california, ca: corwin press. surah al-jumuah & al-baqarah. (n.d.). retrieved from: http://www.qur’an.com. tindale, j. (2003). professional development collection: teaching reading. sydney: macquarie university press. urquhart, v., & frazee. d. (2012). teaching reading in the content areas: if not me, then who (3rd ed.). denver, co: mcrel. westwood, p. (2008). what teachers need to know about reading and writing difficulties. victoria: acer press. http://www.qur issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 311 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi instructional media and english: using macromedia flash to teach efl writing ponimin a teacher of junior high school satap tanjung jabung timur ponimin03@gmail.com hilma suryani a lecturer of state islamic university of sulthan thaha saifuddin jambi suryanihilma@gmail.com abstract the objectives of this study were to find out whether or not (1) macromedia flash enhanced students’ writing competence, and (2) there was significant difference between the students taught by using macromedia flash and those who were not. this study employed quasi experimental design, pretest and posttest nonequivalent groups. there were 39 students of one of junior high schools in jambi participating in this study. they were grouped in two different classes. the experimental group consisted of 20 students while the other 19 students were in control group. the data were collected by using writing test. students’ paragraphs writing scores in pretest and posttest were analyzed through the use of paired sample and independent sample t-test statistical analysis. the findings showed that first, based on the result of paired sample ttest, there was significant improvement of the students’ writing competence after the intervention. second, with regard to the result of independent sample t test, there was significant difference of students’ writing competence in experimental group and control group. keywords: macromedia flash; quasi experimental design; writing competence manuscript submitted: 15 august 2019 manuscript revised: 15 september 2019 accepted for publication: 30 september 2019 introduction writing has become one of the skills which is essential for language learners to master. it can be the parameter in determining learners’ language proficiency. it is a skill that an english teacher should consider in efl/esl classroom. harmer (2001) mentions the reasons for teaching writing to efl students include reinforcement, language development, learning style and writing as a basic skill. likewise, kellogg (2008) states that writing helps students to reinforce the grammatical structure, enhances vocabulary and assists other language skills. through writing, language learners are not only able to produce the language but also maximize other aspects for their academic success. in spite of its significance in language learning, writing is a complex skill. it requires a language learner to think of ideas relevant to the topics and use the language aspects appropriately in order the product is meaningful and understandable. according to braine and yorozu (1998), basically the writing skill requires well-structured way of the presentation of thoughts in an organized and planned way. hedge (2005) asserts that “effective writing requires a number of things: a high degree of accuracy so there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and careful choice of vocabulary, mailto:ponimin03@gmail.com mailto:suryanihilma@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 312 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi grammatical patterns and sentence structures to create a style which is appropriate to the subject matter and the eventual readers”. due to its complexity, many language learners especially efl learners in indonesia have difficulties in writing. the problem of writing arises as they should write in various genres of the text. for instance, the students in junior high school level, based on curriculum 2013, they are expected to be able to write interpersonal interaction texts, transaction interaction, text, specific functional text and functional texts. several works have been conducted in the area of teaching writing to efl students, relating to the difficulties of teaching writing. rahmatunisa (2014) in her study found that there were three categories faced by indonesia efl learners in writing argumentative essay. the categories include linguistics problems, cognitive problems, and psychological problems. another study conducted by maysuroh, maryadi, and supiani (2017) revealed that the students have several different problems in writing, mostly grammatical problems, word choice problems, and mechanical problems. moreover, based on the preliminary research conducted in one of junior high schools in jambi, we found that the students were categorized low achievers in writing. the students were not able to write for they had limited vocabularies, poor grammatical structures, and insufficient time allocation to complete writing task. from the interview data, the writers found that the teacher did not make use of the media in teaching writing. the teacher relied on the textbook and white board as she explained the lesson. the students did not pay attention to the lesson as the media used were not attractive. a teacher can use interactive media to convey the material. one of them is macromedia flash. it is software which creates learning media in the form of audio and visual. lisda, rahman, and atmowardoyo (2016) states that macromedia flash animation is learning system employing software and hardware that simplifies the process of data in the form of picture, video, photography, graphic and animation, in collaboration with sound, text, and voice data interactively controlled by computer. by using macromedia flash, the teacher is able to present the material more effectively through the features provided in it. in teaching descriptive writing, a teacher could present the generic structure and language features of descriptive text. the teacher can also gain students’ attention and create the enjoyable teaching and learning atmosphere. the attractive designs created by the teacher in the media can boost students’ interest to write. though most of studies implementing macromedia flash are limited to the scopes of natural science, there have been a few applying this software in elt. arono (2014) conducted a study to investigate the effect of interactive of multimedia on students’ listening skill. he found that learning media with interactive multimedia can enhance students’ critical listening skill than audio learning media. purnama (2013) conducted a study applying macromedia flash in teaching reading. in their study, they found that there was significant difference on students’ reading proficiency after the treatment. moreover, another study applying macromedia media was carried out by gurbangeldiyewna and hermayati (2017). based on the result of the study, they found that computer-based instruction/interactive media significantly improved students’ descriptive writing skill. the aspects of writing that underwent improvement were content, language, structure, vocabulary and mechanics. based on the explanation above, we were in interested in conducting research in order to know the effect of applying macromedia flash on students’ writing competence. the aims of this research were formulated as follows: 1) to figure out how the implementation of macromedia flash influenced students’ writing competence 2) to find out whether or not there was significant difference on writing competence between the students having the treatment with macromedia flash and those who were taught without macromedia flash. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 313 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review writing as mentioned earlier, writing is a complex skill. henning (2005) states that writing is not to be viewed as a representation of a writer’s thinking, yet as a process of thinking that uses written language and also as observable performance of what goes on in the mind of author (how the author uses knowledge for inquiry). there are five general components or areas in writing, those are: 1) language use: the ability to write correct and appropriate sentence, 2) mechanical skill: the ability to use correctly those convention peculiar to the written language, e.g. punctuation, spelling., 3) treatment of content: the ability to think creatively and develop thoughts, excluding all irrelevant information, 4) stylistic skill: the ability to manipulate sentences and paragraphs, and use language effectively, 5) judgement skills: the ability to write an appropriate manner for a particular audience in mind, together with an ability to select, organize and order relevant information. these processes have made writing to be complex and sometimes difficult to teach. descriptive writing many types of writing are taught to junior high school students such as descriptive, argumentative, narrative, report and recount. this study focuses on the descriptive text. in descriptive writing, the writer tells and describes specific place, thing or people. descriptive writing is a written text in which the writes describes an object through the sensory experiencehow something looks, sounds and tastes. the text is written based on the experience by seeing, hearing, tasting or touching. zemach and rumisek (2003) explain that a descriptive paragraph can be a description of people, places, and processes. each types of writing has components that a writer should consider. descriptive writing contains two components, generic structure and significant lexicogrammatical features. generic structures include two parts, identification and description. at the first step of writing descriptive writing, a writer identifies the phenomenon to be described, describes parts, qualities and characteristics of the object. significant lexiogrammatical features means the sensory language which shares what the writer sees, hears, smells, tastes and touches. next, the writer pays attention to logical organization including chronological order. the use of tense, linking verbs, action verb, mental verbs, adjective and so forth must be written in accordance to their function. macromedia flash macromedia flash is a kind of computer program that can be used to present materials more effectively. macromedia is an application program that can be used to create simple animation to complex interactive web application, such as online store. it allows the user to make flash application media enriched with figure/image, sound and video. flash has many features that make it powerful but easy to use such as user interface component that drag and drop. macromedia flash is a program to create animated and professional web applications. not only that macromedia flash is also widely used to make up game, cartoon animation, and applications such as interactive multimedia product demos and interactive tutorial. macromedia flash is a new version which is the developing from macromedia flash mx 2004. the animation that is produced by macromedia flash is an animation movie file shaped. this movie can be can be graphic and text, voice file imported, video, and event picture file from other application. macromedia flash is able to make website layout and its presentation to be unique and interested, with video creative picture. ardiansyah (2013) states macromedia flash is software that can be used for adding dynamic aspect a web or for creating interactive animation film. macromedia flash can be used issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 314 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi for creating animation, presentation, simulation, games, navigating website, web application, advertisement, etc. saputra (2013) states macromedia flash has some excellences technology, such as: a) vector-based graphics: graphic images compress down extremely well, making for streamlined animation. b) database driven content: flash front-ends can be hooked into a database into a generator and can serve dynamically-generate images and text. c) typography: flash gives designers new control over the display and size of typographic elements on the web. d) interactivity: flash allow for designers to create custom drop-down menus and other innovative interface elements that better organize information. as computer software, macromedia flash can give benefits for both teacher and learners in language learning especially writing. cunningham (2000) mentioned that the implementation of technologically advanced devices such as computers, overhead video projectors and software programs for classroom assessment can motivate students, who previously are not willing to write in l2, to become more engaged in writing. the video creative picture in macromedia flash can be used to introduce vocabulary which is one of crucial aspects in writing. teaching through video games particularly adobe flash is beneficial to enhance english in several aspects such as vocabulary improvement, the students’ mood energizer, entertainment, and teachers’ creativity to design their teaching media (rahman, sulaiman, & hafid, 2016). methods research design this study employed quasi-experimental design non-equivalent pretest-posttest design. it involved two groups as the participants, experimental and control group. students in experimental group were taught by using macromedia flash, while those in control group were taught by using the media used by the teacher. there were 16 meetings including pretest and posttest. the students had the treatment for 14 meetings. research site and participants the study was carried out at one of islamic junior high schools in jambi. the seventh grade students participated in this study. there were 59 students distributed in three classes. we selected the samples purposively. there was no significant difference on students’ english achievement of the in those classes. the three classes were taught by the same english teacher. we decided class vii b as experimental group and viia as control group. class viib consisted of 19 students while class viia consisted of 20 students. data collection and analysis the data were collected by using writing test. it was given before and after the treatment. the topics given in pretest were different from the topics listen in the posttest. the students were given an hour to complete the test. the paragraphs were rated by two raters selected based on their english proficiency. the rubric on assessing the students’ writing used in this study was adapted from brown (2007). the aspects involved content (topics and details), organization (identification and description), grammar (use of present tense and agreement), vocabulary, and mechanics (spelling, punctuation and capitalization). in experimental class, we taught the students through the use of macromedia flash. we applied the scientific approach to teach the students. according to abidin (2014), there are five steps of scientific approach such as observing, questioning, associating, experimenting and communicating. in the first step, the students were exposed to models of descriptive text in order to enable them know the list of items that they need to know. next, the students identified items that they should know to understand and produce the descriptive text. the students asked questions based on the identified items displayed on the flash. in the third step, the students answered the question by gathering the information that was relevant to the questions. in the issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 315 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi fourth step, the students analyzed information to answer their questions and drew conclusions. once they analyzed the information, the students communicated their answer or conclusion orally. the responses described the new knowledge (particularly about social function of the text, structure of the text, grammar and vocabulary). the last step is creating text. the students wrote the descriptive text based on the topics given by the researchers. meanwhile, we taught the students in control class the same topic as in the experimental class. we explained the material by describing the objects on the white board. after the explanation was conveyed, the students wrote the descriptive text based on the topics we gave. before analyzing the data, we did prerequisite analysis in order to see the normality and homogeneity of the data. normality test was used to measure whether or not the data were normal. according to priyatno (2011) the data are normal if p-output is higher than 0.05. we applied shapiro wilk from spss program to check the normality. it was used since the sample of the study was less than 50. after analyzing the normality of the data, we checked the homogeneity. levene statistics was applied for this analysis. once the data were found normal and homogeny, we analyzed the data of pretest and posttest in both experimental and control groups using paired sample t test and independent sample t test. paired sample t test was run in order to see the effect of macromedia flash on students’ writing competence. meanwhile, we analyzed the posttest of experimental group and control group to see the difference between the two groups. findings the improvement of students’ writing performance after the intervention the distribution of students’ writing scores in pretest and posttest of experimental and control groups is demonstrated in the following figures. figure 1. students’ writing scores in control group from figure 1, it can be seen that there was no student in excellent category. there were 10% of students in poor category, 20% of students in good category, and 70% in fair category. in contrast, based on the result posttest, there were 20% of the students in control group categorized excellent, 50% of students in good category, 30% of students in fair category and none in poor category. 0 20 40 60 80 excellent good fair poor pretest posttest issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 316 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2. students’ writing scores in experimental group figure 2 shows that there was no student in excellent category. there were 26.3% of students in good category, 68.4% students in fair category and 5% of students in poor category. meanwhile, the result of posttest showed that there were 60% students in excellent category. there were 40% of students in good category. none of students fall in fair and poor category. table 1. the result of descriptive statistics of both groups groups n minimum maximum mean std. deviation pretest control 20 5 12.5 8.1 2.27 pretest experimental 19 5 13.5 8.3 2.16 posttest control 20 8.5 17 12.4 2.1 posttest experimental 19 14 18.5 16.2 1.6 the result of normality test in both groups showed that all of the data were normal as poutputs were higher than 0.05. the following table describes the result of normality test. table 2. the result of normality test in experimental and control group test groups n shapiro wilk statistic sig. category pretest control 20 .922 .108 normal experimental 19 .947 .346 normal posttest control 20 .912 .070 normal experimental 19 .904 .057 normal levene statistics was employed to check homogeneity of data. as shown in table 2, p-outputs were higher than 0.05. it can be inferred that all of the data homogeneous. the result of analysis is as follows. table 3. the result of homogeneity test of experimental and control group test groups n levene sig. category statistic pretest control 20 .008 .928 homogenous experimental 19 posttest control 20 5.773 .021 homogenous experimental 19 0 20 40 60 80 excellent good fair poor pretest posttest issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 317 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in order to find out the effect of macromedia flash on students’ writing competence, paired sample t-test was applied. meanwhile, we employed independent sample t-test to find the difference between experimental group and control group. table 4. the result of paired sample t test analysis in experimental group paired sample ttest t df sig. (2-tailed 14.450 18 .000 table 4 showed that t-value was 14.450 and p-output was 0.000. it can be assumed that the implementation of macromedia flash could enhance the students’ writing competence as poutput was lower than 0.005 and t-value 14.450 was higher than t-table (df 18= 2.10092). it means null hypothesis (h0) was rejected and the alternative hypothesis (ha) was accepted. the difference of students’ writing competence between experimental group and control group table 5. the result of independent sample t test analysis independent sample ttest t df sig. (2-tailed 5.392 37 .000 the result of independent sample t-test revealed that t-value was 5.392 and p-output was 0.000. it can be inferred that there was significant difference on writing competence among the students in experimental group and control group for the p-output was lower than 0.05 and tvalue was higher than t-table (df 37=2.02619). discussion the findings of the study demonstrate that the implementation of macromedia flash could boost students’ writing competence. the students could get better understanding on the materials as the teacher conveyed them with the interactive audio visual media. macromedia media did not only provide the materials the students could see but also listen to the sound produced by the software as the teacher displayed the examples of the objects described. winn (1996) states that students learn from media, construct knowledge from mediated environments and develop cognitive skills to the extent they interact with, comprehend and react to the messages media conveyed. the use of macromedia flash successfully made the students engage in the learning process. daniel (2013) proposes the advantages of audio-visual media as follow, (1) they create interest for learning, (2) they are time-saving because they explain ideas easily and precisely, (3) they reduce the teacher’s burdens, (4) they improve teacher’s speaking skill, (4) they are the sources of a variety of experiences for the students, (5) they help the students to pay attention to the lesson. using macromedia flash which is the combination between audio and visual can give benefits for both teacher and students. the result of paired sample test indicated that the students had progress on their writing achievement after the treatment. the p-output which was higher than 0.05 and t-value was higher than t-table implied that macromedia flash used by the teacher enhance the students’ writing competence. the result of the present study was congruent with several studies conducted by the previous researchers. lisda, rahman, and atmowardoyo (2015) investigating the use of macromedia flash on students’ writing skill. they found that macromedia flash animation is interesting and effective to enhance students’ writing issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 318 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi skill. another study was done by noviyanti, rochsantiningsih, and suparno (2014). in their study, they investigated the optimization of macromedia flash in contextual teaching and learning in students’ writing skill of recount text. they found that students’ enhancement in classroom climate were: 1) the students were more active during the writing class; and 2) they were actively involved in the teaching and learning process especially in asking and answering teacher’s questions. in the light of the result of independent sample t-test, the p-output was higher than 0.05 and t-value was higher than t-table indicating that experimental group students outperformed control group students. the students in experimental group felt the enjoyable atmosphere in the learning process. they participated actively in each learning phases by commenting the teachers’ examples, asking and answering questions. conclusion and recommendations from the findings and interpretations mentioned, some conclusions could be drawn. first, macromedia flash could enhance the students’ writing skill. the students’ writing competence got improved after the treatment. second, students in experimental group had better writing achievement compared to those in control group. moreover, we would like to propose some suggestions namely: 1) the teacher should use the attractive instructional media in teaching writing so the students could learn better and cope with their difficulties in writing; 2) other researchers could integrate the implementation of macromedia flash with learning approach and strategy to maximize the learning process, and 3) other researcher could implement this software in teaching another type of writing text. references abidin, y. (2014). desain system pembelajaran dalam konteks kurikulum 2013. bandung, indonesia: pt refika aditama. ardiansyah, n. (2013). macromedia flash profesional 8: sebuah tutorial flash untuk pemula. retrieved from https://icmgi.files.wordpress.com/2015/03/macro-media-flash-8 nurdin.pdf. arono, a. (2014). improving students listening skills through interactive multimedia in indonesia. journal of language teaching and research, 5(1), 63-69. braine, g., & yorozu, m. (1998). local area network (lan) computers in esl and efl writing classes. jalt journal, 20(2), 47-59. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. (2 nd ed.). new york, ny: longman. cunningham, k. (2000). integrating call into the writing curricula. the internet tesl journal, 6(5). retrieved from http://iteslj.org/articles/cunningham-callwriting/. daniel, j. (2013). audio-visual aids in teaching of english. international journal of innovative research in science, engineering and technology, 2(8), 3811-3814. gurbangeldiyewna, a. m., & hermayawati, h. (2017). the effectiveness of english interactive media in teaching writing. jele:journal of english language and education, 3(1), 17-28. harmer, j. (2001). the practice of english language teaching. new york, ny: pearson longman. hedge, t. (1998) writing: resource book for teachers. oxford, us: oxford university press. henning, e. (2005). finding your way in academic writing. hatfield, pretoria: van scaik. kellogg, r. t., olive, t., & pilot, a. (2001). verbal, visual and spatial working memory in written language production. acta psychologica. 124(3), 382-397. lisda, w., rahman, m.a., & atmowardoyo, h. (2016). the use of macromedia flash animation to enhance students’ writing skill at the seventh grade of smp yapis 1 fakfak-west papua. elt worldwide 2(2), 45-61. https://icmgi.files.wordpress.com/2015/03/macro-media-flash-8-%20nurdin.pdf https://icmgi.files.wordpress.com/2015/03/macro-media-flash-8-%20nurdin.pdf http://iteslj.org/articles/cunningham-callwriting/ issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 319 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi maysuroh, s., maryadi, l.i., & supiani, s. students’ english writing process and problems: a case study at hamzanwadi university. voices of english language education society, 1(1), 1-10. noviyanti, r. s., rochsantiningsih, d., & suparno, s. (2014). optimizing the application of macromedia flash in contextual teaching and learning to enhance students’ writing skill of recount text. english education journal, 2(3), 298-305. priyatno, d. (2011). paham analisa statistic data dengan spss. yogyakarta, indonesia: media kom. purnama, e. (2013). teaching reading comprehension on descriptive text by using macromedia flash. (undergraduate thesis). retrieved from http://jurnal.untan.ac.id/index.php/jpdpb/article/view/1318/pdf. rahman, p., sulaiman, k., & hafid, e. (2016). the effectiveness of adobe flash video games to enhance vocabulary comprehension of the second grade students at smpn 2 takalar. english, teaching, learning, and research journal (eternal), 2(2), 1-11. rahmatunisa, w. (2014). problems faced by indonesian efl learners in writing argumentative essay. english review: journal of english education, 3(1), 41-49. saputra, h. j. a., & tiarina, y. (2013). using macromedia flash 8 to help english teacher to build media toward teaching reading. journal of english language teaching, 1(2), 392-398. winn, w. d. (1996). communication, media, and instrumentation. international encyclopedia of education technology. cambridge, uk :cambridge university press. zemach, d. e., & rumisek, l. a. (2003). college writing: from paragraph to essay. oxford, uk: macmillan publishers. http://jurnal.untan.ac.id/index.php/jpdpb/article/view/1318/pdf 111 the relationship between learning style and listening comprehension achievement of twelfth grade students of sma pusri palembang eska putri afriani uin raden fatah palembang eskaputriafriani@gmail.com abstract: this research aimed to describe the relationship between students‘ learning style and their achievement in listening skill. the method which was used in this research was correlational research. the population of the research was the twelfth grade students of sma pusri palembang in the 2016/2017 academic year. there are 128 students from five classes as the population in this research. the sample was taken by using convenience sampling which consist of 86 students. furthermore there were two variables in this research. the first one was students‘ learning style (variable x) and the second one was students‘ achievement in listening skill (variable y). the students‘ learning style score was taken from the questionnaire whereas the student‘ achievement in listening was taken from scoring. based on the data analysis, it was found that the r-obtained (-.084) was lower than rtable (0.1765). then the level of probability (p) significance (sig.2-tailed) was .443. it means that p (.443) was higher than .05. it means that null hypothesis (h0) is accepted and the alternative hypothesis (ha) is rejected. from the research finding, it can be concluded that there was no significant relationship between students‘ learning style and their achievement in listening skill. it means that students‘ learning style is not a dominant factor that affects listening achievement. key words: learning style, listening comprehension achievement introduction in developing and investigating proficiency in english, the literature of the language skills is very dense, and as the result, an intense amount of sources dealing with the importance of speaking, writing, and reading exists. alderson (2005, p. 138) says that listening is highly complex ability to understand spoken text has received much less attention in the literature. listening has been neglected in the foreign literature until recently whereas a language acquisition theory by krashen (1982) emphasizes that people acquire language understanding the linguistic information they hear. in line, rost (2002, p.236) also agrees that developing proficiency in listening is a key of achieving proficiency in speaking. not surprisingly, listening has a critical priority among the four skill areas for language students. having good mastery in listening skill is the fundamental for everybody to communicate in daily activity. bozorgian (2012, p. 2) claims that listening skill occupies almost 50% of our daily communication. listening plays an important role in language teaching. it means that teaching listening becomes an important task for english teachers to conduct in order to achieve the curriculum objective. moreover, teaching listening also has attracted a greater level of interest in recent years than in the past. according to richard (2008, p. 1), university entrance exams, school exams, and other examinations often include listening component. mailto:eskaputriafriani@gmail.com 112 it indicates that listening skill is one of main components of second language proficiency, and also reflects that if listening is not tested, teachers will not teach it. listening is also an important part in determining the success of students in academic settings. they need good listening comprehension skill to help them in teaching and learning process. daweesh (2014) states that for success in academic setting, both instructors and students should acknowledge the importance of listening comprehension. especially for senior high school students, having good listening comprehension can help the students understand about the material and get so much new information. as a result, having good listening comprehension skill will improve students‘ learning achievement. for many students, listening is a difficult skill to improve because in listening, students have to pay much attention, they have to concentrate, and sometimes they feel asleep. it also needs a quiet situation without any noise to do because when there are a lot of noise, listening in english will be hard to do (faridah, 2014, p. 2). thus, students have a limited vocabulary. the speaker may choose words the students do not know. students sometimes encounter an unknown word which may cause them to stop and think about the meaning of that word and thus cause them to miss the next part of the speech. in relation, malkawi (2010, p. 773) explained that there are three listening problem that senior high school students usually face in listening comprehension. 1) speech speed; 2) limited knowledge of vocabulary and structure of sentences; 3) limited knowledge of topic in question. the problems above happen because the students did not aware about strategy when they are learning listening. learning style becomes one of strategies of that students have to know because it will help them to comprehend listening easily. moreover, there are many teachers who do not pay attention to learning styles of their students and many students also do not pay attention to their own learning style whereas knowing it can help them to learn listening easily. according to chiya (2003, p. 27), teachers should consider students‘ learning styles for their successful learning. when teachers are aware of the importance of learning styles, they can provide a good map to their students. it is not easy for teachers to accommodate different learning styles unless their students develop the ability to shift learning styles according to the activity. recognizing the weaknesses of their own styles and the strengths of the learning styles is important for the students in order to be effective learners (chiya, 2003, p. 6). it is also supported by coffield, moseley, hall and ecclestone (2004, p. 2) that states that the students will be 113 more motivated to learn by knowing more about their own strength and weaknesses as learners, in response to individuals‘ strength and weaknesses, retention and achievement rates in formal programs are likely to rise and ‗learning to learn‘ skills may provide a foundation for lifelong learning. in relation, pritchard (2009, p. 42) states each individual will adopt an approach to learning with which they are most comfortable and in doing so leave behind the approaches with which they are less comfortable. it is helpful for learners if they are aware of their own particular learning preferences in order that they can use an appropriate learning style to suit the particular learning that is being undertaken, and take opportunities to improve their potential for learning when faced with a learning activity that might steer them towards one of their ‗weaker‘ – or at least one of their less favoured – styles. based on the informal interview with the twelfth grade students of sma pusri palembang, most of students don‘t know about learning styles and their own learning styles. the teachers use teacher-centered approaches to teach their students and the teacher never do the activities related to the learning styles. as a result, most of the students never identify their learning styles. in relation to their achievement in listening comprehension, the students have difficulties in understanding it because sometimes they don‘t know that the speakers is talking about and it is hard for them to comprehend it. some researchers have previously explored those related variables; students‘ learning styles and their achievement in listening skill. jowkar (2015) found that there was correlation between types of learning styles and listening comprehension but naning and hayati (2011) found that the students‘ learning styles were not related to their listening achievement. the research problems in this study are: (1) is there any significant relationship between learning style and listening comprehension achievement of twelfth grade students of sma pusri palembang? (2) how much does learning style significantly influence listening comprehension achievement of twelfth grade students of sma pusri palembang? literature review 114 the concept of learning style learning styles can be defined, classified, and identified in many different ways. it can also be described as a set of factors, behaviors, and atti-tudes that enhance learning in any situation. how the students learn and how the teachers teach, and how the two interact with each others are influenced by different learning styles. each person is born with certain tendencies toward a particular style, and these biological characteristics are influenced by external factors such as: cultures, personal experiences, and developments (chermahini, ghanbari and talab, 2013 p. 324). each learners have different and consistent preferred ways of perception, organization and retention. these learning styles are the indicators of how learners perceive, interact with, and respond to the learning environments. students have differ-ent styles of learning, and they learn differently from one another. active and reflective learners active learners do not learn much in situations that require them to be passive (such as most lectures), and reflective learners do not learn much in situations that provide no opportunity to think about the information being presented (such as most lectures). active learners work well in groups; reflective learners work better by themselves or with at most one other person. active learners tend to be experimentalists; reflective learners tend to be theoreticians sensing and intuitive learners sensors like facts, data, and experimentation; intuitors prefer principles and theories. sensors like solving problems by standard methods and dislike ―surprises‖; intuitors like innovation and dislike repetition. sensors are patient with detail but do not like complications; intuitors are bored by detail and welcome complications. sensors are good at memorizing facts; intuitors are good at grasping new concepts. sensors are careful but may be slow; intuitors are quick but may be careless. these characteristics are tendencies of the two types, not invariable behavior patterns: any individual—even a strong sensor or intuitor—may manifest signs of either type on any given occasion visual and verbal learners 115 the ways people receive information may be divided into there categories, sometimes referred to act modalities; visual – sights, pictures, diagrams, symbols, auditory – sounds, words, kinesthetic – taste, touch and smell. visual learners remember best what they see; pictures, diagrams, flow charts, time lines, films, demonstrations. if something is simply said to them they will probably forget it. auditory learners remember much of what they hear and more of what they hear and they say. they get a lot of discussion, prefer verbal explanation to visual demonstration, and learn effectively by explaining things to others. sequential and global learners sequential learners follow linear reasoning processes when solving problems; global learners make intuitive leaps and may be unable to explain how they came up the solutions. sequential learners can work with materials when they understand it partially or superficially, while global learners may have difficulty doing so. sequential learners may be strong in convergent thinking and analysis, global learners may be better at divergent thinking and synthesis. sequential learners learn best when material is presented in a steady progression of complexity and difficulty, global learners sometimes do better by jumping directly to more complex and difficult material. however, global learners are the last students who should be lost to higher education and society. they are the synthesizers, the multidisciplinary researchers, the systems thinkers, the ones who see the connections no one else sees. the concept of listening comprehension according to tyagi (2013, p. 1), listening skill is a key to receiving messages effectively. it is combination of hearing what another person says and psychological involvement with the person who is talking. it involves a sender, a message and a receiver. it is the psychological process of receiving, attending to constructing meaning from and responding to spoken and/or nonverbal messages. as in line what tyagi (2013) states, brown (2007) states that listening is not a one way street it is not merely the processes of a unidirectional receiving of audible symbols. one facet-the first step-of listening comprehension is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain. meanwhile, yousefinia (2012, p. 4) declared listening comprehension means the process of understanding speech in a second or foreign language. it is the perception of information and stimuli received 116 through the ears. it can be conclude that listening comprehension is the process of understanding of aural message from the speaker and match it to the listener knowledge toefl junior standard test the toefl junior standard test is an objective and reliable measure of your english communication skills. while the ets university-level toefl test continues to set the standard for the measurement of english-language proficiency worldwide, the toefl junior standard test measures the degree to which students in middle school and lower levels of high school have attained proficiency in the academic and social englishlanguage skills representative of english-medium instructional environmentsusually these students are ages 11+. however, the test may be appropriate for other students. the appropriateness is based on the english-languageproficiency of the students. it is an english-language proficiency test that is not based on or limited to any specific curriculum. the toefl junior standard test may not be appropriate for students who have not yet attained a basic level of proficiency (toefl junior handbook, 2015). research method in conducting this research, correlational research was used in terms of explanatory research design to find out the correlation between variables and explain and interpret the results that may appear. a correlational study is a scientific study in which a researcher investigates associations between variables. the population of this research was the twelfth grade students of sma pusri palembang. the sample was taken by convenience sampling. since xii ipa 1 did not participate in this research because doing daily examination. that was why only xii ipa 2, xii ipa 3, xii ips 1 and xii ips 2 were taken as the sample. there were 103 students. however, only 86 students participated and others were absent when conducting the test. to collect the data, two techniques were used. they were questionnaire and test. the questionnaire was used to find out the students‘ learning style and toefl junior listening section was used to find out the students‘ listening comprehension. the questionnaire was used a ready-made questionnaire taken from felder and silverman. it was written in indonesian since the sample of this research was senior high school students. the questionnaire consisted on 44 items and each items had two options (a and b). letter ―a‖ for activist, sensing, visual and sequential and letter ―b‖ for reflector, intuitive, verbal and global. the students chose which letter that appropriate with 117 themselves. each letter has 1 point for each question. for the test, toefl junior listening section was applied. toefl junior was used because it is an appropriate test to measure students‘ proficiency in english for high school. table 1. the descriptor of listening comprehension interval category 86 – 100 very good 85 – 71 good 70 – 56 average 55 – 46 poor 0 – 45 very poor source : scoring system of sma pusri palembang findings and discussion result of learning style the total active students in the twelfth grade students of sma pusri palembang were 103 students. 86 students participated in this study, and the others were absent when conducting this study. the result of learning style were 38 (44.18%) were active, 10 (11.62%) were intuitive, 9 (10.46%) were sequential, 7 (8.13%) were visual, 6 (6.97%) were verbal, 5 (5.81) were global and 3 (3.48%) were reflective the desriptive statistical analysis of ils for the participants is shown below. the maximum score is 22.00, and the lowest score is 8.00. the mean of the learning style scores for the participants is 13.96 and the standard deviation is 3.33. there are 38 students in active, 10 students in intuitive, 9 students in sequential, 8 students in sensing, 7 students in visual, 6 students in verbal, 5 students in global and 3 students in reflective. result of listening comprehension the result of listening comprehension were 7 (8.13%) were very good, 40 (46.51%) were good and 39 (45.34%) were average. the desriptive statistic analysis of listening for the participants is shown below. the maximum score is 83.0, and the lowest score is 60.0. the mean of the listening scores for the participants is 71.45 and the standard deviation is 5.89. there are 40 students in good level, 39 students in average level and 7 students in very good level. 118 result of normality test the data are interpreted normal if p> 0.05. if p< 0.05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality test is indicated that the data from each variable were all normal and appropriate for data analysis with coeficients .110 for learning style and .297 for listening comprehension. result of linearity for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. the results showed that, the deviation from linearity between learning style and listening comprehension was .645. relationship between learning style and listening comprehension achievement based on pearson product moment correlation coeficient, the result indicated that there was no significant relationship between learning style and listening comprehension.. the correlation coeficient or the r-obtained (-.084) was lower than r-table (0.1765 ). then the level of probability (p) significance (sig.2-tailed) was 443. it means that p (.443) was higher than .05. thus, there was no significant relationship between the students‘ learning style and their listening comprehension. table 2. correlation between learning style and listening comprehension correlations learning style listening learning style pearson correlation 1 -.084 sig. (2-tailed) .443 n 86 86 listening pearson correlation -.084 1 sig. (2-tailed) .443 n 86 86 having analyzed the result of the questionnaire and listening test, it was found learning style was not related to listening comprehension. the result showed that the level of probability (p) significance (sig.2-tailed) was 443. it means that p (.443) was higher than 119 .05. thus, there was no significant relationship between the students‘ learning style and their listening comprehension. in this study, the researcher focused on listening comprehension achievement and learning style in learning. based on the informal interview with the twelfth grade students of sma pusri palembang, it was found that the students have difficulties in understanding the words by words because sometimes they don‘t know what the speakers is talking about and it is hard for them to comprehend it. then the english teacher recommended five classes, xii ipa 1, xii ipa 2, xii ipa 3, xii ips 1 and xii ips 4 but xii ipa 1 couldn‘t be allowed in this research because that class did daily examination with their teacher. in this research, 86 students from four classes participated and others were absent when conducting this research. first, the researcher distributed ils questionnaire to the students after they answered the questionnaire, the researcher distributed listening question to the sample to know the students ability in listening related to their learning style. based on the findings, the researcher found that 38 students with 44.18% result were active learners. it meant that most of students tend to retain and understand information best by doing something active with it for example discussing or applying it or explaining it to others. an active learner in a class that allow little or no class time for discussion or problem-solving activities, the students should try to compensate for these when they studied. an active learner could study in a group in which the members take turns explaining different topics to each other. work with others to guess what active learners will be asked on the next test and figure out how they will answer. active learners will always retain information better if they find ways to do something with it. to teach active learners, the teacher should use students-centered when they are teaching. the teacher can divide them to some groups and give them topic to discuss with their group related to the topic. it will make them active in class. then researcher found 10 students with 11.62% result were intuitive learners. it meant that the students often prefer discovering possibilities and relationships. intuitors may be better at grasping new concepts and are often more comfortable. if they were an intuitor and they happend to be in a class that deals primarily with memorization and rote substitution in formulas, intuitors may have trouble with boredom. they could ask the teacher for interpretations or theories that link the facts, or try to find the connections themselves. intuitors may also be prone to careless mistakes on tests because they are 120 impatient with details and don't like repetition (as in checking your completed solutions). it took time to read the entire question before they started answering and be sure to check the results. then, the researcher also found 9 students with 10.46% result were sequential learners. it meant they tend to gain understanding in linear steps, with each step following logically from the previous one. sequential learners tend to follow logical stepwise paths in finding solutions and may not fully understand the material but they could nevertheless do something with it (like solve the homework problems or pass the test) since the pieces they had absorbed were logically connected. sequential learner who had a teacher who jumps around from topic to topic or skips steps, they may haddifficulty following and remembering. they could ask the teacher to fill in the skipped steps, or fill them in themselves by consulting references. when they were studying, took the time to outline the teacher material for themselves in logical order. in the long run doing so would save the time. next, the researcher found 8 students with 9.30% result were sensing learners. it meant they tend to like learning facts and tend to be patient with details and good at memorizing facts and doing hands-on (laboratory) work. sensors did't like courses that had no apparent connection to the real world. sensors remembered and understood information best if they could see how it connected to the real world. if sensors were in a class where most of the material is abstract and theoretical, they may have difficulty. they could ask the teacher for specific examples of concepts and procedures, and find out how the concepts apply in practice. if the teacher did not provide enough specifics, try to find some in the course text or other references or by brainstorming with friends or classmates. then, the researcher found 7 students with 8.13% result were visual learners. it meant they remember best what they see for example pictures, diagrams, flow charts, time lines, films, demonstrations etc. a visual learner try to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is predominantly verbal. they could ask the teacher, consult reference books, and see if any videotapes or cd-rom displays of the course material are available. they could prepare a concept map by listing key points, enclosing them in boxes or circles, and drawing lines with arrows between concepts to show connections. colour-code your notes with a highlighter so that everything relating to one topic is the same colour. 121 then, researcher found 6 students with 6.97% result were verbal learners. it meant they got more out of words such as written and spoken explanations. they could write summaries or outlines of course material in their own words. working in groups could be particularly effective: they gain understanding of material by hearing classmates' explanations and you learn even more when they do the explaining. the last the researcher found 5 students with 5.81% result were global learners. it meant they tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly "getting it." global learners may be able to solve complex problems quickly or put things together in novel ways once they had grasped the big picture, but they may had difficulty explaining how they did it. it could be helpful for global learners to realise that they need the big picture of a subject before they can master details. if the teacher plunges directly into new topics without bothering to explain how they related to what you already know, it can cause problems for them. fortunately, there were steps they could take that may help them get the big picture more rapidly. before global learners began to study the first section of a chapter in a text, skim through the entire chapter to get an overview. doing so may be time-consuming initially but it may save them from going over and over individual parts later. instead of spending a short time on every subject every night, they might find it more productive to immerse themselves in individual subjects for large blocks. try to relate the subject to things that already know, either by asking the teacher to help them see connections or by consulting references. in relation to their listening comprehension, based on the findings, 7 students with 8.13% result got in very good level. it meant that they could understand what the speaker says and they could comprehend well words by words from the speakers. then 40 students with 46.51% result got in good level. it meant that they were able to understand the words but they could not concentrate well and sometimes the missed the words. the last 39 students with 45.34% result got in average level. it meant the students were lack of vocabulary and it was hard for them to analyze the words that the speaker said. it was relevant to the statement of malkawi (2010, p. 773), that there are three listening problem that senior high school students usually face in listening comprehension. 1) speech speed; 2) limited knowledge of vocabulary and structure of sentences; 3) limited knowledge of topic in question. to improve students with average score, the teacher can improve their teaching listening skill or they can improve or change their strategy when they are teaching. the teacher should practice with the students in 122 listening in order to can make them usually listen about english to develop the students‘ achievement in listening comprehension. in short, based on the data analysis researcher found that the total contribution of learning style and listening comprehension showed no correlated and influenced. it was possible to happen because every student has their own style when they are learning english and comprehend it well and will influence the result they get. as munsakorn (2012, p.234) said that each student will use a different style of learning to gain the most benefit from a course in english for the workplace. the success of each student comes from the ability to provide a variety of learning style. the result could happen since learning style was not only one factor than affected listening comprehension. the result not only occurred because learning style was not the only one factor affecting the students listening achievement, but also since it was not the most dominant factor affecting the students listening achievement. the writer assumed the difference experience time of learning was the most dominant one. it can cause the students to have difference experiences and knowledge. the difference knowledge, of course, causes them to have difference listening achievement. as well, another factor that should not be neglected was the condition of the students when joining the test finally, this study found there was no relationship and influence between learning style and listening comprehension achievement of twelfth grade students of sma pusri palembang. concusions two conclusions are drawn in this research. first; there was no relationship between learning style and listening comprehension achievement. the finding showed that the null hypothesis (h0) was accepted and the alternative hypothesis (ha) was rejected. second; based on the finding, it can be concluded that the students‘ learning style does not give dominant effect through listening achievement. in this case, the other factors maybe give more dominant effect through it. it also means that the students with good understanding and using their learning style effectively not certify will have good achievement in listening and the students with bad understanding and using their learning style ineffectively not certify will have bad achievement in listening. references 123 alderson, j. c. (2005). diagnosing foreign language proficiency: the interface between learning and assessment. new york, ny : continuum bozorgian, h. (2012). listening skill requires a further look into second/foreign language learning. isrn education, 2012, 1-10. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. upper saddle river, us: pearson education, inc. chermanini, s. a., ghanbari, a., & talab, m. g. (2013). learning styles and academic performance of students in english as a second-language class in iran. bulgarian journal of science and education policy (bjsep) 7(2), 322-333 chiya, s. (2003). the importance of learning styles and learning strategies in efl teaching japan. susaki technical high school kochi prefecture, japan. coffield, f., moseley, d., hall, e and ecclestone, k. (2004). should we be using learning styles? what research has to say to practice. london: cromwell press darweesh, a. d. (2014). the importance of teaching listening comprehension at the university level. acme intellects international journal of research in management, social sciences & technology, 8(8), 2320-2793. faridah, d.n. (2014). the relationship between students’ learning style and their achiecement in listening skill. jakarta, indonesia: uin syarif hidayatullah felder, r. m., & siverman, l. k. (1988). learning and teaching style engineering education. english education journal. 78(7), 674-681 jowkar, m. (2012). the relationship between perceptual learning style preferences and listening comprehension strategies of iranian intermediate efl learners. savap international, 2(2), 2223-9553. krashen, s. d.(1982). principles and practice in second language acquisition. university of california, ny : new york. pergamon press inc. malkawi, a. h. (2010). listening comprehension for tenth grade students in tabaria high school for girls. journal of language teaching and research, 1(6), 71-775. munsakorn, n. (2012). different background and english leaning style of bangkok university students. mediteranean journal of social sciences, 2(2), 233-242. naning . z. a., & hayati. r. (2011). the correlation between learning style and listening achievement of english education study program students of srywijaya university. journal holistic, 3(5), 2085-4021. pritchard, a. (2009). ways of learning: learning theories and learning styles in the classroom. (2nd ed). london, uk: routledge richards, j. c. (2008). teaching listening and speaking: from theory to practice. new york, ny: cambridge university press. 124 rost, m. (2002). teaching and researching listening. london, england: longman toefl junior handbook (2015). new york, ny: educational testing service tyagi, b. (2013). listening: an important skill and its various skill aspects. the criterion an international journal in english, 12, 1-8. yousefenia, d. (2012). the effect of self regulated strategy development instruction on the listening performance of iranian efl learners. (master‘s theses). sheikhbahaee university, isfahan, iran. 98 improving analytical exposition reading by using feature walks strategy to the eleventh grade students of sma karya ibu palembang nurnajati uin raden fatah palembang nurnajati.light@gmail.com abstract: the objectives of this study are to find out whether or not there is a significant improvement before and after the treatment on the eleventh grade students’ reading comprehension scores of sma karya ibu palembang by using feature walks strategy and to find out whether or not there is a significant difference on the eleventh grade students’ reading comprehension scores of sma karya ibu palembang between the students who are taught by using feature walks strategy and those who are not. in this study, the researcher used quasi experimental design using pretest-posttest nonequivalent groups design. there were 60 students taken as sample. each class consisted of 30 students from class xi ipa 1 as conrtol group and class xi ipa 2 as experimental group. in collecting the data, test was used. the test was given twice to both experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in spss program. the findings showed that the p-output from paired sample t-test (sig2-tailed) was 0.003 which was lower than 0.05 and t-value 3.254 was higher than t-table with df=29 (2.0452). the result of p-output from independent sample t-test was 0.022 which was lower that 0.05 and the t-value 2.355 was higher than t-table with df=58 (2.0017). it means that teaching narrative reading by using feature walks strategy had significant effect on the students’ reading comprehension scores. keywords: feature walks strategy, analytical exposition reading achievement introduction language is the window to the world. it means that language can open our mind, and give much knowledge to explore our mind. according to javed, xiao, and nazli (2013, p. 130), language is an effective way to communicate our feelings. it is also used for communication (brown, 2000, p. 5). therefore, the use of language is very effective as an individual needs to communicate with others, both by written or spoken. one of language in the world that many countries use for communication is english. english is considered as a first language, second language and foreign language. patel and jain (2008, p. 20) state that english as a foreign language has a very complex system of vowels. according to richard and willy (2002, p. 2), english is the language of globalization, international communication, commerce and trade media, pop culture, different motivation for learning, it come to play language. so, it is important for people to learn english, because english is used in every aspect of the society life. mailto:nurnajati.light@gmail.com 99 however, in indonesia, english is functioned as a foreign language. it is considered as one of foreign language subjects to teach. the government has considered english as one of the most important foreign language and the compulsory foreign language subject that must be learnt by students in every school level. based on kemendikbud (2013, p. 91), english is a foreign language subject from elementary school up to university level. the objective of teaching and learning english is to bring up students to have better understanding in using the language it self. in learning english, there are basic skills which are very important to be mastered. according to brown (2000, p. 232), english has four skills, reading, listening, speaking, and writing. the students should master four language skills, hence they can use english actively. reading is one of the important skills in learning english. sweet and catherin (2003, p. 935) state that reading skills occupy a uniquely important position in overall cognitive development and critically supportive of educational success. it means that reading is an important part that needs to be developed. by reading, the students can get much information and knowledge, and also the students can improve their ability in english. the goal of reading is comprehension. good readers do not always try to understand every word, especially at the first time they read for comprehension. according to richards and renandya (2002, p. 277), the primary purpose for reading is sometimes overlooked when students are asked to read difficult text; raising students awareness of main ideas in a text and exploring the organization of a text are essential for good comprehension. cripe and angela (2011, p. 3) state that the good ability in reading can help students to gain what students want to know. by learning reading, students are able to comprehend and to get much information from the text. based on the explanation above, it can be concluded that reading plays very important role for the process to achieve a proficiency in english. therefore, the students must have ability in reading comprehension. reading can affect the intellectual of students in every field of study for widening students’ mental horizons and especially reading take a part for emotional growth, too. as one of english skills, reading is taught at school and it is supported by schoolbased curriculum (ktsp 2006) of senior high school especially for the eleventh grade students. there are many kinds of reading texts that students should learn in the first semester. there are narrative, report, spoof, procedure and exposition texts. however, miller and veatch (2010, p.20), indicate that comprehension of expository text is an 100 unfamiliar idea, but is vital to making sense of the text. according to holley and dansereau (2014, p. 129), the difficulty in reading expository text caused by lack of prior knowledge is predictably high for the reading of expository text, and it become much higher when authors use unfamiliar, precise, technical vocabulary to present and discuss unfamiliar, complex concept. furthermore some students were less motivated in reading expository text. based on the syllabus, the eleventh grade students of senior high school in the odd semester should learn analytical exposition text. cahyono and purnama (2009, p. 1) explains that an analytical exposition presents the argument in such a way that it sounds like the writer is an authority on the subject and so it does not use first person pronoun (e.g. i, we or us), extravagant language or cliches. it is also one of the difficult genres that students learn in understanding text. it is caused by the students who had difficulties in composing analytical exposition text. for example, in identifying thesis statement, arguments and reiteration (restatement) of the text. they still cannot understand what the text tells about, identify the topic and main ideas of this text, and identify generic structure and language feature of the analytical exposition text. based on the preliminary study interview and observation at sma karya ibu palembang on april 14 th , 2016, the researcher interviewed the teacher of english and the students at eleventh of karya ibu palembang. the researcher also did small test about analytical exposition texts of the eleventh grade students in sma karya ibu palembang. after conducting a small test to the eleventh grade students of sma karya ibu palembang, the researcher found that the avarages score of students reading comprehension in analytical exposition text was lower than narrative and report text. because of that, the researcher focus on analytical exposition text. the problems of the eleventh grade students in sma karya ibu palembang included: (1) the students assumed that an analytical exposition is uninteresting text, (2) the students had difficulties in comprehending the content of analytical exposition such as in finding main idea and information of the text, (3) the students had lack of vocabularies especially in scientific term. that is why the teachers needs to be creative in teaching process. to solve these problems above, it is suggested that a teacher of english can use an applicable teaching reading strategy in order to make students easy to comprehend the text that can make a reading instruction goes well, enjoyable and easier. one of the teaching strategies that could help the students comprehend reading text is feature walks strategy. according to akhondi, malayeri and samad (2011, p. 15), students who 101 struggle with comprehension of expository text are likely to improve their comprehension if they learn text features. kelley and grace (2008, p. 18), add that feature walks improve the students ability to comprehend expositoy text, it appears that a study to determine the effect of text feature walks on comprehension of expository text was appropriate. moreover, kelley and grace (2008, p. 22) describe feature walks strategy as students enter higher grades, they will find more complicated vocabulary and complex content in text books and informational texts. it means that this strategy is appropriate for the senior high school students. therefore, kelley and grace (2007. p. 23) state that explicit instruction of text features, and text feature walks enable students to make quality predictions, anticipate their learning, and comprehend non-fiction text more fully. they also added that the goal is to have students anticipate what the main idea of the text is going to be and how the text feature relates to this main idea. from this background, researcher is interested in conducting research with the title “improving analytical exposition reading by using feature walks strategy to the eleventh grade students of sma karya ibu palembang”. literature review the concept of reading comprehension according to woolley (2011, p. 15), reading comprehension is the process of making meaning from text. the goal is to gain an overall understanding of what is described in the text rather than to obtain meaning from isolated words or sentences. to comprehend the text information, students develop mental models or representations of meaning of the text ideas during the reading process. the rand reading study group (2002, p.11) defines that reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. it means that a reader have to try to interact with the text for making meaning from term or concept that exists beyond the text which is called as the extraction part of the process of constructing meaning. to construct meaning, the readers must monitor their understanding and apply strategic effort. the national reading panel report (2006, p.28) also defines that reading comprehension is the act of understanding and interpreting the information within a text. thereby, comprehension is about the construction of meaning more than about passive remembering. in addition, reading has been emphasized in the holy qurán as follows: 102 mean : so high [above all] is allah, the sovereign, the truth. and, [o muhammad], do not hasten with [recitation of] the qur'an before its revelation is completed to you, and say, "my lord, increase me in knowledge." ( q.s at-thahaa:114). relate to the verse above, reading cannot be separated from comprehension. according to westwood (2008, p. 30), comprehension is reading a text with full understanding drawn on the reader’s background experience, general knowledge, vocabulary, syntactical awareness and word identifications skills. in addition, baker (2008, p. 25) states that comprehension is the understanding of what is being read and it is the goal of reading. it means as the process of obtaining meaning from connected text. it involves vocabulary as well as thinking and reasoning. therefore, comprehension is not a passive process, but an active one. the reader actively keeps with the text to construct meaning. reading comprehension can be described as understanding a text that is read. it means a process of construction or making meaning. meanwhile, linse (2006, p. 71) states that reading comprehension refers to reading for meaning, understanding, and entertainment. buehl (2009, p. 5) argues that reading comprehension results when readers can match what they already know with the information and in ideas in the text. there are some factors that can influence students’ reading comprehension. august and shanahan (2006, p. 121) mention that related to the individual (e.g. word level skills, motivation), the text (e.g. story structure), and the social context (e.g. home literacy practice, demographic). some factors above are needed in order to have good ability in reading comprehension. the concept of analytical exposition text exposition is a type of oral or written discourse that is used to explain describe, give information or informs. in exposition text divided into two analytical exposition and hortatory exposition. in this case, focus on analytical exposition. priyana, riandi, and mumpuni (2008, p. 132) state that the analytical exposition texts is text to argue a case for or against a particular position or point of view and it proposes a suggestion at the end of the argumentation. coffin (2001, p 5) states that analytical exposition text is a spoken or written text that is intended to persuade the listeners or readers that something is 103 the case. analytical exposition text can be found in scientific books, journals, magazines, newspaper, articles, academic speech or lectures, research report etc. in addition, according to purwati and yuliani (2006, p. 114), analytical exposition is designed to persuade the readers or listeners that something is the case. wahidi (2009, p. 10) also explains that analytical exposition is a text that elaborates the writer’s idea about the phenomenon surrounding us to convince the reader that something is the case. the concept of feature walks strategy according to kelley and grace (2007, p. 5), text features are physical features of the text which highlight the important content. knowledge about text features enables students to use them to improve their comprehension of the text. when students learn how to use text feature, they are able to make better predictions, anticipate their learning, and comprehend the content being studied and then if teachers recognize and focus on three factors text feature, text organization, and text content,then comprehension will be enhanced. similarly, hedin and conderman (2010, p. 20) assert that informational text is an exceptional way to teach comprehension due to the text features and large selection of unique words that require students to use context clues to determine the meaning of words. akhondi, et.al. (2011, p. 18) claim text features make it easier for students to find and manage the important information in the text. they added that presenting information in the form of text features helps students hold each bit of information in their short-term memory and they then can process or connect the background knowledge in their long-term memory. according to lubliner (2001, p. 10) states that text features in reading help students use their predictions in detail and increase their predictions of the text, thus it can upgrade their reading comprehension. kelley and grace (2007, p. 227) added the teacher must select texts that provide clear examples of the text features and structures are intent on teaching students to recognize and use to improve their comprehension. research method based on the problems and the objectives, the method of this study was an experimental design. (cohen, manion & morrison, 2007, p. 283) state that a quasi experimental designs indicates that the experimental and control groups have not been equated by randomization henece the term non equivalent. the equivalence of groups can 104 be strengthened by matching, followed by random assignment to experimental and control treatments. in this study, the researcher used the pre-test post test non equivalent groups design. the population in this research was the students of the eleventh grade students in sma karya ibu palembang. furthermore, the sample of this study was taken by using convinenvce sampling. cresswell (2012, p. 145) states that in this technique, the researcher selects the participants because they are willing and available to be studied.then, the researcher determined the class of sample by using teacher recommendation. the teacher recommended to take xi ipa 1 class and xi ipa 2 class as sample. the number of students of xi ipa 1 class was 30 students and xi ipa 2 class was 30 students. so, the total number of sample was 60 students. then, the sample was divided into two groups, xi ipa 1 class as the control group and xi ipa 2 class as the experimental group. the total of population was 136 students consisting of four classes. there were 2 classes of science that consist of 60 students and 3 classes of social that consist of 76 students in this research, the test-question items which used for students’ pre-test was the same as it is given for students’ post-test activities. before they implemented as research instrument, it must be analyzed or checked for their validity and reliability tests. the researcher had consulted the instrument with two validators to evaluate whether the components of the instrument are valid or not to be applied in research activities. they were the lectures of uin raden fatah palembang. the result from the validators showed that the test instrument and lesson plan were appropriate used in this research study. furthermore, to find out the validity of the test question items, the researcher did try-out to know whether it was valid or not. from the result analysis of each question item, there were 46 questions considered valid since the scores of significance were higher than 0,355. it can be took 40 items from 46 items. in order to know if the contents of the test items are appropriate, the researcher checked the test materials to the curriculum. after try out, to measure the test, the researcher calculated the students’ score using split half in by spss version 20.0 programs with spearman-brown prophecy formula in internal consistency realibility. from the result of measuring reliability test using split half method, it was found that the p-output of guttmann split-half coefficient was 0.743. from the score it can be stated that the reliability of the test is reliable since the reliability was higher than 0.70. 105 findings and discussion in distribution of data frequency, the researcher got the interval score, frequency and percentage. the result of pre-test and post-test scores in control and experimental group are described in the following table: table 1 distribution of data frequency and descriptive statistic on pre-test scores in control and experimental groups control group the range of score category n frequency percentage (%) min max mean std. deviation 85-100 excellent 30 0 0% 45 75 65.4167 6.76207 75-84 good 2 6.66% 55-74 fair 26 86,6% <54 poor 2 6.66% experimen tal group 85-100 excellent 30 0 0% 35 75 62.3333 8.78217 75-84 good 1 3.3% 55-74 fair 26 86.6% <54 poor 3 10% table 2 distribution of data frequency and descriptive statistic on pre-test scores in control and experimental groups control group the range of score category n frequency percentage (%) min max mean std. deviation 85-100 excellent 30 0 0% 45 75 65.4167 6.76207 75-84 good 2 6.66% 55-74 fair 26 86,6% <54 poor 2 6.66% experimen tal group 85-100 excellent 30 0 0% 35 75 62.3333 8.78217 75-84 good 1 3.3% 55-74 fair 26 86.6% <54 poor 3 10% furthermore, the researcher analyzed the normality and homogeneity of students’ pretest and posttest scores in experimental and control group. 0.864 for pre-test and 0.954 for post-test. since, 1.393 and 1.540 was higher than 0.05, so it could be concluded that the data were considered normal. then, normality test of the pre-test and post-test results of analytical exposition reading of the experiment group showed that kolmogrovsmirnov was 1.393 for pre-test and 1.540 for post-test. since, 0.864 and 0.954 was higher than 0.05, so it could be concluded that the data were considered normal. 106 to compute homogeneity test, levene statistics in spss 21 was applied. in the pretest of experimental and control group were found that the significance level was 0.273. from the result of the output, it can be stated that the pre-test in experimental and control group was homogenous since it was higher than hypothesis testing in measuring means significant improvement. from the analysis, it was found that t obtained was 3.491 and t table (2.04), it means that t obtained is higher than t table and the p-output was lower than 0.005. it means that there was significant improvement and it could be mentioned that ho is rejected and ha is accepted. in measuring means significant difference. from the table analysis, it was found that the p-output was 0.022 and the t-obtained was 2.355. since the p-output was lower than 0.05 level and the t-obtained was higher than the t-table (2.0017), it means that t obtained is higher than t table and the p-output was lower than 0.005. it means that there was significant difference and it could be mentioned that ho is rejected and ha is accepted. based on the findings which have been described in the previous section, some interpretations were made as follows: first, the researcher found that the students faced difficulties before the treatments in experimental group. the problems were the students did not like to read english text, especially analytical exposition text. in fact, the students assumed that an analytical exposition is uninteresting text, the students had difficulties in comprehending the content of analytical exposition such as in finding main idea and information of the text, and the last the students had lack of vocabularies especially in scientific term. it could be stated that analytical exposition is one of the difficult genres that students learn in understanding text. it was supported by miller and veatch (2010, p. 20) who states that comprehension of expository text is an unfamiliar idea, but is vital to make sense of the text, in addition to cahyono and purnama (2009, p. 1) explains that an analytical exposition presents the argument in such a way that it sounds like the writer is an authority on the subject and so it does not use first person pronoun (e.g. i, we or us), extravagant language or cliches. it was proved that the result analysis of students’ pre-test scores in experimental group most of them categorized in fair level. second, before the students were given treatment, the researcher had conducted the pretest in both control and experimental. after the students’ pretest scores obtained 107 from control and experimental groups, the researcher chose xi ipa 1 as a control group and xi ipa 2 as experimental group. it was because the students’ scores in control group were higher than the students’ scores in experimental group. it was also proved by the mean of pretest in xi ipa 1 which was higher than xi ipa 2 . it was because the students of xi ipa 2 did not focused in answering the questions. after the pretests, the students in experimental group were given the treatment by using feature walks strategy. in the first meeting, the students discussed analytical exposition text entitled “solar system” but they were confused about the steps of feature walks strategy. they could not follow the rule of feature walks strategy well. the researcher had to explain them again to make them understand. nevertheless, when implementing feature walks strategy on the students’ comprehension in reading analytical exposition the results was still low. then next meeting the researcher gave them features about “smoking in restaurant ”. the students had to identify and predict the features from those text. it made the students could help the students to convey their ideas by stimulating their background knowledge. it was in lined with the statement of akhondi et.al (2011, p.368). who state that text feature can help reader locate and organization in the text. presenting information helps students hold each bit information in their short term memory. the students then can process or connect the background knowledge in their long term memory. after that, we discussed the features from “recycling”. they became interested in answering the questions related to the features correctly and fast, so it made the students identify the features easily. for the next meeting, the students found many difficult words in the texts. after they discussed all the features, they could make a conclusion about the feature walks strategy of the texts nicely. therefore, they could enlarge their vocabulary .the researcher found that the students were really interested. when the researcher taught reading comprehesion through feature walks strategy to the experimental group, the students easier to understand and find the information of the texts and they thought that analytical exposition reading is interested subject after they studied it by using feature walks strategy. it is related to kelley and grace (2010, p. 17) who mention that feature walks strategy is aimed at enhancing reading instruction, which may be an effective tool enabling students to comprehend text. the last, based on the explanations above, it can be interpreted that feature walks strategy improves the effectiveness of the teaching and learning process which then increases the students’ reading comprehension. the statement was supported by two previous related studies purnamasari (2012) and franco (2011). in addition, the 108 researcher would like to say that there was a significant improvement on student’s analytical exposition reading comprehension an experimental group taught by using feature walks strategy. there was a significant difference on student’s analytical exposition reading comprehension scores between the students who were taught by using feature walks strategy and those who were not. therefore, the teacher of english can use feature walks strategy as one of the alternative strategies in teaching reading analytical exposition. conclusion based on the findings and interpretation in the previous chapter, two conclusions can be drawn. first, based on the result of pretest to posttest, feature walks strategy significantly improves students’ reading comprehension achievement of the eleventh grade students at sma karya ibu palembang. second, there was a significant difference on students’ reading comprehension score who were taught by using feature walks strategy and those who were taught by using the strategy that is usually used by the teacher of english at sma karya ibu palembang. therefore, it could be assumed that feature walks strategy was effective to experimental group students at sma karya ibu palembang. finally, the students got improvements from the implementation of feature walks strategy. it also could be seem from the result of the test, it implied that feature walks strategy could be used as an alternative strategy in teaching reading skill especially in analytical exposition text. references alqur’an surat at-thahaa ayat114. akhondi, m., malayeri, f. a., & samad, a. a. (2011). how to teach expository text structure to facilitate reading comprehension. the reading teacher, 64(5), 368372. doi:10.1598/rt.64.5.9 august, diane & timothy shanahan. (2006). developing literacy in second-language learners. new york, ny: lawrence erlbaum association, inc. buehl, d. (2009). classroom strategies for interactive learning. newark, de: international reading association, inc. brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy (2 nd ed.). new york, ny: longman. 109 cahyono, kristiawan d., & purnama. (2009). communicative competence b: a course in acquiring english communicative competence, for senior high school, grade xi semester. jombang, indonesia: cv karunia agung. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson education, inc. cohen, l., manion, l., & morrison, k. (2007). research method in education (6th ed.). newyork, ny: routledge. coffin, caroline. (2001). arguing about how the world should be: the role of argument in elts test. retrived from: htttp://oro.open.ac.uk/378/eap_ repository.pdf. cripe, j., & angela, v. (2011). reading comprehension activities: new york, ny: longman flynn, d. (2003). students guide to spss. retrieved from: https: //barnard.edu /sites/ default/f iles/inline/student_user_guide_for_spss.pdf fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw hill companies, inc. hedin, l. r., & conderman, g. (2010). teaching students to comprehend informational text through rereading. the reading teacher, 63(7), 556-565. doi:10.1598/rt.63.7.3 holley and dansereau (2014). modeling an expository text structure strategy in think alouds. reading horizons, 31(2), 150-167. retrieved from http://scholarworks.wmich.edu/reading horizons javed, m., xiao, w. j., & nazli, s. (2013). a study of students’ assessment in writing skills of the english language. international journal of instruction, 6(1), 130-144. retrieved from ww.e-iji.net kelley m. j., & grace, n.c. (2007). comprehension shouldn’t be silent: from strategy instruction to students independence. newark, de: international reading association. kelley, m. j., & grace, n. c. (2008). from picture walk to text feature: guiding students to strategically preview text. journal of content area reading, 7(1), 9-31. kemendikbud. (2013). materi pelatihan guru implementasi kurikulum 2013. jakarta: departemen pendidikan nasional dan kebudayaan. linse, c. (2006). practical english language teaching: young learners. new york, ny: mcgraw-hill companies, inc. lubliner, s. (2001). a practical guide to reciprocal teaching. bothell, wa: wright group. https://barnard.edu/sites 110 miller, m., & veatch, n. (2010). teaching literacy in context: choosing and using instructional strategies. the reading teacher, 64(3),154-165.doi:0.598/rt.64. priyana, j., riandi, & mumpuni, a. p. (2008). interlanguage: english for senior high school students xi science and social study program. jakarta, indonesia: pusat perbukuan, departememen pendidikan nasional. purwati, m., & yuliani m. (2006). english for better life for xi grade. bandung, indonesia: pakar raya. richards, j. c., & renandya, w. a. (2002). methodology in language teaching (2th ed.). cape, us: cambridge university press. richard, j. c. & willy a. r. (2002). methodology in language teaching an methodology of curient practice. new york, ny: cambridge university. sweet, a., & catherin, e. s. (2003). rethinking reading comprehension. new york, ny: cambridge university the national reading panel report. (2006). practical advice for teachers. chicago, il: university of illinois. the rand reading study group. (2002). reading for understanding: toward a research and development program in reading comprehension. santa monica, cis: rand. woolley, g. (2011). reading comprehension: assisting children with learning difficulties. new york, ny: springer science+business media b.v edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 126 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the transformational leadership and school culture on the learning organization capacity in vocational schools masbirorotni masbirorotni universitas jambi, jambi, indonesia corresponding author: eka_rotni@unja.ac.id robin pratama universitas jambi, indonesia nunung fajaryani universitas jambi, jambi, indonesia mukhlash abrar universitas jambi, jambi, indonesia abstract this study aimed to examine the direct and indirect effects of principals' transformational leadership with school culture as a moderator variable on the capacity of learning organizations. by proposing and testing a conceptual model, this study examined the two main variables as determinants of learning organization (lo) capacity with the target respondents were teachers in state vocational high schools in jambi city. this study used a quantitative approach with a cross sectional survey design. a total of 599 state vocational high school teachers in jambi city were involved in this research survey. of 599 teachers, there were only 365 data acceptable to be analyzed. partial least square – structural equational model (pls-sem) was used at the stage of model measurement and hypothesis testing. the study indicated that leadership implementation and school culture that had been applied to increase organizational learning is in progress. keywords: learning organization, organizational change, school culture, transformational leadership manuscript submitted: july 14, 2022 manuscript revised: november 7, 2022 accepted for publication: november 15, 2022 mailto:eka_rotni@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 127 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction in an educational institution, the principal's leadership plays an important role that will direct toward the achieving goals ( 8)). the role of hadiyanto et al., 2015; prasojo et al., 2019; somantri, 201 principal that is not easy because the principal must understand the different behaviors of subordinates. as it is stated by that the principal is an educational leader at the mulyasa (2013) education unit level who must be responsible for the progress and decline of the school he leads and has a strong leadership base. therefore, the principal is required to have various abilities, both related to management issues and leadership styles (prasojo et al., 2017; sangadji, sopiah, & . in order to improve school’s quality, aside of leadership styles, school culture narmaditya, 2021) also has an important role. because, school culture related with the behavior and habits of school’s residents as well as ways of looking at problems and solving them in the school environment, so that it can provide the foundation and direction for an effective and efficient educational process. thus, the substance of school culture is the behavior, values, attitudes and way of life of school residents who try to dynamize the school environment to achieve school goals a positive school (asad, 2021). culture will give its own color and be in line with the implementation of school-based management. these positive cultures include: a culture of honesty, a culture of mutual trust, a clean culture, a disciplined culture, a reading culture, a culture of cooperation, a culture of reprimand and appreciation (prasojo et al., 2017; prasojo, kande, & mukminin, 2018). by looking at the above context, school organizations are not only expected to be able to manage the potential of students to the maximum so as to produce quality graduates. but also related to the values developed in the school ( thus, it is rivera & ibarra, 2020; sofwan et al, 2021). necessary to change the perspective of principals, teachers, administrators, learners, parents, and community as a step to change the system, both actions and processes for achieving school goals. with this change, the implication is that the school will design what must be done and try to understand the actions it has designed as something that is mutually agreed upon. in other words, this action encourages the creation of a school culture the positive (mukminin et al., 2019). character of students actually can be developed by a good management of both school culture and environment moreover, management of school culture and (suleiman, hanafi, & thanslikan, 2019). environment are the factors to build a conducive school physical environment and school psychological-social-cultural environment. those are to nurture and develop positive character of students . currently, schools have started (hidayat & hartono, 2021; muazza et al., 2019) implementing organizational learning. however, the implementation of organizational learning in schools has not had a positive effect on strengthening school culture. as the results of research conducted by researchers that organizational learning capability has a direct negative influence on organizational culture in vocational high schools (smk). this shows that increasing organizational learning capabilities in smk has not had a good influence on strengthening culture in schools (wiyono, 2012). the results of this study provide an illustration that so far there has been an individual learning process in schools. however, this individual learning only develops the ability of teachers individually and has not contributed to institutional cultural change in schools, so there is no strengthening of school culture. so far, many teachers conduct individual learning through training activities. the results of the acquisition of knowledge from this training activity have not been edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 128 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi widely applied in schools, or teachers lack the freedom to apply this knowledge in schools. in fact, some of the teachers who finished participating in the training activities were not used for the benefit of the school, but instead for their own interests. this is actually counter-productive in strengthening school culture, so that increasing organizational learning abilities causes a weakening of organizational culture in schools. in addition, the urgency of the need for this research is to measure and determine the extent to which managerial leadership and school culture affect learning organizations. basically every school wants to develop and move forward to achieve the best results to develop education quality, so that’s why this research was carried out to measure the extent to which the principal's managerial ability towards educational innovation and the extent to which school culture can affect learning organizations. literature review learning organization (lo) capacity learning organization according to ) is an organization that proactively wibowo (2005 creates, acquires, and transfers knowledge and which changes its behavior on the basis of new knowledge and insights. in other words, an organization is told to learn if it builds the capability to adjust and change continuously. learning organizations are organizations where people develop their capacities continuously to create the results they desire, where broad and new mindsets are nurtured, where collective aspirations are polished, where people learn endlessly to see everything together. the rationale for such an organization is that in situations of rapid change only flexible, adaptive and productive organizations will excel. for this to happen, organizations need to find ways to make way for people's commitment and capacity to learn at all levels. schools as learning organizations schools that are recognized as good learning organizations are schools that are able to produce high academic achievement, low levels of disciplinary problems, gain trust in the community and high levels of job satisfaction in the teacher group within the scope (husein, 2008). of learning organizations, it encourages collaboration among all experts in the organization and learning activities can be carried out in groups. this shows that teachers also study in groups to add pedagogical knowledge from time to time in fact, being able to transform (thilagavaty et al., 2012). schools into learning organizations is a wise action to maintain school competitiveness (rosnah, . 2014) the paradigm shift that occurs in learning organizations allows all members of the organization to achieve the vision and goals of the organization through knowledge among group members. leaders in organizations are teachers. it does not mean teaching people how to achieve their vision. it aims to foster learning for everyone (senge, 1990). principal's transformational leadership leadership means leader’s capability to guide and move some body to work together in order to achieve a group goal. efforts to assess the success or failure of the leader are carried out, among others, by observing and recording the qualities and qualities or qualities of his behavior, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 129 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi which are used as criteria for assessing his leadership. suggests that management skills siagian (2002) are skills to move other people to work well. managerial ability is closely related to effective leadership management, because management is essentially a matter of interaction between humans both vertically and horizontally, therefore leadership can be said to be behavior that motivates others to work towards achieving certain goals. good leadership should be owned and applied by all levels of the organization so that subordinates can work well and have a high spirit for the benefit of the organization. the principal is the highest position of a school organization; he has a very vital role in developing the institution he leads. the education office determines the duties and roles of school principals in carrying out their work, namely as educators, managers, administrators, and supervisors. in subsequent developments the role of the principal has increased to become an educator, manager, administrator, supervisor, leader, innovator, figure and mediator ). (mulyasa, 2009 so many tasks, functions and roles of the principal require the principal to have more ability and experience than his subordinates or teachers. so the appointment of the principal cannot be done arbitrarily. one of the tough tasks of the principal is to be able to act as a manager or in other words a principal must have adequate managerial abilities. in his book entitled wahjosumidjo (2002) “kepemimpinan kepala sekolah: tinjauan teoritik dan permasalahannya” indicated two functions of principal, they are administrator and supervisor. as an administrator, a principal responsible for the whole managerial process such as planning, organizing, mobilizing and supervising of all work areas which include the responsibility of the school. then, for the supervisor, it concern with the service offered by principal to improve teachers’ professionalism to gain qualified teaching and learning process. based on the opinion above, it can be concluded that the managerial ability of the principal is a set of skills possessed by the principal in an effort to manage the school by utilizing various available resources to be directed at achieving the school's goals that have been set. school culture school culture is the set of norms, values and beliefs, rituals and ceremonies, symbols and stories that make up the school performance. school culture has values, beliefs, and norms that guide how they behave. building a school culture is based on values to create a good culture. short explained that school culture as beliefs, policies, norms, and habits in and greer in zuchdi (2011) schools that can be formed, strengthened, and maintained through school leaders and teachers. explained that the concept of school culture can kurnia and qomaruzzaman (2012) basically be used to see which direction both positive and negative changes that occur in the micro context (schools) are going as well as being the capital to carry out continuous evaluations for quality improvement. they also suggested that the concept that discusses how to understand the combination of something visible and invisible in school is as follows; (1) visible concepts are visible concepts including school buildings, building structures, layout of chairs and tables in class, school logos displayed, vision and mission or slogans pasted on school walls, (2) invisible concepts what is not visible from all is how each individual has a deep understanding of how all will affect behavior while at school including how to teach, motivate oneself and others, relate to students, teachers, administrators or with security or cleaners. basically, every school has its own culture, namely moral rules, rituals, and various forms of relationships between actors who are in it. as something that is internalized into each actor, culture does not only play a role in the formal aspects of school. it is informally anchored aspects that affect edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 130 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the thoughts, feelings and daily actions of actors in the school. in addition, how to visualize the commitment and goals of the school is a necessity in building school culture. positive changes in schools will only occur if all school subjects understand the nature of their own school culture well, both visible and invisible or formal or informal. if you don't understand it well, the subject will be trapped and swayed in uncertainty, unclear direction, pessimism, not caring, working as he pleases, and other negative things. this will have a negative impact on the learning outcomes of school students. creating a positive school culture is not only about instilling positive values through good interactions from every school member, but also how to visualize these values in everyday life. the architecture, artifacts, and symbols are the three things in the context of school culture. these three things, although physical in nature, still provide an overview of what is in the minds of each person who is in it. it can be said that architecture, artifacts and symbols are forms that are directly visible from school culture. these three things basically have an effect on emotions as well as physically while at school (kurnia & qomaruzzaman, 2012). schools should seriously aware of the existence of various cultures with existing characteristics, healthy-unhealthy, strong-weak, positive-negative, chaotic-stable, and their consequences for school improvement. values and beliefs will not be present in a short time. given the importance of the desired value system for school improvement, clear action steps need to be drawn up to shape school culture. methodology samples and data collection this study used descriptive quantitative with cross sectional survey approach. creswell explains that a survey is a system for gathering information from or about people in order to (2017) describe, compare, or explain their knowledge, attitudes, and behavior. the population of this research is 559 teachers of state vocational schools at jambi city with the status both civil servants and non-public servants. researchers used stratified sampling in the quantitative phase. stratified sampling is a type of sampling, the researcher groups and divides the target population into several specific characters (e.g., gender, age, education, work experience) and then, using simple random sampling, a target sample is selected from each group. the questionnaire used in this study is divided into two parts. the first part is about respondent demographical profile and the second part is about the measurement of construct model of the study. in collecting the data, researchers shared the questionnaires which in form of google form through whats up group of teachers at the targeted schools. it took around 20 minutes for the respondents to fill up the questionnaire. research instruments and data analysis to obtain the expected amount of data, the researcher used an instrument in the form of questionnaire. the first part is about demographic information such as (age, gender and education). the second part contains the three variable constructs of leadership, school culture and lo capacity. the questionnaire used in this study was in the form of a closed-ended questionnaire by providing answer choices. questions for each proposed variable construct were sourced from previously validated instruments. the questionnaire was adopted from muenjohn and armstrong (2008), engels, hotton, devos, bouckenooghe, and aelterman (2008), and garvin, edmondson, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 131 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi all quantitative questionnaire items were measured using a seven-point likert and gino. (2008). scale such as: strongly disagree (1), disagree (2), slightly disagree (3), neutral (4), slightly agree (5), agree (6), strongly agree (7). however, for some variable constructs, the closed answer will be adjusted to the form of the question asked. in addition, researchers conducted regular questionnaire management. this was done to ensure that the questionnaire successfully measured what was needed in this study. the measurement scale must have psychometric properties, namely reliability and validity. chin and argue that the psychometric properties of the scale should be confirmed for each marcolin (1995) specific model because the reliability and construct validity may vary according to the model in which the context of the study is conducted. three steps used to analyze the collected data of this study. the first step was descriptive analysis by using mean, standard deviation, percentage, t-test, and anova. the second step was validation analysis by expert, exploratory factor analysis (efa), confirmatory factor analysis (cfa), multicolinerity, unideminsionality, normalitas, construct validity, convergen validity, and discriminant validity. the last step was path analisis, mediator, fit model, and modification model. findings demographic information of the respondents from 599 teachers, after the data obtained from the samples, only 365 teachers were selected as the sample. the teachers included both civil servant teachers and non-civil servants. the detailed information of the respondents is displayed at table 1. from table, it can be seen that majority of the school teachers at vocational school at muaro jambi district are female (69%). also, more than half of them (64%) are civil servant and 54% of them already certified as the professional teachers. additionally, mostly of them are graduated from bachelor degree with the percentage is 76%. tabel 1. respondents’ demographic profiles (n=365) demographic characteristics category frequency percentage (%) gender male 113 31 female 252 69 total 365 100% status civil servant 234 64 noncivil servant 131 36 total 365 100% certified yes 198 54 no 167 46 total 365 100% education bachelor 289 79 diploma 60 16 equal with sma/smk 16 4 total 365 100% edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 132 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi measurement model the first step in the analysis of measurement model in pls, it consists of testing the appropriateness of fit model as a whole using the standardized root mean square residual (srmr) index the saturated model must have an srmr value below 0.08 (henseler, hubona, & ray, 2016). to be accepted (hu &bentler, 1998). in addition, to assess the accuracy of a model with pls, it can be seen from the normed fit index (nfi). moreover, hair, risher, sarstedt, and ringle (2019) suggest that the nfi value close to 1 indicates the model being tested has a fit model. in the case of this study, the saturated model presents a value of 0.046, thus confirming the goodness of fit model. the nfi value that meets the assessment threshold is 0.754. rms_theta should be used to assess the general factor model calculated by pls-sem; it exists only for composite models calculated by pls-sem. rms_theta values below 0.12 indicate a fit model, while higher values indicate a lack of fit ). the following table 2 are the results of the model fit test (henseler et al., 2016 on the structural model. table 2. pls algorithm model fit test next, measurement model is used to check reliability and validity of the construct sized proposed. four reflective measurement models (reflective indicator loadings, internal consistency reliability, convergent validity, and discriminant validity) were tested and presented in findings. reflective indicator loadings pls-sem algorithm was used to report the results of the reflective indicator test. from the final results of the pls–sem process, most of the indicators reached the recommended value >0.708 (hair et al. 2019). however, some indicators show values below the <0.708 threshold. several indicators whose values were below 0.708 emerged from the learning structure construct, namely ls1 (0.608) and ls2 (0.548), the structure construct, namely st5 (0.647). weak indicators are then removed from the process (hair et al. 2019). internal consistency reliability internal consistency reliability was used to evaluate the consistency of results across items. in the pls-sem method for this study, cronbach's alpha & composite reliability were tested (hair et . internal consistency reliability value is measured between 0 and 1, where the higher the al. 2019) value indicates the higher the level of validity. the value and reliability of cronbach's alpha and composite should be higher than 0.700 cronbach's alpha and composite reliability (hair et al. 2019). values for all constructs are stable, equivalent, and have good internal consistency reliability saturated model estimation model srmr 0.063 0.145 d_uls 4,641 24,580 d_g 0.371 0.371 chi-square 5979,859 5979,859 nfi 0.877 0.877 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 133 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi exceeding the recommended value with the smallest value of 0.748 and below the largest value of 0.933. convergent validity and discriminant validity the researcher used ave value to define convergent validity of the questionnaire. in this study, pls-sem algorthm stages were used to calculate the ave value. based on the calculation, all construct in this study had ave value greater than 0.500 or explained 50% or more of the item variance for the construct. so, it can be said that the questionnaire is valid. discriminant validity is the extent to which a construct is empirically different from other construct in structural model. as it is shown at table 3 below that all the squared root of ave's and correlation values for are (>0.5). in addition, the value of the square root of ave (shown in bold) shows a high discriminant validity value and can be accepted because the value of the ave square root of all variable constructs is above the correlation value between other construct values. table 3. discriminant validity (fornell-larcker criteria) construct cs ct hs he id lc ll lo ls rt st ts ave squared root of ave's and correlation conceptual skill 0.813 0.661 conflict tolerance -0.115 0.744 0.554 human skills 0.541 -0.088 0.802 0.643 individual autonomy -0.081 0.369 -0.085 0.895 0.801 identity 0.687 -0.112 0.714 -0.121 0.865 0.749 learning culture 0.662 -0.100 0.773 -0.057 0.833 0.799 0.639 learning leadership 0.013 0.368 -0.056 0.271 -0.005 0.004 0.881 0.776 learning opportunities -0.024 -0.083 0.046 -0.042 -0.030 -0.009 -0.061 0.837 0.701 learning structure 0.075 0.071 0.047 0.098 -0.009 0.029 0.132 0.147 0.877 0.769 risk tolerance 0.015 0.067 0.043 0.133 0.019 0.011 0.050 0.118 0.194 0.926 0.858 structure -0.063 0.080 -0.079 -0.002 -0.105 -0.084 0.019 0.057 0.066 0.011 0.923 0.852 technical skill 0.646 -0.115 0.705 -0.079 0.884 0.907 -0.051 0.008 0.033 0.002 0.092 0.853 0.728 meanwhile, an acceptable threshold level of discriminant validity was also obtained from the smaller heterotrait-monotrait ratio (htmt) value (<0.90) as suggested by hair et al., (2017). all htmt values (table 4) were lower than 0.90. in addition, through the pls-algorthm process for htmt, the confidence interval shows that the resulting confidence interval (<1). htmt showed that all htmt values differed significantly from the value 1. table 4. discriminant validity based on heterotrait-monotrait ratio (htmt) construct cs ct hs he id lc ll lo ls rt st ts conceptual skill conflict tolerance 0.116 human skills 0.598 0.084 individual autonomy 0.097 0.454 0.129 identity 0.764 0.111 0.823 0.137 learning culture 0.748 0.103 0.889 0.075 0.925 learning leadership 0.055 0.485 0.063 0.311 0.051 0.075 learning opportunities 0.047 0.070 0.052 0.048 0.048 0.045 0.095 learning structure 0.093 0.080 0.077 0.114 0.034 0.077 0.194 0.136 risk tolerance 0.031 0.063 0.056 0.154 0.028 0.051 0.054 0.100 0.218 structure 0.076 0.057 0.092 0.035 0.112 0.092 0.075 0.088 0.078 0.016 technical skill 0.735 0.127 0.790 0.093 0.993 1.023 0.067 0.040 0.049 0.023 0.100 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 134 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi measurement of structural model using pls-bootstrapping (hypothesis test) the bootstrapping steps conducted in this study aimed to inform the level of significance from each construct path using 5000 re-sampling to test the level of significance. in bootstrapping, sub-sample was created randomly from the real data set. then, sub-sample was used to predict path model of pls. this process was repeatedly done until majority of the random sub-sample has been created (usually around 5000). the prediction from bootstrap sub-sample was used to get standard error for pls-sem result. with this information, t-values, p-values and confidence interval were calculated to score the significance of pls-sem result (see figure. 1). figure 1. the model and t-value structural models coefficient of determination (r 2 ) is a value that measures the prediction accuracy of the model and is calculated as the squared correlation between certain endogenous constructs, or the dependent variable, the actual value and the predicted value the value of (hair et al. 2016). r 2 ranges between 0 and 1, where a higher value indicates the level of prediction accuracy is edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 135 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi higher. the value of r 2 of 0.75 is considered substantial, while 0.50 moderate, and weak 0.25 (hair et al. 2016). table 5 below shows the results of r 2 ; school culture (0.413=weak) and learning organization capacity (0.520=medium). it can be said that the data of this study are at a good level of predictive accuracy. table 5. r 2 value & assessing predictive relevance q2 endogenous variables r 2 category q 2 predictive relevance school culture 0.413 weak 0.117 currently learning organization capacity 0.520 currently 0.091 small the last stage of presentation of the data model of this study was performed involving relevant predictive models through the value of q 2 stone-geisser. when the model shows the relevant predictive model, it is accurate to predict the indicator data points in the model (hair et al. 2016). in the structural model, the value of q 2 greater than 0 to construct reflective indication that the relevance of predictive models to construct reached (0.02 small; 0.15 was 0.35 large). the procedure for obtaining q 2 is done through blindfolding procedure using smartpls 3.0. (hair et al., . the results of the relevant predictive models are reported in the table above. from the table, 2019) it can be seen that all the value of q 2 is above 0. the results of q 2 support predictive models that are relevant to the two construction endogen school culture and learning organization capacity. table 6 below informs the results of the path coefficients and effect size (direct influence) and significance (pvalue) values. the results show that of the 4 hypotheses found all the hypotheses have a significant effect and the results are accepted p value <0.05. table 6. effect size (bootstrapping results) hypothesis path path coefficient (β) t value p value decision h1 transformational leadership -> school culture 0.643 16,947 0.000 accepted h2 school culture -> learning organization capacity 0.429 7.152 0.000 accepted h3 transformational leadership -> learning organization capacity 0.365 5.304 0.000 accepted h4 transformational leadership -> school culture -> learning organization capacity 0.276 6.031 0.000 accepted discussion there are so many factors that can affect learning organization, one of which is the culture of the school. school culture is the set of norm, values and beliefs, rituals and ceremonies, symbols and stories that make up the school. one of the school cultures is leadership of the school principal. the ability of the principal to lead the school will influence the success of the school itself. the principal is the highest position in a school organization. he has a very vital role in the development of the institution that he leads. three variables includes variable x1 (transformational leadership), x2 (school culture), and variable y (learning organization capacity). transformational leadership highly has significant effect toward school culture. this edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 136 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi finding is in line with the opinion of that leadership is a factor that popper & lipshitz (2000) influences organizational learning. leaders can create organizational structures and shape organizational culture to generate influence through various affairs, actions, and services; with these aspects, the leadership actually affects organizational learning. it can be seen that leadership and organizational learning are highly correlated and leadership can also improve the process and outcomes of organizational learning activities ). leadership is an important factor to (lam, 2002 influence organizational learning. leaders can improve organizational learning capabilities through the delivery of their vision and learning opportunities created by leaders make it possible for their subordinates to improve organizational learning as well (edmondson, 2002). parallel with vera and , they adopted the opinion of strategic leadership and proposed a development model crossan (2004) for high ranking administrators to influence organizational learning activities. it aims to find out how leaders influence the systematic elements of organizational learning. besides that, to face the competition that is full of challenges, the leaders must always pay attention on the process of teaching and learning activities in order to produce a good environment of learning activities of organization. from the literature above, it can be concluded that leadership has a significant effect toward the operation of learning organization. the study's findings prove that the culture of the school is considered to have influence which is significant to the learning organization capacity. this finding is consistent with argues that if the common organization needed to develop a learning organization, garrate (1990) administrators previously had to cultivate the ability to learn individual and team work. in addition, it is more necessary to create a culture of learning organizational climate. watkins and marsick also suggested that organizational learning is an important feature of having an organizational (1993) culture by encouraging organizations to change and adapt. today, there is growing consensus on the idea that organizations that seek the culture that encourages communication among their members and motivates employees to ask underlying beliefs and work patterns, will achieve a favorable working environment for their capacity building ( argues lopez and ordas, 2004). yeung et al (1999) that the organizational learning needed a leader to design a culture and systems and bring the employees to challenge the future which has benefit for the organization. based on the results of this study, it shows that there is an indirect effect of transformational leadership (x1) on learning organization capacity (y) through school culture (x2) as a moderator variable. however, this study is in line with urbayatun and widhiarso (2012) explaining that variables are said to be mediator variables if these variables have an ab>c relationship path. if the effect is indirect, it should be bigger than the direct one. the effect of the analysis will determine whether the variable is categorized into a mediator variable or a nonmediator variable. from the findings, it can be concluded that mediator variable and moderator variables included into the independent variables. those because the two variables mentioned before are the variables which give the effect both directly and indirectly. the implications of the results of the findings of research this is the effect of indirectly more substantial than the effects of direct means cultural variables schools are found as mediator variable. since the sample of this study were limited only the teachers of state vocational schools at jambi city, so for further research, the number of the sample should be increased and use a wider and more diverse sample in terms of age, education, ethnicity and educational background. so, the study will reveal greater learning organization capacity among smk teachers not only at jambi city. the data were analyzed using variance based sem, namely the structural equation modeling technique (pls-sem). this research was analyzed by processing data based on perception or edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 137 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi attitude-based surveys. researchers suggest capturing deeper phenomena and dynamic relationships in revealing leadership and organizational culture among smk teachers in implementing a learning organization capacity culture, a more qualitative research is highly recommended, which includes longitudinal observations and intensive behavior-oriented interviews. conclusion and recommendation based on the findings, it can be said that the right leadership can impact on organizational learning in school. a good leader is a leader who is able to lead his followers to achieve a certain goal. leaders who have charisma will make it easier to direct their staff or followers. school culture has an influence on learning organizations. teachers are expected to be honest in giving assessments, honest in managing finances, honest and consistent in the use of time on tasks and responsibilities responsibility is a strong personal in creating a culture of schools are good. the principal in carrying out his leadership must pay attention on the balance between understanding the task situation and maintaining good relations with teachers, administrative staff and students. with high managerial leadership capability, leaders can maintainand improve the school management better. the results of this study are used as input for principals and teachers. improving themselves in relation to the leadership that has been implemented and the school culture that has been applied by paying attention to the right methods to improve the organization of learning is an ongoing basis. further researchers can uncover what kind of leadership can improve learning organizations. researchers jam it further to reveal the culture of the school what it and like anything that can support the creation of a learning organization. disclosure statement no potential conflict of interest was reported by the authors. acknowledgment the authors would like to thank the teachers of vocational schools at muaro jambi regency who willing to fill the questionnaire. authors also thanks to faculty of teacher training and education, universitas jambi for funding this research (pnbp fakultas 2021) references asad, a. (2021). from bureaucratic-centralism management to school based management: managing human resources in the management of education program. indonesian research journal in education |irje|, 5(1), 201-225. https://doi.org/10.22437/irje.v5i1.12947 anjelica p. rivera, p., & p. ibarra, f. (2020). the extent of principals’ empowerment and their functions towards management of public elementary schools . indonesian research journal in education |irje|, 4(1), 188-203. https://doi.org/10.22437/irje.v4i1.9176 https://doi.org/10.22437/irje.v5i1.12947 https://doi.org/10.22437/irje.v4i1.9176 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 138 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi chin, b.l., & marcolin. (1995). the holistic approach to construct validation in is research: example of the interplay between theory and measurement., admin.sci.assoc. canada-23 rd conf., windsor, ontario, canada. creswell, j.w., & creswell, j.d. (2017). research design: qualitative, quantitative, and mixed methods approaches . sage publications. edmondson, a.c. (2002). the local and variegated nature of learning in organizations: a group-level perspective. organization science, 13(2), 128-46. engels, n., hotton, g., devos, g., bouckenooghe, d., & aelterman, a. (2008). principals in schools with a positive school culture. educational studies, 34 (3), 159-174. garrate, b. (1990). an old idea that has come of age. people management, 1(19), 25-8. garvin, d.a., edmondson, a.c., & gino, f. (2008). is yours a learning organization?. harvard business review , 86(3), 109. hadiyanto., mukminin, a., & pratama, r. (2015). the contributions of leadership, supervision, and working motivation to indonesian elementary school teachers’ performance and policy recommendations. national research foundation of korea (nrf)-asia-pacific collaborative education journal, 11(2), 59-70. hair jr, j.f., sarstedt, m., ringle, c.m., & gudergan, s.p. (2017 ). advanced issues in partial least squares structural equation modeling . sage publications hair, j.f., risher, j.j., sarstedt, m., & ringle, c.m. (2019). when to use and how to report the results of pls-sem. european business review, 31(1), 2-24. henseler, j., hubona, g., & ray, p.a. (2016). using pls path modeling in new technology research: updated guidelines. industrial management & data systems, 116 (1), 2–20. hidayat, m. ., & hartono, r. (2021). leadership strategies and policies on online learning during the covid-19 pandemic: a case study . indonesian research journal in education |irje|, 5(2), 544-559. https://doi.org/10.22437/irje.v5i2.16749 hu, l.t., & bentler, p.m. (1998). fit indices in covariance structure modeling: sensitivity to underparameterized model misspecification. psychological methods, 3 (4), 424. kurnia, a & qomaruzzaman, b. (2012). membangun budaya sekolah. bandung: simbiosa rekatama media. lam, yl (2002). defining the effects of transformation leadership on organization learning: a crosscultural comparison. school leadership & management, 22(4), 439-52. muazza., mukminin, a., rahman, k.a., wijayanti, a., admi, n. (2019). the recruitment policy for non-civil servant (non-pns) teachers at public senior high school in sarolangun regency. advances in social science, education and humanities research (assehr). 258, 293-296. muenjohn, n., & armstrong, a. (2008). evaluating the structural validity of the multifactor leadership questionnaire (mlq), capturing the leadership factors of transformational-transactional leadership. contemporary management research , 4 (1). mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 mulyasa. (2009). implementation of the self-education unit level curriculum for teachers and madrasahs. jakarta: earth literacy mulyasa. (2013). principal management and leadership. jakarta: pt bumi angkasa. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 139 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi popper, m., & lipshitz, r. (2000). installing mechanisms and instilling values: the role of leaders in organizational learning. the learning organization, 7(3), 135-45. prasojo, l. d., habibi, a., yaakob, m. f. m., mukminin, a., haswindy, s., & sofwan, m. (2019). an explanatory sequential study on indonesian principals' perceptions on ict integration barriers. electronic journal of e-learning, 17(1), 1-10. prasojo, l.d., mukminin, a., & fn mahmudah, f.n. (2017). manajemen strategi human capital dalam pendidikan. uny press. prasojo, l.d., kande, f. a., mukminin, a. (2018). evaluasi pelaksanaan standar proses pendidikan pada smp negeri di kabupaten sleman. jurnal penelitian dan evaluasi pendidikan, 22(1), 2-11. sangadji, e. m., sopiah, s., & narmaditya, b. s. (2021). does leadership effectiveness matter for indonesia vocational teacher performance? the mediating role of work motivation. indonesian research journal in education |irje|, 5(2), 345-359. https://doi.org/10.22437/irje.v5i2.12541 senge, p. (1990). the fifth discipine: the art and practice of the learning organization, new york: currently doubleday. siagian, sp. (2002). manajemen sumber daya manusia. jakarta, bumi aksara. sofwan, m., pratama, r., muhaimin,m., yusnaidar,y., mukminin, a., & habibi, a.(2021).contribution of technology innovation acceptance and organizational innovation climate on innovative teaching behavior with ict in indonesian education. qwerty, 16(1), 3357. somantri, c. (2018). decentralization and effective educational leadership: expectation versus reality. indonesian research journal in education |irje|, 2(2), 19-36. https://doi.org/10.22437/irje.v2i2.5732 suleiman, y., hanafi, z., & thanslikan, m. (2019). principals’ perceptions on admission services in kwara state secondary schools, nigeria: a phenomenology approach . indonesian research journal in education |irje|, 3(2), 215-235. https://doi.org/10.22437/irje.v3i2.6350 vera, d., & crossan, m. (2004). strategic leadership and organizational learning. academy of management review, 29(2), 222-40. wahjosimidjo. (2002). kepemimpinan kepala sekolah tinjauan teoritik dan permasalahannya. jakarta; pt. radja grafindo persada. wibowo. (2005). managing change, introduction to managing change. postgraduate and faculty of economics, university of prof. dr. moestopo(religious). jakarta wiyono, g. (2012). structural model in quality management and its effect on improving the quality of rsbi vocational high school (smk) education, doctoral dissertation research report. jakarta: postgraduate of the state university of jakarta. yeung, a.k., ulrich, d.o., nason, s.w., & ginow, m.a.v. (1999), organizational learning capability – generating and generalizing ideas with impact, oxford university press, new york, ny. zuchdi, d. (2011). pendidikan karakter dalam perspektif teori dan praktik. yogyakarta: uny press. https://doi.org/10.22437/irje.v2i2.5732 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 301 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi challenges and strategies in teaching english to heterogeneous classes: a case study sri gustiani state polytechnic of sriwijaya, palembang, indonesia srigustiani2011@gmail.com abstract heterogeneous classes, also known as mixed-ability classes, in english competency have been threatening to teachers of english at state polytechnic of sriwijaya. the effects of teaching english to the heterogeneous classes at polytechnic of sriwijaya have been a calling for this study to provide suggesting solutions for the english teachers in this institution. using purposive sampling, there were eight teachers of english who participated in this study. they were grouped into teachers of english who taught in: (1) engineering departments; and (2) commerce departments. the collected data via individual semi-structured interviews and a focus group interview were analyzed using thematic analysis. the results revealed that there was frequency in the case of challenges like students’ different learning styles and interest, teaching and learning materials as well as its methodology in teaching the heterogeneous classes which, in turned, needed appropriate solutions. the most effective solutions in handling the heterogeneous classes in english learning were applying differentiated instructions, and appropriate classroom management. however, these solutions did not relate to the departments where the teachers of english placed. in fact, student-centered approach is the best strategy in this situation. keywords: english learning, heterogeneous classes, mixed-ability classes, polytechnics manuscript submitted: 1 august 2019 manuscript revised: 30 august 2019 accepted for publication: 15 september 2019 introduction having students with mixed-english abilities in one class is one of the most challenging problem faced by teachers of english as a foreign language (efl) class at schools. this typical efl class is also known as mixed-proficiency or heterogeneous class in which, in one efl class, the students as the english learners consist of mixed-english proficiency. their english proficiencies are various, some of them are slow in learning english while others are fast. chen (2015) argued that the heterogeneous english ability condition takes place due to the requirement approach of the students in the schools. the approach resulted the students from previous diverse schools with various learning aspects, such as: background, learning styles, intelligence, and english knowledge and english learning experience (bremner, 2008; londres, 2017; prema, 2016; ur, 2005). consequently, the processes of english language teaching (elt) in the efl classes are influenced by the presence of this various learning abilities. based on some studies, the teachers of english are reported to have difficulties in pedagogy and developing learning materials in order to handle all levels of their students’ english proficiency in their efl classes (hallam, roger, & ireson, 2008; harris & snow, 2004; scrivener, 200; van der veer, 2007). furthermore, some studies regarding efl heterogeneous classes have been conducted by alasrtair (2014), londres (2017), and svard (2006) in high school level, and followed by alsubaiei (2017) and anitha (2018) in university level. their studies revealed that english mailto:srigustiani2011@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 302 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi heterogeneous classes is a big consideration for teachers of english. heterogeneous classes provide difficulties in focusing who the target learner is. on one hand, focusing on the slow learners will let their fast counterparts get bored in learning as they are able to complete the tasks earlier and have to wait for the next activities. on the other hand, focusing on the fast learners will let the slower learner feel demotivated and confused as they left behind in understanding the english learning material in class. regarding english lesson in higher vocational education/polytechnics, english is taught as english for specific purposes (esp) or english for vocational purposes (evp). the students learn english in their study majors, i.e.: engineering majors and commerce majors. the fact that they were tested for their english competency as entering requirement, the score of the entering test is not for placing them in accordance to their english competency level but for entering requirement only. hence, the teachers of english in polytechnic must deal with english heterogeneous classes. having this situation, this study is conducted to investigate the answers of these two following questions. first, what are the challenges in teaching english to heterogeneous classes in a higher vocational institution (polsri) faced by teachers of english in engineering and commerce majors? second, it is also intended to answer what strategies are utilized by the teacher in order to cope with the challenges? literature review research from some scholars have defined the term heterogeneous in english class in different perspectives. for example, ur (2005) defined it as an english class with not only beginner, intermediate, and advance learners but also with various learning aspects of the learners’ like learning styles, levels of motivation, and age. xanthou and pavlou (2008) defined it as an class of high, medium, and low english-abilities students which provides more opportunities in learning english as they can facilitate each other in learning processes. in addition, marcia (2009) mentioned that the heterogeneous situation made the teachers of english to focus both on their students learning aspects like learning activities and teaching approaches. however, other scholars referred the heterogeneous class as a creativity source for the teachers to create english learning materials for their students as well as the teaching approach (blaz, 2015; chen, 2015; londres, 2017). advantages and disadvantages in fact, the existing students’ varied abilities in an english class conveys two sides in the form of its advantages and disadvantages. on one side, chen (2015), marcia (2009), xanthou and pavlou (2008), ur (2005), and wallstrom (2012) in their studies revealed that both teachers and students are beneficial from this situation. the teachers have more opportunities to design english teaching and learning materials together with the strategies on how to apply the designed materials. moreover, the students have more collaborative learning activities to enhance their english language skills. the fast learners could sharpen their language skills by assisting their slow counterparts and it will advantage the slow ones as well to comprehend the taught material. indeed, this collaboration will increase both knowledge and respects among them. on the other side, nevertheless, there are some potential threatening for both teachers and students reported by the following scholars. londres (2017) in her study claimed that the condition of heterogeneous hinders the fast learners to focus on their learning processes. this happens because they have to share their attention in assisting their slow counterparts in learning processes. having labeling on students based on their levels of english proficiencies (beginner/intermediate/advance or slow/fast leaners), (marcia, 2009) argued that it undermines personal and social outcomes, especially for lowest level learners because they are regarded as slow learners or incompetent to catch up the learning processes. furthermore, teachers of english are determined because they have to understand various strategies in teaching english due to the various or graded proficiencies of their learners issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 303 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (bernabas, 2011; kwie, 2017; mayer, 2008). in fact, developing graded english teaching and learning materials is very demanding in time and budget. summarizing from some studies above, it can be concluded that there are pros and contrasts in english heterogeneous class as presented in table 1. table 1. pros and contras in heterogeneous class* pros contras  more participation from less able students  demotivation for less able students  learning collaboration among students  learning isolation among students  sharpening learning skills of more able students  splitting learning focus of more able students  increasing respects among students  undermining confidence among students  increasing teacher creativity in designing teaching material  wasting more time and budget in preparing teaching materials  more various and creative teaching strategies and approaches  demanding in looking for appropriate teaching strategies or approaches *adopted from: gustiani (2019) student’s learning style most efl classes at schools are inhabited of a large number of students as the english learners. these students are, obviously, defined by their learning styles as their preferences to learn english as their target language (harris & snow, 2004). it is crucial that teachers have to control their students learning activities in order to cater all students’ needs of learning effectiveness. in order to do so, the teachers need to adjust and develop not only the learning materials but also the approaches to deliver them in the class. the failure in catering the students’ different needs in learning style and strategies could result dissatisfaction and shortage in english learning (blaz, 2018; harris & snow, 2004; northcote, 2006). adjusting and developing teaching and learning materials to a heterogeneous class are challenging. it needs the greatest creativity of english teachers to keep all their students engage during the learning processes. the materials must be able to stimulate all levels of cognitive work in the class. it must develop learning intellectual of slow learners as well as keep the fast learner busy with the same materials, but different tasks. teachers can vary the materials using authentic materials or from internet, and prepare extra activities to avoid boredom for the fast learners when they complete the tasks earlier than the slow one. certainly, teachers need to spare more time to create this such well-planned teaching and learning materials (alastair, 2014; londre, 2016; prema, 2016; scriever, 2005; ur, 2005; van der veer, 2007). learning materials teaching the same english learning materials without different tasks to students with various english proficiencies impacts their motivations in learning. the challenge is that teachers of english need keeping up with all interest levels of the english learners during the teaching and learning processes. fast learners would be trapped in boredom if the tasks are too easy and fail to provoke their intellectual learning. meanwhile, their counterparts would be demotivated in learning and fail to develop their learning abilities as they have too hard materials. teachers who incompetent to motivate their students in learning will put them to the innermost potential learning abilities since motivation and achievement are strongly related (anitha, 2018; bremner, 2008; lewis, collier, annie, 2012; londres, 2017; svard, 2006; ur, 2005; wallstrom, 2012). additionally, the methodology in delivering english learning materials is also important and issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 304 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi requires assorted teaching approaches to accommodate the students’ needs. according to blaz (2016) learners reach their learning goals when the teachers employ some teaching and learning approaches to facilitate their learning. related to english heterogeneous classes, (bremner, 2008; hallam, 2008; wallstrom, 2012) stated that teachers of english are required to control their learners who have mixed english proficiencies, equally, to motivate and engage in the lesson. they have to manage that fast learners to have tasks above their intellectual level tasks without neglecting the slow ones. certainly, dealing with various levels of proficiencies while enhancing individual’s motivation and interest in learning are not an easy approach to do (dimas & costellanos, 2014; londre, 2016). teaching strategies the truth that a heterogeneous class is very challenging invented some scholars to propose differentiated instruction as a recommended teaching methodology to overcome it. blaz (2015), pospisilova (2008), and tomlinson (2001) defined it as a teaching strategy which carters the needs of various learning styles. likewise, londre (2016) defined this teaching strategy as customized lessons or varying instruction. she argued that instructions in using this strategy must be customized or varied based on the learners’ abilities in order to trigger their cognitive processes and enhance their learning styles. following the previous scholars, blaz (2015) suggested some techniques to apply this strategy appropriately: (1) identifying students’ learning styles; (2) adjusting students’ needs; and (3) facilitating different learning styles. in its implementation this strategy is best suited to students-centered activities, like: collaborative tasks, tiered tasks, and compulsory plus optional tasks because they responsibility to their own learning processes. collaborative tasks required all english learners to contribute their thoughts through discussion in which the fast learners assist their counterpart and facilitate the discussion (bremner, 2008; marcia, 2009). tiered tasks divide the learners into various groups with suitable activities for each group, and the answers are discussed after tasks completed (bowler & parminter, 2002). compulsory plus optional tasks provide all learners with sense of learning achievement because the slow learners can complete the compulsory while the fast ones are not being delayed as they are busy doing the optional task after finishing the compulsory (chen, 2015; ur, 2005). other student-centered approaches like game competition, extra homework, and dramatization could be integrated to enhance the effectiveness of elt processes in a heterogeneous class. these strategies will be best help to address the challenges in heterogeneous class when coupled with proper supporting teaching and learning aids, such as audio-visual facilities and classroom management (pedersen & kronborg, 2014). moreover, creating a good atmosphere or learning environment in the form of good classroom management is also an important strategy. wright (2005) claimed good classroom environment and good behavior management are related to create a good learning situation. the difference in levels of english proficiency potentially develops undesirable behaviors among students like anxiety or superiority. tomlinson (2001) in her book proposed some characteristics of effective learning environment, e.g.: students feel save and welcomed to contribute their opinion, students have mutual respects regardless to their proficiency, and teacher teaches for students’ success and academic growth. so far, to the best the researcher’s knowledge, there is no previous research dealing with challenges and strategies in handling heterogeneous class in teaching esp/evp in a higher vocational education/polytechnic context. hence, this research is conducted to meet the gap. methods research design this research is a case study using a qualitative approach. the qualitative design was chosen because this method focusses on phenomena exploration via the data in the form of issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 305 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi words, stories, and pictures (creswell, 2012). gillham (2000) said it enabled the researcher to understand the meaning of the gained phenomena and illuminated the issues as well as offer possible explanation. the rationale for having a case study was that this research quested an indepth exploration from many perspectives of the complexity regarding challenges faced by teachers of english at state polytechnic of sriwijaya (polsri) in teaching their classes which consisted of students with mixed-english proficiencies/heterogeneous and their strategies to cope with the challenges. research site and participants this research was conducted in polytechnic of sriwijaya because it was purposively chosen based on the purpose of the study (bryman, 2012). it was to explore the challenges faced by the teachers of english in higher vocational education, in which they taught english at engineering departments and commerce departments. they were teaching english to their heterogeneous classes in both departments and using strategies to cope with the challenges. as aforementioned, these teachers had to deal with students with various english proficiencies in one class. this indicates that the condition faced by these teachers was unique and may serve as distinguishing in terms of teachers’ teaching challenges. there were eight teachers of english at polytechnic of sriwijaya who were chosen as sample (named as ‘participants’ afterward) out of 24 teachers of english. they were identified as participant 1/p1, p2, p3, and p4 as teachers of english in engineering majors, and p5, p6, p7, and p8 in commerce majors. they were purposively chosen due to two following characteristics. firstly, they were teaching in engineering majors or commerce majors. secondly, they were preservice training teachers who had education and training in teaching english before undertaking their teaching at polytechnic of sriwijaya and graduated from master program. meaning all participants had equal teaching education and education background. having these characteristics, this research applied purposive sampling where the researchers ‘‘intentionally selects individuals and sites to learn or to understand the central phenomena’’ (creswell, 2012, p.206). selection of the participants was conducted via direct contact. data collection and analysis this study employed two methods of interview in collecting the data: (1) individual indepth interview using semi-structured interview questions; and (2) focus group interview (fgi). both interviews were focused on two keys issues: exploring the challenges in teaching english to heterogeneous classes, and exploring the strategies to deal with the challenges. individual indepth interview, as argued by creswell (2012), is a form of one-by-one interview to provide comfortable interviews for participants. this interview conducted by the researcher to the participants in order to provide comfortable situation during the interviews to have the best answers. the semi-structured interview questions about challenges and strategies of english heterogeneous classes was adapted and developed from al-subaiei (2017). as a semi-structured interview, it provided probing questions in flexible ways to allow participants of the study to answer the interview questions and deliberate the relevant topics in their own way and using their own words (matthews & ross, 2010). the researcher played the role as the interviewer and facilitator by asking questions while facilitating the participants or the interviewees to answer the questions regarding challenges they faced in teaching english to heterogeneous classes at polsri and strategies to cope with the challenges. the interviewees answered the questions via their own perspectives and their chosen words and language. the focus group interview was conducted in a group of eight participants (all participants in individual interview) which intended to gather more information and perspectives which were not necessarily available through one-on-one issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 306 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi interview (barbour & schostak, 2005). both individual and focus group interviews lasted about 30-45 minutes and all were audio-recorded. the collected data were analyzed using thematic analysis. a process of segmentation, categorization and relinking of aspects of the data prior to final. furthermore, the procedures of the analysis were adopted from matthews and ross (2010) using 4 main steps: (1) identifying initial themes; (2) developing categories; (3) looking for relationship across the emerging themes; and (4) presenting the data. findings question 1: what are the challenges in teaching english to heterogeneous classes in a higher vocational institution polytechnic of sriwijaya faced by teachers of english in engineering and commerce majors? all participants agreed that there were challenges in students’ different learning styles and interest, teaching and learning materials as well as its methodology in teaching their heterogeneous classes either in engineering or commerce majors. each challenge will be explained as follow. first, learning styles were referred as preferred strategies in acquiring information. regarding students’ learning styles in learning english at polytechnic of sriwijaya, all participants reported that their english heterogeneous classes have various learning styles which related to students’ english proficiencies. p4 mentioned that his students learning styles were varied based on their abilities. some english students in my engineering classes are very noisy and active when learning [english], they want to show that they can do and finish the tasks earlier…but, [other] students who are very silent in learning, passive and very slow in completing their tasks, i need to assist them, to finish the tasks (p4). supported by p7 and p8 in fgi, they said that they had to facilitate all learning styles in their heterogeneous class in commerce majors to avoid learning failure. p7 said, i need to provide different tasks, like discussion, drama…game competition…they can be learned by all students via their individual strategies, otherwise only some will follow and understand the lesson (p7). second, students’ interest is defined as their motivation and participation in learning processes. due to various english proficiencies in their heterogeneous classes, 5 participants (p1, p3, p4, p6, p7) stated that students’ levels of interest in learning english in both majors was closely related to the levels of learning materials. if i give the same learning materials with the same tasks, it will influence their motivation. difficult tasks for less able students will make them frustration in doing the tasks and easily lost the interest…because they don’t understand. and more able students will feel unaffordable in learning if the tasks are too easy for them…finish soon, get bored, and find compensation to kill it [the boredom] (p1). indeed, the situation affects the students’ potential learning, which in turn, influences their english achievement. p6 mentioned it as follow in fgi. strong learners [of english] might take it for granted, because they can complete the tasks faster, …and they are not challenged to learn harder, because they think they will have an a later on. in contrast, weak learners who are demotivated, because they get frustration in learning, will left behind, do not participate in learning and lead to low achievement (p6). issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 307 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi third, english teaching and learning materials are reported very challenging by all participants. p2 and p5 said that the challenge was how to make the students have the same learning experiences with different proficiencies. designing english materials for my mixed abilities classes is not easy, it must enable all students to activate their brains, share the same involvement, while in the same time keep engaging in the materials with their different abilities (p2). furthermore, p1, p3, and p8 agreed that designing the materials is very time consuming and need creativity because they need to plan it very well to address all students’ needs. i need to search many sources to prepare different activities for catering all levels of proficiencies, interesting materials, not only the need of one level, make all busy learning with interesting materials…it is not we teach, but what they learn (p8). finally, the methodology in delivering teaching and learning materials in heterogeneous classes requires the teachers to comprehend a wide range of strategies according to p2, p4, p5, p7, and p8. they must be able to accommodate equally all learning styles and levels proficiencies of the learners, regardless the majors. the role is to optimize all levels of abilities while enhance individual’s learning confidence. we are super teachers…[laughing]…because we must teach all students while care their individual’s need (p3 in fgi). however, all participants during their fgi admitted that when they had no time in preparing proper materials, they teach in average level and tried to combine all strategies they remembered. this indicates that in actual condition, heterogeneous classes sharpen teachers’ creativity in designing teaching and learning materials and expose them to various teaching methodologies. question 2: what strategies are utilized by the teacher in order to cope with the challenges? the fact that all teachers see their heterogeneous class as a challenging class, it creates the creativeness for them to find the solution as the way to cope with the challenges. there were two strongest strategies revealed: differentiated instruction, and classroom management. firstly, differentiated instruction encompasses the methods of teaching and learning, and its materials, so that the participants could eliminate the impacts of the existed challenges. almost all participants in two majors varied their instructions based on their students’ proficiencies using tiered tasks, or collaborative tasks. i made adjustment to the instructions of the tasks from the same material in my teaching approach, they [the students] keep studying in their own level of proficiencies. it’s kind of tiered activities in which every layer of the students’ levels of proficiencies have suitable activities in accord to their english proficiencies, and they have fun (p4). collaborative work is very powerful to facilitate differences, because all students have some portion to complete the tasks. they even help each other, you know, the fast help the slow (p7 in gfi). second, classroom management is believed greatly affects students to learn. p2, p4, p5, p6, p8 argued that they have to lead their students in creating a really good classroom management so that they have appropriate attitudes, positive beliefs, and confident to all members of the class in learning. to put the students as the center of the learning processes could optimize their power to their own learning habit. besides teaching the materials, i also create motivating situation to respect and help each other, among them [students], …so everyone feels welcomed and promotes good, strong relationships (p5). issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 308 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2 is developed to illustrate the findings. table 2. challenges and strategies themes sub-themes challenges in teaching english to heterogeneous classes students’ different learning styles students’ interest teaching and learning materials teaching and learning methodology strategies are utilized to cope with the challenges differentiated instruction class management discussion the findings have illuminated that teaching english to heterogeneous classes at polsri posed problems in forms learners’ different styles in learning, learners’ learning interest, teaching and learning materials as well as its methodology. however, having those challenges have benefited the teachers as well. this is in line with both of the teachers and students develop advantages from a mixed abilities class (chen, 2015; marcia, 2009). regardless the majors, various students’ preferred learning ways was related to their english achievement. participants always search interesting teaching and learning strategies to deliver their materials, so that their students can activate their preferred learning styles in class activities. while facilitating their students’ learning ways, they promote their student’s achievement as well. participants not only sharpened their teaching skills, but also enrich their collection of interesting teaching and learning materials. besides catering students’ learning styles, applying appropriate teaching and learning materials as argued by ur (2005), wallstrom (2012), xanthou and pavlou (2008) enhances students learning interest. participants who facilitated their students’ motivation to learn would boost their learning potential to the most and resulted to better achievement. furthermore, delivering well planned materials to a heterogeneous class means to adjust the tasks in accordance to the levels of abilities. by exposing their ability in creating the learning materials with adjusted tasks, the participants practiced and sharpened their creativity in designing proper learning material to their heterogeneous classes (blaz, 2015; pospisilova, 2008; tomlinson, 2001). adjusting tasks or activities from same learning materials is defined by londre (2016) as customized lessons or varying instructions. all participants confirmed that they prepared different instructional material to suit the difference needs of their students. the differentiated tasks challenged every student’s cognitive to work, both fast and slow learners (blaz, 2015). the examples activities like tiered tasks and collaborative tasks cultivate students’ respect and positive attitude among them. fast learners will help their slow counterparts which means the fast practiced more their language skills while the slow enhanced their understanding toward the learned materials (bremner, 2008; marcia, 2009). the teacher’s attitude towards helping all students in their learning processes, obviously, develops positive learning atmosphere in classroom. consequently, the positive learning atmosphere enabled students to experience all learning processes. indeed, the participants have valued a kind of student-centered approach in their classes. as tomlinson (2001) and wright (2005) declared that teaching to a heterogeneous class is not about what the teachers teach, instead how the students learn. conclusion and recommendations/implications this study revealed that the challenges faced by teachers of english at polytechnic of sriwijaya in teaching their english heterogeneous classes were: the different styles of the learners, learning interest, teaching and learning materials as well as its methodology. these challenges issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 309 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi came both from engineering and commerce majors. they required the teachers of english to apply differentiated instruction and proper classroom management, when they were teaching, which emphasized on students-centered approach. employing these strategies is crucial as the presence of diverse different levels of proficiencies might result complexities both for teachers and students. however, employing them properly more expose the advantages of teaching a heterogeneous class rather than its disadvantages. all together will ensure the efficiency and effectiveness in the elt of a heterogeneous class. further research is highly recommended to conduct this topic in a quantitative way with larger participants. it is expected the quantitative research to unveil more trends and dig deeper the problems. it would also be interesting to listen to perspective of students as the learners and compare teachers and students’ perspectives about the same topic. references alastair, h. (2014). motivation and foreign language learning: from theory to practice. amsterdam: john benjamins publishing company. al-subaiei, m. s. (2017). challenges in mixed ability classes and strategies utilized by eli teachers to cope with. journal of english language teaching 10(6), 182-189. anitha, h. (2018). the new perspective in elt. theni, india: theni kammavar sangam college of technology. barbour, r. s., & schostak, j. (2005). research methods in the social sciences. b. somekh & c. lewin (ed.). london, uk: sage. bernabas, s. g. (2011). english language teaching in rural india: issues and suggestion. journal of language in india 11(3), 303-312. blaz, d. (eds.). (2015). differentiated instructions: a guide for world language teachers. new york, ny: routledge. bowler, b. & parminter, s. (2002). methodology in language teaching: an anthology of current practice. richards, j. c. & renandya, w. a. (ed.). cambridge: cambridge university press. bremner, s. (2008). some thoughts on teaching a mixed ability class. scottish languages review 18, 1-10. bryman, a. (eds.). (2012). social research methods. oxford: oxford university press. chen, a. (2015). exploring appropriate tasks for a mixed-ability english as a foreign language writing class in taiwan. asian pacific journal of multidisciplinary research 3(4), 59-67. creswell, j. w. (eds.). (2012). educational research: planning, conducted and evaluating quantitative and qualitative research. boston, ma: pearson. dimas, h. m. s., & castellanos, e. r. (2014). language building activities and interaction variations with mixed-ability esl university learners in content-based course. how: a colombian journal for teachers of english 21(1), 103-121 gillham, b. (2000). case study research. london: continuum. gustiani, s. (20019). mixed-english proficiency class: a review on issues and strategies. holistics journal: hospitality and linguistics, 10(20), 23-37. hallam, s., rogers, l., & ireson, j. (2008). ability grouping in the secondary school: attitudes of teachers of practically based subjects. international journal of research and method in education. doi: 10.1080/17437270802124657. harris, v., & snow, d. (2004). doing it for themselves: focus on learning strategies and vocabulary building. london: cilt. kwie, j. (2017). mixed-ability classes have both pros and cons. retrieved from https://www. todayonline.com/voices/mixed-ability-classes-have-both-pros-and-cons lewis, l., collier, r., & annie, r. (2012). identifying and serving culturally and diverse gifted students. waco, texas: prufrock press inc. https://www/ issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 310 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi londres, a. (2017). keeping up with the high-ability students: teacher’s perspectives on helping highability students in mixed-ability english classes. retrieved from http://www.divaportal.se/smash/get/ diva2:1080340/ fulltext01.pdf matthews, b., & ross, l. (2010). research methods: a practical guide for the social sciences. essex, england: pearson education. marcia, h. v. f. (2009). mixed ability classes: problems, strategies and practical helps. pertinent dialogues-scientific journal of letters-franca (sp) 5(5), 113-128. northcote, r. (2006). making mixed ability language classes really work – a report on the 1996 ltant conference. babel victoria then melbourne journal of australia federation of modern language teacher, 31(3). pedersen, f., & kronborg, l. (2014). challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes.australian journal of gifted education, 23. pospisilova, r. (2008). teaching heterogeneous classes in practice. retrieved from https://is.muni.cz/th/c2emc/teaching_ heterogeneous_classes_in_practice.pdf?so=nx prema, a. (2016). challenges in teaching english to the heterogeneous class in a professional class. in nagarathinam, d., ramkumar, v., & vani, r (eds). the new perspective in elt. theni, india: theni kammavar sangam college of technology. scrivener, j. (2005). who are the learners? learning teaching. oxford: macmillan. svard, a. (2006). the challenge of mixed-ability classes: how should upper secondary english teachers work in order to help the weaker students? (unpublished doctoral dissertation). university of learning and communication, spain. tomlinson, c. a. (eds.). (2001). how to differentiate instruction in mixed-ability classroom. alexandria, virginia usa: association for supervision and curriculum development (ascd). ur, p. (2005). learners differences in a course in language teaching. cambridge: cambridge university press. van der veer, r. (2007). lev vygotsky. london: bloomsbury. wallstrom, c. (ed.). (2012). se migsom jag är/see me as i am. lund: studentlitteratur. wright, t. (2005). how to be brilliant english teacher. new york: taylor and francis inc. xanthou, m. & pavlou. (2008). strategies of accommodating mixed ability classes in efl settings. humanizing language teaching, (10)1. retrieved from http://old.hltmag. co.uk/jan08/mart04.htmon on 13 october 2018. http://www.divaportal.se/smash/get/%20diva2:1080340/ https://is.muni.cz/th/c2emc/teaching_ edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 18 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi looking at the link between emotional intelligence and reading comprehension among senior high school students m. ahlan firdaus state islamic university of raden fatah, palembang, south sumatra m.ahlanfirdaus@gmail.com abstract the main purpose of the present study was to empirically investigate the possible correlation between students’ emotional inteligence and thier reading comprehension and students’ emotional intelligence influences their reading comprehension. the participants in the study were 53 the eleventh grade students of sma sandika banyuasin which were selected from two classes consisting of science and social. reading comprehension test was done to measure students’ reading comprehension by using toefl junior reading comprehension section. then, usmeq-i by yusoff (2010) was administered to the participants to measure their emotional intelligence. spss program was run using pearson product moment formula and regression analysis to find out the correlation and the influence. the result showed that there was a postive significant correlation between students’ emotional intelligence and reading comprehension with r = .661.then, there influenced of students’ emotional intelligence on thier reading comprehension with 43.7%. keywords: emotional intelligence, reading comprehension, correlational research. introduction reading plays a vital role in the learning process. it is a stepping stone in the walk of knowledge. its importance is also clear from the very first quranic revelation, iqra which means read. according to yılmaz (2012), reading is a receptive skill in which one looks at and attempts to understand what has been written. it is multi-dimensional process that involves the eyes, the brain, and the mouth to comprehend or make meaning from written text (brassel & rasinki, 2008). moreover, it is not only the process of recognition, perception, and interpretation of written materials, but an active one in that it includes the cognitive abilities such as guessing or predicting, checking, and asking questions (grellet, 1987). comprehension is the one of the major purposes of reading (iqbal, noor, muhabat, & kazemian, 2015). it is recognized as an acquired skill which is focused on the understanding of input. moreover, in the context of reading, according to klinger, vaughn, and boardman (2007), comprehension can be defined as the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency. it is a complex task, which requires the process of many different cognitive skills and abilities (oakhill, cain, & elbro, 2015). reading comprehension has become the first and foremost requirement for the students throughout the world which students can get information and knowledge from what they read. in addition, it helps students of english as a foreign or second language to become acquainted with the subject area of their field of study and also improve their knowledge of the language (salehi, lari, & rezanejad, 2014). it also widens the mind and gains understanding of the foreign culture (patel & jain, 2008). in indonesia, the students’ reading comprehension is unsatisfying, especially reading comprehension of english. it is concluded by the result of reading ability and english mailto:m.ahlanfirdaus@gmail.com edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 19 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi proficiency of students in indonesia. based on the programme for international student assessment (pisa) in 2015, indonesia students showed poor reading ability which was in rank 69th out of 76 countries was surveyed (natalia, 2016). furthermore, based on the english proficiency index (epi) in 2015, the english proficiency of indonesian people is moderate proficiency in rank 32nd out of 70 countries. indonesia's score on the worldwide ranking was 52.91, only a negligible increase from 52.74 in 2014. indonesia has many obstacles in implementing the curriculum and it has something to do with the educational policy including in teaching english as a foreign language (habibi, mukminin, sofwan, & sulistyo., 2017; mukminin, rohayati, putra, habibi, & aina, 2017; prasojo, habibi, mukminin, ikhsan, taridi, & saudagar, 2017; luschei, 2017). in learning english, reading becomes a very difficult skill to master for many students since their language proficiency does not support them to have better comprehension of english reading material (agustiani, 2016). that becomes a problem for senior high school students because, despite changes in curricular approach, reading has been the dominant skill tested (aziez, 2011). according to jafari and shokrpour (2012) the difficulties of reading come from different sources, such as: poor interpretation of the texts, poor vocabulary, the use of inappropriate reading strategies, and poor grammatical competence. in learning process, many factors influence students’ english learning performance. one of the determining factors is intelligence, which is also one of the factors affecting reading comprehension. nevertheless, the term of intelligence has been unclear and a major source of debate by many researchers (gabanchi & rastegar, 2014). every approach to thinking comes up with it is own different perspective and assumptions, often contradicting at least one earlier theory (pal, pal, & tourani, 2004). the former theory of intelligence known by people is intelligence quotient (iq) which just focuses on the cognitive abilities. after that, in 1983, howard gardner brought a completely different dimension to the concept of iq with the theory of multiple intelligences whose divided intelligence into some types. afterwards, the theory of emotional intelligence appeared and then became famous, which previously has been considered less important in the process of learning (karbalaei & sanati, 2015). emotional intelligence becomes a buzzword in many fields when goleman (1995) published the best-selling trade book, emotional intelligence: why it can matter more than iq. but, goleman was not the first man who proposed the concept of emotional intelligence, it was first introduced by salovey and mayer (1990) (jie & ian, 2012). afterwards, many experts propose different models of emotional intelligence for different purposes (bangun & iswari, 2015). not only propose different models of emotional intelligence but also experts define emotional intelligence differently. according to yusoff, rahim, and esa (2010), emotional intelligence is the ability to perceive, express, understand, motivate, control and regulate emotion. meanwhile, sullivan (2016) mentions that emotional intelligence is the ability to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict. emotional intelligence has been considered as the most determining factor people’s success in life. it is supported by abdolrezapour (2013) who mentions that now; experts believe that success is influenced 80% by various factors that constitute a person’s character and personality or their emotional intelligence and 20% by iq. it has been applied in all sorts of fields, especially in education area. within the context of foreign language learning, emotional intelligence is being applied in educational institutions for language competence (farooq, 2014). its importance also has been confirmed by many english teachers and university instructors’ finding and studies (zarezadeh, 2013). in learning language, emotional intelligence has a correlation with comprehension proficiency because learning a language is a communicative task in nature, and the ability to communicate and learn a language, knowing emotions, and being able to control them plays a significant role (fani, 2015). thus, positive emotions influence learning by affecting students’ attention, motivation, use of learning strategies and self-regulation of learning including in edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 20 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reading comprehension which involves emotional processing (bryant, 2007). as the result emotional intelligence is important in reading. it brings together the fields of emotions and intelligence by viewing emotions as useful sources of information that help one to make sense (salovey & grewal, 2005). in short, it represents abilities that join intelligence and emotion to enhance thought. sma sandika is a private school which the tenth and the eleventh grades students learn in the afternoon class. the school uses ktsp for the curriculum and usually in ktsp, schools give 45 minutes in one meeting for important subject, but in sma sandika, teachers cut 10 minutes in one meeting in order to make some students who live in faraway can arrive at home before night. it causes the students have insufficient time to learn in school and some people also believe that learn in the morning is more effective than in the afternoon because in the afternoon, students are tired and sleepy (lestari, 2013). therefore, students’ emotional intelligence in sma sandika plays a vital role in their learning process. based on the informal interview with some students of sma sandika, the teachers in sma sandika sometimes involve students’ emotional intelligence in the learning process, such as giving some advice and motivation. but some students were still not interested in learning english especially reading english text. in learning process, they were not paying attention, sleepy, and also bored. they did not care because they did not understand and they did not want to try to understand. on the contrary, some students were still interested in learning english. they still learnt and did the assignments which the teacher gave them even they did not understand because of lack of vocabulary, difficult to find specific information in reading text and insufficient explanation about the text. hence, some of them got a poor achievement in reading. some previous studies have revealed that emotional intelligence had a positive correlation to reading comprehension. motallebzadeh (2009) claimed there was a strong relationship between emotional intelligence and efl learners’ reading comprehension. then, karbalaei and sanati (2015) found there was a positive relationship between the students’ level of reading comprehension and their emotional intelligence. the last, nurhasnah (2014) also showed there was a significant correlation between emotional intelligence and reading comprehension on narrative text. on the contrary, ghabanchi and rastegar (2014) found there was a small correlation between emotional intelligence and reading comprehension. iq was more determinative factor in reading comprehension than emotional intelligence. moreover, karaman (2012) showed that there is no significant relationship between emotional intelligence and english language performance. in addition, ronasari (2015) mentioned that there was no significant relation was found between emotional intelligence and reading comprehension. based on the description above, the researcher wants to explore more about the correlation between emotional intelligence and reading comprehension of the eleventh grade students of sma sandika banyuasin. literature review emotional intelligence emotional intelligence (ei) was first introduced by salovey and mayor in 1990, which was in essence consistent with earlier research on ford and tisak’s social intelligence and gardner’s intrapersonal and interpersonal intelligences (abdolrezapour & tavakoli, 2012). then, braynt (2007) mentions that it was made popular by daniel goleman with the 1995 publication of his book, emotional intelligence: why it can matter more than iq. salovey and mayer (1990) define emotional intelligence as the ability based on feeling and emotion to guide one’s thinking and action. then, goleman (2009) defines emotional intelligence as abilities which emotions involve in one’s action to face problems. it brings together the fields of emotions and intelligence by viewing emotions as useful sources of information that help one to make sense of and navigate the social environment (salovey & grewal, 2005). thus, it represents abilities that join intelligence and emotion to enhance thought. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 21 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi many studies have already been conducted concerning emotional intelligence and some of them proposed different models of emotional intelligence. the reason emotional intelligence models differ has to do with the fact that these models were developed by different people for different purposes. other proponents of emotional intelligence agree that although differences between several major models do exist, there is considerable overlap among them and also many similarities that cannot be ignored (fani, 2015). yusoff et al. (2010) proposed the different model of emotional intelligence which is divided into seven domains, as follows: 1. emotional control: the ability of self-control from disruptive emotions and impulsive feelings. 2. emotional maturity: the ability to facilitate and guide emotional tendencies to achieve and reach intended goals. 3. emotional conscientiousness: the ability of taking responsibility and maintaining integrity for personal performance. 4. emotional awareness: the ability of knowing and understanding one’s own and other persons’ internal states, preferences, resources and intuitions as well as their effects. 5. emotional commitment: the ability of aligning and working with others in a group or organization towards common goals. 6. emotional fortitude: the ability of negotiating and resolving disagreements as well as sending convincing messages. 7. emotional expression: ability of conveying and adjusting one’s emotions, thoughts and behaviors to changing situations and conditions. reading comprehension according to yılmaz (2012), reading is a receptive skill in which one looks at and attempts to understand what has been written. it is multi-dimensional process that involves the eyes, the brain, and the mouth to comprehend or make meaning from written text (brassel & rasinki, 2008). it is not only the process of recognition, perception, and interpretation of written materials, but an active one in that it includes the cognitive abilities such as guessing or predicting, checking, and asking questions (grellet, 1987). furthermore, richards and schimdt (2010) define reading as the ability to understand the meaning of written text. reading is often regarded as a twofold process: the first thing involved in reading is to identify and recognize the written symbols (words); next step is to straighten the way for perception and internalization of the meaning. such is the elaboration of the reading process presented by dechant (1982) who explains ‘word identification’ and ‘comprehension’ as the two stages of the process of reading. meanwhile, comprehension is defined as reading text with understanding. it is the process of making sense of words, sentences and connected speech (qanwal & karim, 2014). comprehension is the one of the major purposes of reading (iqbal et al., 2015). according to klinger et al. (2007), reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency. similarly, brassel and rasinski (2008) mention that reading comprehension is the construction of the meaning of a written communication through a reciprocal, holistic interchange of ideas between the interpreter and the message. reading comprehension and emotional intelligence reading comprehension is now considered to be a highly complex skill, which involves both lower level processing and higher level processing. it makes slow readers lack enough motivation and self-efficacy for processing target language reading. it causes they cannot get gist of meaning suffering from poor reading comprehension ability (baharani & ghafournia, 2015). therefore, students’ emotional intelligence should be developed because according to downey et al. (as cited in abdolrezapour, 2013), high emotional intelligence contributes to increased motivation, planning, and decision making, which positively influence academic performance. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 22 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi also, experts now believe that success is influenced 20% by iq and 80% by various factors that constitute a person’s character and personality or their emotional intelligence (abdolrezapour, 2013). human is controlled by their emotions. if someone has a good emotional intelligence they can control their emotions and can think clearly. meanwhile, reading comprehension is a complex task which needs cognitive abilities. sometimes the readers feel bored of reading text and their mind becomes stop working. it is supported by bryant (2007) who mentions reading comprehension involves emotional processing. emotional intelligence represents abilities that join intelligence and emotion to enhance thought. it brings together the fields of emotions by viewing emotions as useful sources of information that help one to make sense (salovey & grewal, 2005). emotional intelligence has a correlation with comprehension proficiency because learning a language is a communicative task in nature, and the ability to communicate and learn a language, knowing emotions, and being able to control them plays a significant role (fani, 2015b). methodology population, sample, and instruments the population of study was the eleventh grade students of sma sandika banyuasin which consists of two classes; science and social. the total students were 70 and 53 students were selected as samples in this study. the student’s emotional intelligence was identified by using universiti sains malaysia emotional quotient inventory (usmeq-i) by yusoff (2010). it consists of 46 items with five possible responses to each statement ranging from ‘not like me’ (number 0) to ‘totally like me’ (number 4). it based on seven domains of emotional intelligence and faking index. faking index measures the tendency of respondents to overrate him/herself. faking index are grouped into 3 groups: low = 0.00 – 2.00; average = 2.01 – 2.99; high = 3.00 – 4.00. if the score of faking index is high it means the result of the respondents is not reliable. it may not show the true colour of the respondent’s emotional intelligence. it is supposed to the further analysis such as; counter check with friends’ or teachers’ opinions regarding the test results and the respondent’s characteristics. usmeq-i is ready-made questionnaire by yusoff (2010) and it has been already validated to measure students’ emotional intelligence by construct validity (arifin et al., 2012). for reliability, the cronbach’s alpha coefficient value was 0.96 for overall score of usmeq-i which administered at four time intervals: 2 months (time 1), 4 months (time 2), 6 months (time 3) and 8 months (time 4) (yusoff, 2012). the student’s reading comprehension was tested by toefl junior reading comprehension section consists of 42 multiple choices questions. it measures student’s ability to read and understand academic and non-academic texts written in english. it is the standard test, which is based on through research to ensure the validity, and it reflects best practices in language testing. the reliability coefficient of reading section is .89 and the standard error of measurement of reading section is 10.0. data analysis usmeq-i questionnaires were initially scored based on the guidelines provided by yussof et al. (2010), and then the scores were classified each domain and counted the total of score each domain. after that, the totals were divided by the total items of each domain of the questionnaire. after the score of each domain have revealed, the global score of emotional intelligence was obtained by sum up the total scores of each domain without faking index domain (h) and the score would be divided by 39. then, toefl junior reading comprehension section scored by the standard scoring system based on sma sandika banyuasin. the correct answer was scored 1 and the incorrect answer was scored 0. the highest score would be 100 and edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 23 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the lowest would be 0. after the all scores of students’ reading comprehension were obtained, the result were classified based on the classification below: table 1. the classification of students’ reading comprehension score score interval category 86 – 100 very good 71 – 85 good 56 – 70 fair 41 – 55 poor 0 – 40 very poor findings the results of students’ emotional intelligence based on the descriptive statistics, the range score of usmeq-i was 1.90, the minimum score was 1.33 and the maximum score was 3.23. meanwhile, the sum score of the students’ emotional intelligence was 137.26 and the mean was 2.5898. this mean score (2.60) indicated that the level of the eleventh grade students’ emotional intelligence was average. the result of the distribution of usmeq-i showed that 15 students were in the high emotional intelligence; 2.814.00. on the contrary, 38 students were in average; 1.21 – 2.80. meanwhile, there was no student in low emotional intelligence. the result of students’ reading comprehension based on the descriptive statistics, the range of toefl junior reading comprehension section score was 36, the minimum score was 31, and the maximum score was 67. meanwhile, the sum score of the toefl junior reading comprehension section was 2523, and the mean score of toefl junior reading comprehension section was 47.60. this mean score (47.60) indicated that the reading comprehension of the eleventh grade students of sma sandika banyuasin were in the poor category. the result of the distribution of toefl junior reading comprehension section showed that there were no students in very good and good category. on the contrary, there were 7 students were in fair; 13.2 %, 34 students were in the poor; 64.2 %, and 12 students were in very poor; 23.6 %. the result of normality and linearity tests the data are interpreted normal if p> 0,05. if p< 0,05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. based on the result of normality test; kolmogorov-smirnov, both emotional intelligence and toefl junior reading comprehension section results were more than .05. the result of usmeq-i was .071 (>.05) and toefl junior reading comprehension section was .200(>.05) which could be assumed that the data were normal. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. based the results, the deviation from linearity between emotional intelligence and reading comprehension (sig) was .328 or higher than .05 which the result could be assumed that it was linear. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 24 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. correlation analysis result the correlation between students’ emotional intelligence and reading comprehenison based on the pearson product moment correlation coefficient, the result indicated that the pattern of correlation between emotional intelligence and reading comprehension was positive. the correlation coefficient or the r-value (.661) was higher than r-table (.265). then the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. thus, there was a significant correlation between the students’ emotional intelligence and their reading comprehension. the influence of students’ emotional intelligence on reading comprehension the results indicated that the students’ emotional intelligence influenced reading comprehension significantly with tvalue (6.290) was higher than ttable (2.008) with sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between students’ emotional intellignece toward reading comprehension. the details are following: table 3. the regression analysis result model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 12,609 5,628 2,241 ,029 usmeq-i 13,512 2,148 ,661 6,290 ,000 a. dependent variable: toefl junior in addition, to know the percentage of emotional intelligence influenced on speaking achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .437. it means that students’ emotional intelligence gave significant effect in the level of 43.7 % toward reading comprehension, and 56.3% was unexplained factors value. the details are following: table 4. model summary model r r square adjusted r square std. error of the estimate 1 ,661 a ,437 ,426 6,160 a. predictors: (constant), usmeq-i b. dependent variable: toefl junior usmeq-i toefl junior usmeq-i pearson correlation 1 ,661** sig. (2-tailed) ,000 n 53 53 toefl junior pearson correlation ,661** 1 sig. (2-tailed) ,000 n 53 53 **. correlation is significant at the 0.01 level (2-tailed). edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 25 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussions first, based on the result of pearson product moment correlation, it was found that there was a positive and a significant correlation between reading comprehension and reading comprehension of the eleventh grade students of sma sandika banyuasin (r.661). the correlation was positive which probably indicated that when the score of students’ emotional intelligence tends to increase the score of their reading comprehension also tends to increase, despite students’ emotional intelligence gave a small influence in their result of reading comprehension achievement. from the result, their emotional intelligence may be have a correlation with the way they did the reading comprehension test such as build attention, promote motivation, and also likely activate their will to finish the test even their capabilities are not good enough. however, the result is consistent with the previous theoretical and empirical studies. the result of this research is supported by motallebzadeh (2009) who found that there was a positive relationship between emotional intelligence of iranian efl learners and their reading comprehension. one reasonable explanation for the contribution of emotional intelligence to participants’ better performance on the reading comprehension achievement test could be advanced with reference to the cognitive accounts of the process of reading comprehension, which conceives of it as involving both lower level and higher level processing. higher level processing deals with a reader’s ability in assembling clause-level information into a text model of their own understanding and is related to their potential to build an interpretation of the text that is consistent with their goals, attitudes, and background knowledge. since learners’ emotional intelligence and cognitive functioning are closely interrelated, it may be that learners with higher level of emotional intelligence would be able to carry out higher level processing (and hence read) both more effectively and efficiently because emotional intelligence represents abilities that join intelligence and emotion to enhance thought (abdolrezapour & tavakoli 2012). it is also in line with karbalaei and sanati (2014) who found that there was a positive strong relationship between emotional intelligence and reading comprehension of iranian students. the reasonable explanation for the result of study is reading comprehension involves emotional processing (bryant, 2007). as the result, emotional intelligence brings together the fields of emotions and intelligence by viewing emotions as useful sources of information that help one to make sense (salovey & grewal, 2005). furthermore, positive emotions also influence learning by affecting students’ attention, motivation, use of learning strategies and selfregulation of learning (pekrun, 2014). the results of this research also corroborate to the result of nurhasnah (2014) who found that there was significant positive correlation between students’ emotional intelligence and their reading comprehension of eighth grade students at islamic junior high school sawah kamapar regency. according to fani (2015), it is no wonder, though, that emotional intelligence have a correlation with comprehension proficiency because learning a language is a communicative task in nature, and the ability to communicate and learn a language, knowing emotions, and being able to control them plays a significant role. on the contrary, this study has different result from ghabanchi and rastegar (2014) who investigated the correlation between emotional intelligence, intelligence quotient, and reading comprehension. they found that emotional intelligence has a weak correlation with reading comprehension. iq was stronger than ei. meanwhile, karaman (2012) found there was no correlation between emotional intelligence and english language performance. the further analysis found that emotional intelligence was not significant correlation with reading comprehension. afterwards, ronasari (2015) also found there was weak but not significant correlation between emotional intelligence and reading comprehension. the study found that edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 26 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students’ emotional intelligence in english education fkip pgri was average and reading comprehension was in very good category. meanwhile, the result of r square (43.7) indicated that emotional intelligence gave 43.7 % influence on reading comprehension. this result in part with motallebzadeh (2009) who found that the regression analysis for the significant level, it means that reading comprehension more influenced by emotional intelligence level. it is supported by dehkordi and bidabadi (2015) who mention that emotional intelligence can have an effect on the efl learners’ reading comprehension ability. moreover, zarezadeh (2013) claimed that emotional intelligence affects english language learning. that is likely happened because emotional intelligence (ei) is a necessary component of any educational community (elias, 2004, as cited in fatum, 2008). furthermore, downey et al. (2008) (as cited in abdolrezapour, 2013) find that high emotional intelligence contributes to increased motivation, planning, and decision making, which positively influence academic performance. in addition, soureshjani and naseri (2011) mention emotions control the will to activate or shut down the cognitive functions. if students are not willing to learn, they either will not learn much, or they will not use their maximum capacity to perform well. conclusion based on the analysis, this research found a positive significant correlation and emotional intelligence gave an influence to reading comprehension which indicated that emotional intelligence is important for students in their learning english, especially reading comprehension. therefore, students have to be aware, explore and improve their emotional intelligence. furthermore, teacher should aware of students’ emotional intelligence and also involve it in the process of learning. references abdolrezapour, p. (2013). the relationship between emotional intelligence and efl learners' writing performance. procedia social and behavioral sciences, 70, 331-339. abdolrezapour, p., & tavakoli, m. (2010). the relationship between emotional intelligence and efl learners’ achievement in reading comprehension. innovation in language learning and teaching, 6(1), 1-13. agustiani, m. (2016). the effects of drta and lc strategies on students’ reading comprehension achievement of narrative texts based on english score levels. journal of english literacy education, 3(2), 111-124. arifin, w. n., yusoff, m. s. b., & naing, n. n. (2012). confirmatory factor analysis (cfa) of usm emotional quotient inventory (usmeq-i) among medical degree program applicants in universiti sains malaysia (usm). education in medical journal, 4(2), 26-44. aziez, f. (2011). examining the vocabulary levels of indonesia’s english national examination texts. asian efl journal. professional teaching articles, 51, 17-2 9. baharani, b., & ghafournia, n. (2015). the impact of multimodal texts on reading achievement: a study of iranian secondary school learner. international journal of applied linguistics & english literature, 4(4), 161-170. bangun, y. r., & iswari, k. r. (2014) searching for emotional intelligence measurement in indonesia context with innovative approach. procedia social and behavioral sciences, 169, 337345. brassel, d., & rasinski, t. (2008). comprehension that works, taking students beyond ordinary to deep comprehension. huntington beach, ca: shell education. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 27 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi bryant, h. c. (2007). the relationship between emotional intelligence and reading comprehension in high school students with learning disabilities. dissertations. (graduate’s dissertations). andrews university, michigan, united states. dechant, e.v. (1982). improving the teaching of reading. new jersey, nj: prentice-hall, inc. dehkordi, b. m., & bidabadi. f. s (2015). relationship between iranian efl learners’ reading strategy use and emotional intelligence. international journal of foreign language teaching & research, 3(9), 36-43. fani, t. (2015a). reading comprehension performance viewed in the light of bar-on’s emotional intelligence scales and subscales. international journal of innovation and research in educational sciences, 2(3), 2349–5219. fani, t. (2015b). factors affecting english reading comprehension ability: investigating the role of ei, gender, and major. the ires 4th international conference, 59-63. farooq, m. u (2014). emotional intelligence and language competence: a case study of the english language learners at taif university english language centre. studies in literature and language, 8(1), 6-19. fatum, b. a. (2008). the relationship between emotional intelligence and academic achievement in elementary-school children. (doctoral’s dissertations). university of san francisco, san francisco, united states. ghabanchi, z., & rastegar, r. (2014). the correlation of iq and emotional intelligence with reading comprehension. the reading matrix, 14 (2), 135-144. goleman, d. (2009). emotional intelligence: why it can matter more than iq. london, great britain: bloomsbury publishing plc. grellet, f. (1987). developing reading skills. cambridge, great britain: cambridge university press. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. habibi, a., mukminin, a., riyanto, y., prasojo, l.d., sulistiyo, u., saudagar, f., & sofwan, m. (2018) building an online community: student teachers’ perceptions on the advantages of using social networking services in a teacher education program. turkish online journal of distance education, 19 (1), 46-61. iqbal, m., noor, m., muhabat, f., & kazemian, b. (2015). factors responsible for poor english reading comprehension at secondary level. communication and linguistics studies, 1(1), 1-6. jie, l., & lan, w. r. (2012). the role of eq in efl students’ foreign language learning. sino-us english teaching, 9(11), 1686-1694. jong, h. n. (2015, november 6). ri suffers setback in english proficiency. the jakarta post. karaman, e. (2012). turkish undergraduate students’ emotional intelligence and their performance on english language test. (undergraduate’s thesis). eastern mediterranean university, gazimağusa, north cyprus. karbalaei, a., & sanati, f. (2015). the study of the relationship between emotional intelligence, reading motivation, and anxiety with reading comprehension among iranian efl learners. international journal of english language and literature studies, 4(4), 171183. klinger, j. k., vaughn, s., & boardman. (2007). teaching reading comprehension to students with learning difficulties. new york, ny: the guilford press. lestari, i. (2013). pengaruh waktu belajar dan minat belajar terhadap hasil belajar matematika. jurnal formatif, 3(2), 115-125. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1 (1), 6-17. mayer, j. d., roberts, r. d., & barsade, s.g. (2008). human abilities: emotional intelligence. annual review of psychology, 5, 507–536. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 28 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi motallebzadeh, k. (2009). the relationship between the emotional intelligence of iranian efl learners and their reading comprehension and structural ability. journal of teaching english as a foreign language and literature, 1(4), 39-55. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. natalia, m. d. (2016, 22 march). penelitian terbaru: dari 76 negara, minat baca siswa indonesia peringkat ke-69. harian jogja. retrived from: http://www.harianjogja.com/baca/2016/03/22/penelitian-terbaru-dari-76-negara-minatbaca-siswa-indonesia-peringkat-ke-69-703442. nurhasna. (2014). the correlation between students’ emotional intelligence and their reading comprehension at islamic junior high school sawah kampar regency (undergraduate’s thesis). state islamic university of sultan syarif kasim riau, pekanbaru, indonesia. oakhill, j., cain, k., & elbro, c. (2015). understanding and teaching reading comprehension. new york, ny: routledge. pal, h. r., pal, l., & tourani, p. (2004). theories of intelligence. everyman’s science, xxxix(3), 181-193. patel, m. f., & jain, p. m. (2008). english language teaching (methods, tools & techniques). jaipur, india: sunrise publishers & distributors. pekrun, r. (2014). emotions and learning. belley, france: gonnet imprimeur. prasojo, l. d., habibi, a., mukminin, a., muhaimin, ikhsan, taridi & saudagar, f. (2017). managing digital learning environments: student teachers’ perception on the social networking services use in writing courses in teacher education. the turkish online journal of educational technology, 16 (4), 42-55. qanwal, s., & karim, s. (2014) identifying correlation between reading strategies instruction and l2 text comprehension. journal of language teaching and research, 5(5), 1019-1032. richards, j. c., & schmidt, r. (2010). longman dictionary of language teaching and applied linguistics (4th ed.). london, great britain: pearson. ronasari, n. (2015). the correlations among emotional intelligence, gender and reading omprehension of english education study program students of fkip pgri university palembang. (magister’s thesis). sriwijaya university, palembang, indonesia. salehi, m., lari, z., & rezanejad, a. (2014). the effects of gender and genre on language learners’ reading comprehension ability. education journal, 3(5), 266-271. salovey, p., & mayer, j. (1990). emotional intelligence, imagination and cognition, and personality. educational psychologist, 9, 185-211. salovey, p., & grewal, d. (2005). the science of emotional intelligence. american psychological society, 14(6), 281-285. soureshjani, k. h., & naseri, n. (2011). an investigation into the relationship between selfesteem, proficiency level, and the reading ability of iranian efl language learners. journal of language teaching and research, 2(6), 1312-1319. sullivan, k. (2016). 50 effective ways to improve communication skills, eq and mastering your emotions. north charleston, sc: createspace independent publishing platform. yılmaz, c. (2012). an investigation into turkish efl students attributions in reading comprehension. journal of language teaching and research, 3(5), 823-828. yusoff, m. s. b., rahim, f. a., & esa, a. r. (2010). the usm emotional quotient inventory (usmeq-i) manual. kelantan, malaysia: kkmed publications. yusoff, m. s. b. (2012). stability of usmeq-i in measuring emotional intelligence in medical students. asean journal of psychiatry, 13(1), 1-6. zarezadeh, t. (2013). the effect of emotional intelligence in english language learning. procedia social and behavioral sciences, 84, 1286-1289. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 103 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of pictionary games as a tool to teach vocabulary for senior high school students amelia yustina fatmawati universitas sultan ageng tirtasaya, indonesia delsa miranty universitas sultan ageng tirtasaya, indonesia corresponding author: delsa12@untirta.ac.id welliam hamer universitas sultan ageng tirtasaya, indonesia abstract this study investigates the effectiveness of pictionary games as a tool to teach senior high school students vocabulary. in order to accomplish this purpose, this study was conducted in the 10 th grade of a senior high school in banten province, indonesia. the data used a quantitative research methodology by implementing a quasi-experimental research design. the population in this study was students of class a senior high school in banten province, indonesia, and took 72 students as a sample divided into two classes. cluster random sampling was used to select the class, and the result of random cluster sampling was obtained with 10 mia 2 as the experimental class and 10 iis 2 as the control class. the pretest and post-test were selected as the research instrument to know the effectiveness of pictionary games. the researchers used normality and homogeneity tests to analyze the study's data. after collecting the students’ pretest and post-test, the researchers measured the results to determine the effects on students’ vocabulary mastery between experimental and control groups. the post-test average of the experimental group is higher than the control group (8.392 > 5.054). it can be concluded that the pictionary games effectively teach vocabulary in the 10 th grade of a senior high school in banten province, indonesia. it recommends that teachers significantly apply pictionary games when teaching english to increase the student’s vocabulary mastery. keywords: effectiveness, pictionary game, senior high school, tool, vocabulary introduction vocabulary is a critical component in learning english. mentions that the dwi (2017) teacher should teach vocabulary first because vocabulary is the basic competence the students must reach to get other competencies like writing, reading, speaking, and listening. however, teaching vocabulary is not easy . research by supports that (maspa, 2019) darmawan and fatmawati (2019) most students feel difficult to learn vocabulary mastery even though the teacher has taught clearly because the teacher delivers the material monotonously. therefore, the teacher should find a tool and apply it to make the students feel happy when they learn vocabulary, particularly in english. mailto:delsa12@untirta.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 104 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi besides, research by ) supports that the teacher has to find a kartini and kareviati (2021 solution to improve the student’s vocabulary by using appropriate teaching techniques or media that interest the students. game is one technique to increase vocabulary mastery (darmawan & . in line with the statement above, research by fatmawati , 2019) ferdinandus and rahayaan (2020) supports that a game is an excellent technique for learning vocabulary because if they only memorize it, they quickly get bored. one game that effectively increases the student’s vocabulary mastery is pictionary games. the pictionary game directs students to phrases from drawings or guessing words . research by supports that (darmawan & fatmawati 2019) hamer and lely (2019) the pictionary game is fun and can increase students’ enthusiasm and motivation to help students learn english vocabulary. current studies prove that pictionary games as instructional media provide positive impacts on students’ vocabulary mastery in teaching english (grida, 2019; dwi, 2017; rianti, 2018; tahmit moreover, & nastiti, 2019; ferdinandus & rahayaan, 2020; kartini & kareviati, 2021). dwi (2017) stated that students could quickly get a new language during learning by using the pictionary game. in sum, using pictionary can help the student’s vocabulary mastery and make the students more interested and enthusiastic to memorize new words. considering the previous studies above, the researchers focus on solving the students’ difficulties in learning vocabulary with a media that effectively improve the students’ vocabulary mastery. then in this research, the researchers inferred that the pictionary games effectively increase the student’s vocabulary mastery. therefore, the researchers intended to effectively teach vocabulary using pictionary games to help students increase vocabulary mastery. in this present study, the researchers would like to proper the previous studies by adding different materials and levels of education. in this study, the participants were senior high school students and used nouns and verbs for the material since the earlier studies paid little attention to that part of the vocabulary and on that level of education. therefore, this study fills this knowledge gap by exploring the effectiveness of pictionary games, particularly on nouns and verbs, for senior high school students in banten province, indonesia. literature review concept of vocabulary in this case, there are some definitions of vocabulary. vocabulary is a crucial aspect of learning a language. as suggest, vocabulary is the core of language richards and renandya (2002) proficiency and the basics of listening, speaking, writing, and reading. similarly, defined dwi (2017) vocabulary as provided since the student learns about language for the first time. vocabulary is the primary language that an individual can use to write, speak, read, or listen. furthermore, research by supports that vocabulary is a language system component essential to santoso and andriyadi (2019) learning. in addition, vocabulary could be used as a reference tool and helps maintain a list of the 1,000 terms that are used the most on hand . (nunan, 2015) based on the explanation above, the researchers conclude that vocabulary mastery is essential for students to learn english. therefore, the students need to learn vocabulary first because vocabulary plays a significant role in learning a new language, and students can quickly learn listening, speaking, reading, and writing by mastering english vocabulary. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 105 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kinds of vocabulary different kinds of vocabulary are called parts of speech. explains that parts khairani (2019) of speech include nouns, verbs, pronouns, adverbs, prepositions, adjectives, and conjunction;  nouns: a word used to describe a name, thing, person, animal, place, or idea. for example, it is a newspaper, etc.  verbs: a word used to describe an action. for example, kirana helps her mother every day, etc.  pronouns: a word used to take the place of a noun. for example, it is a flower, etc.  adverbs: a word used to explain when, where, and how the action occurs. for example, my brother never speaks loudly, etc.  preposition: a word used before a noun or pronoun. for example, there is bread in the fridge  adjective: a word used to qualify a noun. for example, the dress is beautiful, etc.  conjunction: a word used to connect one part of speech and the other. for example, my mother likes to see dance videos but can be dancing, etc. referring to the previous study by that used only nouns to conduct the research, the dwi (2017) researchers put more attention by focusing on two kinds of vocabulary to teach the students in 10th grade of senior high school in banten province, indonesia, in the form of verbs and nouns. teaching vocabulary teaching vocabulary is not a spontaneous process that is easy to be done. in teaching language, the teacher should find the technique that motivates the student to learn vocabulary. referring to explained, a teacher can encourage students using creative and faridi (2012) inspirational teaching methods. stated three factors influencing english murcia and olshtain (2005) vocabulary. the first is student factors, the second is the teachers’ factor, and the third is the learning facilities’ factor. regarding student characteristics, two things can be considered: curiosity and learning activities. interest is a crucial element that might impact vocabulary. students that interested in learning english can have motivation and enthusiasm when studying. furthermore, a significant issue with teaching vocabulary is that only a few words and a small fraction of the information needed to understand a word may be covered (richards & . therefore, teachers must find a medium that motivates students to learn renandya, 2002) vocabulary. considering the description above, the researchers conclude that teachers must use the media to motivate students to teach. the teacher can use an exciting game that effectively increases the student’s motivation and interest to learn vocabulary because it can help them learn vocabulary quickly. concept of pictionary games the teacher can teach vocabulary mastery using games as a medium. usually, the students will have more enthusiasm to learn while playing. the pictionary is one that the teacher may utilize to teach vocabulary. the pictionary game was designed in 1985 by angle (hinebaugh, 2009). dwi edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 106 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi stated that pictionary games are a game that involves the player to phrases from drawings or (2017) guessing words. in line with the statement above, daulay (2021) stated that pictionary is a guessingword game played in pairs, where the player will draw it, and the other player will guess it. pictionary games direct students to think about the word through pictures drawn by other pairs. each player should draw, and the other should guess it (napthine & daniel, 2011). in addition, l define the pictionary games as word games darmawan and fatmawati (2019) that effectively improve the students’ vocabulary mastery by guessing the pictures. a pictionary is a game that helps the students remembers the words they have known by assuming a picture of the term used by the teacher. in sum, pictionary is a game that asks the students to guess a picture already drawn by other students to make the other students feel happy, have high motivation, and easy to learn english. pictionary games can also help the students improve their vocabulary mastery using pictures. the advantages of pictionary games and the instruction to use pictionary games pictionary games are a game that has advantages in helping students to improve their vocabulary mastery. it is supported by which explained the benefits of the hinebaugh (2009), pictionary games for learning a new language. the first is a pictionary that may be used to reinforce students' understanding of the material, particularly for visual learners. other benefits include how the pictionary game encourages creativity in the children by having them predict the image. it is appropriate for vocabulary growth. in line with the statement above, also states that grida (2019) pictionary games are exciting games with advantages to making students easier to learn vocabulary because when they play the pictionary games, they make the illustration by themselves. a pictionary game is a game that plays on a team. several things need to be considered to using the pictionary games. explained the instruction for using pictionary hamer and lely (2019) games there are;  the teachers divided students into teams.  the teacher establishes the game's rules.  the teacher prepares the word from the vocabulary list and writes it into cards  each team set the member to illustrate the word from the teacher, and other members tried to guess it.  after the team is ready, the game starts to play it.  a team member starts taking one of the cards, drawing and then telling the other members to guess.  each team member should take one of the card words and draw to guess by other members.  the team with the high score answer is the winner. also defines how to play pictionary. first, the teacher prepares the vocabulary list. buttner (2007) then, the teacher asks students to divide into teams. next, one student from each draws the word from the vocabulary list, and other members guess the drawing. the students should guess it at a particular time. if a team fails, the other team can answer it and steal the points. moreover, if the teacher uses the pictionary game as the media to teach, the teacher also teaches how the students can work well in a team. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 107 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi previously relevant studies several previous studies are relevant to this research. the study of the effectiveness of pictionary games in teaching vocabulary can be seen from many research findings. for example, informed that the researchers divided the students into two classrooms; the grida (2019) experimental class played pictionary, while the control class employed traditional media. the material was done by using verbs. the result of this research is that the experimental group had an average score of 55 in the pre-test, and the control class had an average of 51. meanwhile, in the post-test, the experimental group had an average score of 67, and the control group had an average of 61. in sum, the pictionary game can improve students’ vocabulary mastery because the score in the experimental group is more significant than the control group. furthermore, the other study is from entitled “improving students` vocabulary dwi (2017) mastery through pictionary board game at grade iv b of elementary school 36 pekanbaru”. the study used classroom action research for the research design, then pre-test and post-test for the test. the material of this research is a noun. the average result of the pre-test was 66.66, and the average mark in the post-test was 79.33. in sum, the post-test was more significant than the pre-test. so, the pictionary games can help the student’s vocabulary mastery. the subsequent research by is “improving students’ english vocabulary rianti (2018) mastery through pictionary game of sd negeri 22 rumbio”. the research design used classroom action research and nouns for the material. the result of this study is that the score in cycle one is better than in cycle two. in sum, pictionary games effectively improve the student’s vocabulary and also help students memorize vocabulary. then, the researchers from ) entitled “improving students’ tahmit and nastiti (2019 vocabulary mastery through the pictionary words game in fifth grade of madrasah ibtidaiyah tarbiyatul athfal sumurber.” the study used class observation and interviews, and nouns as the material. the result of the discussions is that the student felt that the pictionary game could increase their vocabulary mastery and make them more interested in learning vocabulary. in sum, the pictionary game can improve students’ vocabulary mastery. another study is from entitled “extending students’ ferdinandus and rahayaan (2020) mastery of vocabulary learned through pictionary game.” this study used mixed method quantitative-qualitative and class action research as the research design. the material in this research is nouns. the result is that the average in cycle one is 35%, and the standard in cycle two or after the treatment is 96%. in sum, the student’s vocabulary is excellent after using pictionary games. therefore, the pictionary game can help students improve their vocabulary mastery. the last study is from entitled “the students’ responses kartini and kareviati (2021) toward the implementation of pictionary game in teaching vocabulary to the seventh grade students in one junior high school in cimahi. “the study used descriptive-qualitative methods and used nouns as the material. the results show significant improvement in the students after using pictionary games to learn vocabulary. in sum, the pictionary game helps the students improve their vocabulary mastery. based on the previous studies above, there are several similarities and differences between the researchers and other researchers. the equality is using the same media, namely pictionary game, and the differences are in this study, the researchers would like to apply the pictionary games to different levels and kinds of vocabulary. therefore, this study fills this knowledge gap by exploring edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 108 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of pictionary games in teaching vocabulary in senior high school by focusing on nouns and verbs for the material. the purpose of this research is that researchers need to know the effectiveness of pictionary games as a teaching tool for senior high school students using verbs and nouns. methodology research design the study applied a quantitative approach as the research method and utilized quasiexperimental research as the research design to find answers to the research questions. it aims to compare students' prior and post-treatment vocabulary competence. in line with the statement above, defined experimental design as a general arrangement to perform a test with ary (2010) independent and dynamic factors. the structure is crucial because it decides investigations within legitimacy, which is the capacity to reach correct decisions on the impact of exploration treatment on the dependent variable. furthermore, the study involved two variables, “pictionary games” is the independent variable or variable x, and “vocabulary mastery” is the dependent variable or variable y. in addition, this study compared two classes. the experimental class was in the first class, while the control class was in the second. both classes had to implement a pre-test and a post-test. the experimental class did the treatment using pictionary games before the post-test. however, the control group did not. as explained the research design of quasi-experimental as sugiyono (2017) follows: table 1. research design for quasi-experimental activity experimental control pre-test   treatment  post-test   the location of the research population and sample this research was conducted at a senior high school in banten province, indonesia, in december 2022. the study's research population consists of all 10th-grade students at a senior high school in banten province, indonesia. there were mia 1-3 and iis 1-3, consisting of 222 students. this study was carried out using a sample from cluster random sampling. acharya et al. (2013) defined random cluster sampling as dividing all populations into clusters or groups. then the cluster is chosen randomly. in this research, the researchers would choose two classes of 10 th grade in a senior high school in banten province, indonesia. furthermore, the random cluster sampling result is 10mia 2 as the experimental class and 10 mia 2 as the control class. collecting data to determine the students' level of vocabulary knowledge in this study, the researchers administered a pre-and post-test. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 109 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pre-test and post-test, the pre-test is the beginning step in collecting data in this research. referring to , a pre-test is a test from the teacher or the lecturer to determine how taufik et al. (2019) far the students understand the material before the teacher or the lecturer does the treatment. in this step, the researchers asked the student to answer the researchers’ multiple-choice essay. there were five essays and 15 multiple-choice questions in the test. the researchers did this test to determine the student’s vocabulary mastery before the treatment. furthermore, the post-test was conducted after the treatment. stated that a post-test is a test that aims to see how far the effendy (2016) students’ progress after receiving treatment. the type of test was the same as the pre-test, which is multiple choice and essay. however, the researchers made different questions from the pre-test. this experiment aimed to determine whether playing pictionary games with students helps them learn more vocabulary. in this research, the points for each correct multiple choice were 1.5, and the points for each correct essay were 2. then, the researchers compared the points from multiplechoice and essays. students score: (brown, 2004) validity and reliability instrument the validity test is a basic test that includes several considerations used as material for reliability testing. if the data does not have a high validity value, the data can be doubted. the validity test can be valid if the calculated r-count is greater than the r-table and the significance value is < 0.05. however, if the significance value is> 0.05, it can be concluded that the item is invalid . the researchers used spss v.20 for the validity test in this research. (komarudin & sarkadi, 2017) the reliability test determines an indicator’s consistency in the research variables to see how significant the test value of the instrument is in reliability (komarudin & sarkadi, 2017). testing, the researchers used cronbach’s alpha value. cronbach’s alpha was used to determine the consistency of each variable item to make it easier for researchers to determine whether the data obtained is reliable by referring to cronbach’s alpha value. if it is more significant than 0.60, it can be said to be reliable. while if it is below the value of 0.60, the data obtained are unreliable. it is because of the respondents’ different answers or lack of understanding. reliability testing is carried out with the application program spss v.20 or statistical package for the social sciences (hardayanti, 2019). data analysis a normality test did in this study to determine whether the data were average or not. the researchers used shapiro in spss v.20 to calculate this test. as fitriyani and andriyani (2020), the normality test is a test to see if the residual value is distributed normally or not. the criteria of the normality test are;  if the significance > 0.05, the data is normal  if the significance < 0.05, the data is not normal edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 110 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi a homogeneity test examines differences between at least two different distributions. it is conducted to determine whether the variables x and y in the data are homogeneous. there is the formula for the homogeneity test; a. calculated the value of by using the formula follow; = b. calculated the value of by using the formula follows: = f (1 – α)(dk = k)(dk = n – k – 1) c. compared and . the criteria of testing are ;  it meant that the variance of the test is not homogenous  if it meant that the variance of the test is homogenous the researchers gathered the pre-and post-tests from the students and then assessed the outcomes to compare the impact of the experimental and control groups on the student's vocabulary knowledge. the researchers calculated the effect of the pictionary games by using a t-test with the significance level. the significance level is 5%.                     yxyx yx nnnn yx mm t 11 2 22 t : effectivenesslofltreatment m : sumlofldeviationlonleach group ∑x 2 : the sum of the deviation quadrate on the control group ∑y 2 : the sum of deviation quadrate on experiment group n : subject quantity findings this study was conducted from december 1, 2022, until december 12, 2022, at a senior high school in banten province, indonesia. this study aims to determine the pictionary game’s effectiveness in teaching vocabulary mastery in the 10 th grade of a senior high school in banten province, indonesia. furthermore, the researchers applied a quantitative approach as the research method and utilized quasi-experimental research as the research design. the data was collected from two groups: experimental and control classes. there were 37 students in 10 mia 2 and 37 in 10 iis 2. the class that would be experimental was 10 mia 2. then, the control class was 10 iis 2. therefore, to know the effectiveness of the pictionary game in teaching vocabulary, the study employed both a pre-and post-test. spss v.20 was used to calculate the result of the test. the researchers found mean scores of the pre-test and post-test of the experimental and control classes. the pre-test result in the experimental class was 5.14, and in the control class was 4.64. meanwhile, the post-test result in the experimental class was 8.39, and the control class was 5.05. the experimental class's mean development was determined to be greater than the control class. it can be concluded that the experimental class's vocabulary increased after the researcher used the pictionary game to teach vocabulary. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 111 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the result of the validity validity had tested in the 10 th grade of a senior high school in banten province, indonesia. the test gave to 37 students in the experimental class and 37 students in the control class. the data was from 50 questions of the try-out. the researchers used the pearson correlation to check the validity. this test can be valid if the calculated r-count was more significant than the r-table and the significance value was < 0.05. however, if the significance value was > 0.05, it can be concluded that the item was invalid. based on the result of the validity test, the researchers found that in 50 questions of try-out, 40 questions were valid, and ten were invalid. the questions were valid because the rcount > rtable (rcount > 0.2287). meanwhile, the question was invalid because the rcount < rtable (rcount < 0.2287). the result of reliability after getting data from the try-out test, the researchers examined the reliability test using spss v.20 and checked with cronbach’s alpha. if it was more significant than 0.60, it could be said to be reliable. while if it was below the value of 0.60, the data obtained are unreliable. the researchers did the reliability test from the try-out, which was valid. forty questions were valid in the try-out test. after checking in spss v.20, the researchers concluded the data was reliable because the result of cronbach’s alpha was more than 0.60 (0.85 > 0.60). the result of the normality test the researchers did the normality test to determine whether the pre-test and the post-test were distributed normally or not. the researchers used spss v.20 and checked with shapiro-wilk. from the result of the normality test, it can be seen that the pre-test experimental had a result sig 0.08 > 0.05, the pre-test control had a result of 0.12 > 0.05, the post-test experimental was 0.12 > 0.05, and the post-test in the control class was 0.48 > 0.05. in sum, all the pre-test and post-test results were distributed normally. the result homogeneity test the researchers conducted a homogeneity test to determine whether the experimental and control classes’ pre-test and post-test results were homogenous. the researchers did the test using spss v.20. the criteria of homogeneity were; fcount < ftabel was homogenous. meanwhile, fcount > ftabel was not homogenous. from the result of the homogeneity test, the researchers found that in the control class, fcount < ftabel (1.62 < 4.12), and in the experimental class, fcount < ftabel (4.01 < 4.12). in sum, all the data in both classes was homogenous. the result of the testing of data (t-test) the researchers tested data (t-test) to prove the effectiveness of pictionary games in teaching vocabulary mastery in the 10 th grade of a senior high school in banten province, indonesia. the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 112 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi criteria of the testing data were; if t > 0.05, the null hypothesis (h0) was accepted, and the alternative hypothesis (ha) was rejected. it means there is no influence between the independent variables on the dependent variable. however, if t < 0.05, it means the null hypothesis (h0) was rejected, and the alternative hypothesis (ha) was accepted. it means there is an influence between the independent variables on the dependent variable. the researchers checked with paired samples test. from the data testing (t-test) result, the experiment and control classes came to different conclusions. in the experimental class, the value of t was lower than 0.05 (t < 0.05). therefore, the ttest result in the experimental class was null hypothesis (h0) was rejected, and the alternative hypothesis (ha) was accepted. however, in the control class, the value of t was higher than 0.05 (t > 0.05). therefore, the null hypothesis (h0) was accepted, and the alternative hypothesis (ha) was rejected. in addition, it can be concluded that using the pictionary game effectively taught vocabulary mastery in the 10 th grade of a senior high school in banten province, indonesia. effect size step 1: calculated the value of effect size (r) by using this formula: r =√ where: r: effect size : from the calculation of independent d.f: degree of freedom r =√ = √ = √ = √ = 1.190 step 2: interpreted the value of effect size (r) by seeing the scale of effect size: table 2. the result of effect size relative size effect size small 0.100 – 0,234 medium 0.234 – 0,370 large > 0.371 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 113 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on the result of the calculation of the effect size of the independent test. it can be interpreted that the effect size was 1.190. it means that in interval >0.371, it was showed the effect size in this test had a significant effect size. therefore, it can be implied that pictionary effectively improves students’ vocabulary mastery. discussion the researchers discuss the analysis described in the previous sub-chapter in this section. the researchers did the research in the 10 th grade of a senior high school in banten province, indonesia, and took experimental and control classes. the total of students in the experimental class was 37, and the control class was also 37. a pre-test and post-test served as the test instruments. before the pre-test, the researchers conducted a try-out using verb and noun questions to determine whether the questions were valid and reliable. the total of questions was 50 questions. the researchers used spss v.20 to know the data was valid and reliable. the researchers found that 40 questions were valid and reliable, and ten were invalid. the valid numbers can be used as a pre-test and post-test in the experimental and control class. therefore, the researchers used 40 valid questions and divided them into pre-test and post-tests. the result of the test about the instrument is accurate. the first test after the try-out was a pre-test. the researchers conducted the test on december 5, 2022. the researchers gave a pre-test for the experimental class and control class. the test was given to determine essential competencies and to know prior knowledge before receiving treatment. the mean of the result of the pre-test in the experimental class was 5.149. meanwhile, the mean result in the control class was 4.649. therefore, it can be concluded that the pre-test result was; the score of the experimental class more than the scroll of the control class. after the pre-test result, the researchers did the treatment. referring to dwi (2017) the , researchers conducted the treatment thrice from december 6, 2022, until december 8, 2022. the treatment of both the experimental class and the control class was different. the researchers used pictionary games to teach vocabulary mastery in the experimental class. the researchers saw that the students were enthusiastic and enjoyed the teaching-learning process. then, the students in the control class were taught by power point text. the researchers saw that students did not understand the material presented. it is supported by that pictionary games ferdinandus and rahayaan (2020) can make students enjoy learning vocabulary. therefore, the students are easy to memorize the new word. the next activity was the post-test. this activity was conducted on december 9, 2022. the researchers gave a post-test for the experimental class and control class. the test gave to determine essential competencies and to know prior knowledge after receiving treatment. the test result was that the experimental class had higher scores than the control class. it was indicated with a score of 8.392 from the experimental class and 5.054 from the control class (8.392 > 5.054). in sum, the pictionary games effectively improved the student’s vocabulary mastery in the experimental class. it is supported by that the pictionary game effectively increases vocabulary hamer and lely (2019) mastery for the student. the pictionary game effectively increases vocabulary mastery for the students. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 114 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi after all the tests were finished, the researchers used spss v.20 to calculate and analyze the t-test. the t-test result was t > 0.05 (0.00 <0.05). the null hypothesis (h0) was rejected, and the alternative hypothesis (ha) was accepted. the researchers concluded that pictionary games effectively increased the value of students’ vocabulary mastery. the effectiveness of using the pictionary game to teach vocabulary mastery can be seen in the experimental class students’ scores which were increased after the pictionary game was applied in the experimental class. this study also confirms what was found by grida (2019), dwi (2017), rianti (2018), tahmit and nastiti (2019), ferdinandus and rahayaan (2020), and kartini and . all of the researchers also found that the pictionary game was effective in kareviati (2021) increasing vocabulary mastery. based on this study, pictionary games were adequate as a learning tool and made the students more excited and enjoy learning vocabulary in english. conclusions and recommendations the data analysis showed that the experimental class scored more than the control class. the result of the hypothesis was 0.00 < 0.05. it can be concluded that the null hypothesis (h0) was rejected, and the alternative hypothesis (ha) was accepted. it also can be seen in the effect size with r 1.47, which means the pictionary game had a significant level. in sum, the researchers concluded that the pictionary game effectively teaches vocabulary mastery because the students’ vocabulary mastery was increased after using the pictionary game. considering the results obtained in this study and the discussion in the previous chapter, the researchers would like to suggest improving vocabulary mastery. the teacher should be creative in preparing the media to teach to make the students more enthusiastic and enjoy the teaching-learning process so the students have the motivation to learn. as a result of this research, pictionary games effectively improve the student’s vocabulary mastery and make the students interested to learn vocabulary. besides, the students can use the pictionary game as the media to learn vocabulary because this media uses a picture and asks the students to work in a team. therefore, the pictionary game effectively excites the students to learn vocabulary. it is also recommended for further researchers to conduct the same research but in different skills like speaking, reading, writing, or listening. references acharya, a. s., prakash, a., saxena, p., & nigam, a. (2013). sampling: why and how of it? indian journal of medical specialities, 4(2). 10.7713/ijms.2013.0032 ary, d., jacobs, l. c., razavieh, a., & ary, d. (2010). introduction to research in education (8th ed). wadsworth. brown, h. d. (2004). language assessment principles and classroom practices. pearson. buttner, a. (2007). activities, games, and assessment strategies for the foreign language classroom (1 st edition). eye on education. darmawan, s. l., & fatmawati, g. n. (2019). the comparison of using chain word and pictionary games toward vocabulary mastery. intensive journal, 1(1), 1. daulay, s. h., lubis, y., & damanik, e. s. d. (2021). does pictionary games effective for students’ speaking skills? journal of english language teaching and linguistics, 13. http://dx.doi.org/10.21462/jeltl.v6i1.486 http://dx.doi.org/10.7713/ijms.2013.0032 https://dx.doi.org/10.21462/jeltl.v6i1.486 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 115 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dwi, l. e. (2017). improving students` vocabulary mastery through pictionary board game at grade iv b of elementary school 36 pekanbaru. 9(2), 16. https://doi.org/10.35445/alishlah.v9i2.48 effendy, i. (2016). pengaruh pemberian pre-test dan post-test terhadap hasil belajar mata diklat hdw.dev.100.2. a pada siswa smk negeri 2 lubuk basung.8. faridi, a. (2012). language teaching theories. unnes press. ferdinandus, m. s., & rahayaan, f. z. (2020). extending students’ mastery of vocabulary learned through pictionary games. pedagogika: jurnal pedagogika dan dinamika pendidikan, 8(2), 118– 136 https://doi.org/10.30598/pedagogikavol8issue2page118-129. fitriyani, i., & andriyani, d. (2020). the analysis of the distribution and recipients of raskin rice on the number of poor people in indonesia. journal of malikussaleh public economics, 3(2), 22. https://doi.org/10.29103/jmpe.v3i2.3208 grida, w. (2019). the influence of using pictionary game on improving students’ achievement in learning english vocabulary. 112. https://doi.org/10.1372/journal.1526071 hamer, w., & lely, l. n. (2019). using pictionary game to increase learners’ vocabulary mastery in english language instruction. journal of english education studies, 2(1), 43– 51 https://doi.org/10.30653/005.201921.30. hardayanti, t. d. (2019). pengaruh pendapatan dan gaya hidup terhadap pola konsumsi masyarakat kecamatan medan perjuangan. 11(1), 1–14. hinebaugh, j. p (2009). a board game education. rowman & littlefield education. kartini, i., & kareviati, e. (2021). the students’ responses toward the implementation of pictionary game in teaching vocabulary to the seventh-grade students in one of junior high schools in cimahi. project (professional journal of english education), 4(3), 375 http://dx.doi.org/10.22460/project.v4i3.p375-383. khairani, m. (2019). effective teaching the parts of speech in a simple sentence. 1(1), 11. komarudin & sarkadi. (2017). evaluasi pembelajaran. rizqitapublishing & printing. maspa, s. s. (2019). the effectiveness of using guessing game to improve students’ vocabulary mastery at “mindset english center (mec) course” kabupaten pinrang. 140. murcia & olshtain.(2005).teaching english as a second or foreign language. napthine, m., & daniel, m. (2011). esl english for year 12. insight publications. nunan, d. (2015). teaching english to speakers of other languages: an introduction (1 st ed.) rianti, w. (2018). improving students’ english vocabulary mastery through pictionary game of sd negeri 22 rumbio. 3(1), 19. https://doi.org/10.31004/jele.v3i1.37 richards, j. c., richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge university press. santoso, i., & andriyadi, a. (2019). the use of my dictionary application to improve students’ vocabulary mastery. eltin journal; journal of english language teaching in indonesia, 7(1), 35. https://doi.org/10.22460/eltin.v7i1.p35-42 sugiyono.(2017). metode penelitian kuantitatif, kualitatif, dan rd. alfabeta suryanto, b. t., imron, a. a., & prasetyo, d. a. r. (2021). the correlation between students’ vocabulary mastery and speaking skill. international journal of english education and linguistics (ijoeel), 3(1), 10–19. 2 https://doi.org/10.24036/jelt.v9i1.107809 tahmit, m., & nastiti, n. d. (2019). improving students’ vocabulary mastery through the pictionary words game in fifth grade of madrasah ibtidaiyah tarbiyatul athfal sumurber. kontribusia (research dissemination for community development), 2(2), 34 https://doi.org/10.35445/alishlah.v9i2.48 https://doi.org/10.30598/pedagogikavol8issue2page118-129 https://doi.org/10.29103/jmpe.v3i2.3208 https://doi.org/10.1372/journal.1526071 https://doi.org/10.30653/005.201921.30 http://dx.doi.org/10.22460/project.v4i3.p375-383 https://doi.org/10.31004/jele.v3i1.37 https://doi.org/10.22460/eltin.v7i1.p35-42 https://doi.org/10.24036/jelt.v9i1.107809 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 116 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi taufik, a., saidi, s., & apendi, t. (2019). analysis the hidden advantages of written pre-tests for student intelligence. international journal for educational and vocational studies, 1(7) https://doi.org/10.29103/ijevs.v1i7.1677 https://doi.org/10.29103/ijevs.v1i7.1677 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 29 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching narrative writing through probable passage strategy to islamic senior high school students novia fajrina state islamic university of raden fatah, palembang, south sumatra fajrinanovia@gmail.com abstract the objectives of this study were to find out whether or not (1) there is a significant improvement on the eleventh grade students’ achievement in writing narrative text before and after the treatment at ma al-fatah palembang, and (2) there is a significant difference on the eleventh grade students’ writing achievement between those who are taught by using probable passage strategy and those who are not at ma al-fatah palembang. there were 70 students taken as sample. each class consisted of 35 students from class xi ipa 2 as experimental group and class xi ipa 1 as control group. the sample of this study was taken by using convenience sampling method. in this study, the writer used quasi experimental design using pretest-posttest non-equivalent groups design. the instrument used collecting the data was writing test. the test was administered twice, as the pretest and posttest for both control and experimental groups. the results of the test were analyzed by using ibm spss (statistical package for the social science) 20. the result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using probable passage strategy since the p-output (0.000) was lower than (0.05) and t-obtained (25.116) is higher than t-table (2.032) and (2) there was a significant difference from students’ posttest scores in control and experimental groups, since p-output (0.000) was lower than (0.05) and t-obtained (8.243) is higher than t-table (1.995). so, the ho (the null hypothesis) was rejected and ha (the alternative hypothesis) was accepted. it means that there was significant difference on students’ writing achievement taught using probable passage than students who are taught by using strategy that used by teacher. keywords: writing achievement, narrative text, probable passage strategy introduction to interact with other people in the world, commonly international languages are used. english is one of them. according to sharifian (2009, p.2), english as an international language refers to a paradigm for thinking, research and practice. as international language, english is taught in every country all over the world, including indonesia. according to lauder (2008, p. 10), english is widely recognized and english is important for indonesia and the reason most frequently put forward for this is that english is a global international language and policy in english language teaching and learning should be set appropriately (arib, 2017; habibi, mukminin, sofwan & sulistyo, 2017; mukminin, rohayati, putra, habibi, & aina, 2017; prasojo, habibi, mukminin, ikhsan, taridi, & saudagar, 2017; luschei, 2017; habibi, mukminin, riyanto, prasojo, sulistyo, sofwan, & saudagar, 2018). in learning english there are four language skills learned by students. one of the four skills of english is writing, a system to record language meaning and word symbol (coulmas, 2003). mailto:fajrinanovia@gmail.com edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 30 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi according to pasand and haghi (2013), mukminin, ali, and fadloan (2015), and makmur, ismiyati, mukminin, and verawaty (2016), writing is one the most important skills in learning a foreign language, the nature of which has become clearer nowadays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects. in addition, rass (1997) states that writing is difficult for native speakers and non active speakers alike, because writers must balance multiple issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling and mechanics such as capitalization. it concluded that writing is not easy skill, because there are many components from the big scale till the title scale should be assessed. there are four kinds of texts in senior high school to be learned, such as narrative text, descriptive text, report text and procedure text. narrative is a kind of genre aimed to entertain, to gain and to hold the readers’ interest in a story. according to priyana (2008), the purpose of the text is to entertain because they deal with unusual and unexpected development of event. practically, there were difficulties in writing narrative text. the difficulties were stated by teacher english of ma al-fatah palembang. first, some of the students had difficulties to start writing because they only translated their thoughts from their native language into english. besides, some of the students were lack of grammar and knowledge. second, they were also lack of vocabulary and like to imitate the text given in the book or rewrite their friends’ work. third, they were lack of motivation in learning writing. these problems make the students dislike writing and get some difficulties in starting writing and making composition. and the last, they were still confused to start writing narrative text based on the generic structure of narrative text; orientation, complication and resolution. one teaching strategy that could help the students in writing subject is probable passage strategy. according to clark (2007) the focus of probable passage is that students can use the key concept to make a prediction about the selected text. the students use key concept provided by the teacher to write story passage that could appear in the text. based on background above, the aims of this study are to find any significant improvement on the eleventh grade students’ achievement in writing narrative text before and after the treatment at ma al-fatah palembang, and to find any significant difference on the eleventh grade students’ writing achievement between those who are taught by using probable passage strategy and those who are not at ma al-fatah palembang. literature review concept of teaching teaching means to help and cause someone to know something or to do something. according to brown (2007), kamil, mukminin, idrus, jamin, and yusuf (2013), and azkiyah and mukminin (2017), teaching may be defined as showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. teaching is also interaction between teacher and students. according to moore (2005), teaching is the actions of someone who is trying to assist other to reach their fullest potential in all aspects of development. concept of writing according to mora-flores (2009), writing is a process by which we transfer our thinking, our ideas, and our experiences into written form. the process of writing is complex in which these processes should follow from its first step until the final step of writing. it is because once the researcher misses to evaluate one step which could be a mistake, then another step will be followed by another mistake connected to the previous step. hedge (2000, p. 302) states that: “writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. it involves a edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 31 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. it is a complex process which is neither easy nor spontaneous for many second language researchers”. narrative paragraph langan (2005) explains that narrative is storytelling, whether relating a single story or several related ones. narrative text is a story conveyed to entertain the reader or listeners. furthermore, daryanto (2014) states that narrative is a piece of the text which tells a story to amuse and entertain the reader or listener. in addition, dietsch (2006, p. 86) states that: “narrative paragraph tell a story or relate an event or anecdote. the researcher often sets the scene first, telling who or what when and where. description, dialogue, or illustrations may be included to kindle interest and to clarify. action verbs keep the story moving. narratives often build suspense, reversing a surprise for the end”. according to sudarwati and grace (2007) there are generic structures of narrative text: 1) orientation, this part introduces the characters of the story, the time and the place of the story happened. 2) complication, in this part, tells the beginning of the problem which leads to the crisis (climax) of the main participants. 3) resolution, this part tells the problem (the crisis) is resolved, either in a happy ending or a sad (tragic) ending. 4) re-orientations, this is the closing remark to the story and it is optional. probable passage strategy according to balajthy and wade (2003) emphasize probable passage strategy as follows: in doing this strategy, the teacher ask the students to make some predictions about the selected key words from the text and then asks the students to discuss or to places the keywords into the categories. the categories include characters, setting, problems, and ending. in addition, according to collins and gunning (2010) state that probable passage strategy that encourages students to anticipate story content by categorizing a list of keywords according to their perceived function in a story as depicted on a template using story map terminology. using their schema for narrative story structure and background knowledge of the key words/concepts selected for categorization, students create written prediction in the form of a main idea or gist statement. furthermore, harvey and zemelman (2004) state this strategy is much more effective than giving students a list of word and requiring them to use a dictionary to define them one by one. advantages of probable passage strategy and procedure according to wood (1984) there are some advantages of probable passage strategy. the advantages are the teacher secures in having emphasized vocabulary, comprehension and writing within a single lesson. and then, probable passage provides teachers with a straightforward process to guide students in producing narrative text. in addition, according to beers (2003, p. 92) states that as assign word to individual boxes, they make the visible act of thinking visible. likewise, clark (2007) mentions that probable passage helps students to write using the type of language and sentence structure common to the genre and use the process of analyzing the information against a reliable source. furthermore, cecils and pfefier (2011, p. 51) state that probable passage features a unique marriage of story grammar knowledge and pre-reading prediction to encourage learner’s critical thinking. according to wood (1984) the procedures for developing probable passage strategy are: 1) teacher analyzes the selection for the most significant concepts or for terms that may need extra edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 32 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi emphasis, 2) teacher presents some words on the board, 3) teacher presents the categories that correspond with the appropriate story frame (read: setting, characters, problem, problemsolution ending), 4) teacher presents the incomplete probable passage, 5) teacher reads the list of the key terms (words) to the students and have them repeat each word, 6) teacher tells the student to list the words (keys terms) in appropriate categories at incomplete story frame, 7) teacher directs the student’s attentions to each line of the story frame and have them use these words (key terms) to develop a logical probable passage, 8) teacher asks the students either read or listen to the selection, 9) teacher asks the class makes necessary changes on their categorized words, 10) teacher asks the students modify the story frame to reflect the actual story events. methodology in this study, the writer used quasi experimental design. specifically, one of the quasi experimental designs used in this research was pretest-posttest non-equivalent group design. there were two groups, they were experimental and control group which both were given the pretest and posttest. the writer did the treatments by using probable passage strategy to the experimental group, but the control group was not. the population in this research was the students of the eleventh grade students of ma alfatah. based on the data, there were 106 students, consist of three classes. furthermore, the sample of this study was taken by using convenience sampling technique. according to fraenkel, et al. (2012), convenience sample is a group of individual who (conveniently) are available for study. in other words, the total number of students as the sample in this study were 70 students. it would be the students in xi ipa 2 as an experimental group and xi ipa 1 as control group. in this research, the test-question items which used for students’ pre-test was the same as it is given for students’ post-test activities and the result of students’ work was checked and scored by three raters. before they implemented as research instrument, it must be analyzed or checked for their validity and reliability tests. the writer had consulted the instrument with three validators to evaluate whether the components of the instrument are valid or not to be applied in research activities. the result from the validators can be assumed that the test instrument and lesson plan are appropriate to be used in this research study. after try out, to measure the test, the writer calculated the students’ score from the three raters using inter-rater reliability with spearman rank order in internal consistency realibility. from the result of measuring reliability test was 0.88. from the score it can be stated that the reliability of the test is reliable since the reliability was higher than 0.70. findings in distribution of frequency data, score, frequency, and percentage were analyzed. the scores were got from; (1) pretest scores in control group; (2) posttest scores in control group; (3) pretest scores in experimental group; and (4) posttest scores in experimental group. students’ pretest scores in control group based on the result analysis of students’ pretest scores in control group, it showed that twenty four students (68.5 %) got the score between 50 or below in category very poor, eight students (22.9 %) got the score between 51-60 in category poor, and three students (8.6 %) got the score between 61-70 in category fair. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 33 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. the distribution pretest scores in control group score interval category posttest frequency percentage 91 100 excellent 0 0 % 81 – 90 very good 0 0 % 71 – 80 good 0 0 % 61 – 70 fair 3 8.6 % 51 – 60 poor 8 22.9 % below 50 very poor 24 68.5 % total 35 100.0 % students’ posttest scores in control group based on the result analysis of students’ posttest scores in control group, it shows that seventeen students (48.3 %) got the score between 51-60 in category poor, fourteen students (40.2 %) got the score between 61-70 in the category fair, and four students (11.5 %) got the score between 71-80 in category good. table 2. the distribution posttest scores in control group score interval category posttest frequency percentage 91 100 excellent 0 0 % 81 – 90 very good 0 0 % 71 – 80 good 4 11.5 % 61 – 70 fair 14 40.2 % 51 – 60 poor 17 48.3 % below 50 very poor 0 0 % total 35 100.0 % students’ pretest scores in experimental group based on the result analysis of students’ pretest scores in experimental group, it shows that twenty four students (68.5 %) got the score 50 or bellow in category very poor and eleven student (31.5 %) got the score in poor category. table 3. the distribution pretest scores in experimental group score interval category posttest frequency percentage 91 100 excellent 0 0 % 81 – 90 very good 0 0 % 71 – 80 good 0 0 % 61 – 70 fair 0 0 % 51 – 60 poor 11 31.5 % below 50 very poor 24 68.5 % total 35 100.0 % students’ posttest scores in experimental group based on the result analysis of students’ posttest scores in experimental group, it shows that seven students (20.1 %) got the score between 61-70 in category fair, sixteen students (45.5 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 34 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi %) got the score between 71-80 in category good, eleven student (31.5 %) got the score between 81-90 in category very good, and in the excellent category, a student got score between 91-100. table 4. the distribution posttest scores in experimental group score interval category posttest frequency percentage 91 100 excellent 1 2.9 % 81 – 90 very good 11 31.5 % 71 – 80 good 16 45.5 % 61 – 70 fair 7 20.1 % 51 – 60 poor 0 0 % below 50 very poor 0 0 % total 35 100.0 % furthermore, the writer analyzed the normality and homogeneity of students’ pretest and posttest scores in experimental and control group. the result showed that the significance value of the students’ pretest scores in control group was 0.650 and experimental group was 0.721. moreover, the result of showed that the significance value of the students’ posttest scores in control group was 0.689 and experimental group was 0. 589. from the score, it could be stated that the students’ pretest score in control and experimental group were considered normal since the result of p-output were higher than 0.05. to compute homogeneity test, levene statistics in spss 20 was applied. in the pre-test of experimental and control group were found that the p-output is 0.893. from the result, it could be stated that the obtained score from students’ pretest in experimental and control groups are homogenous, because it is higher than 0.05. furthermore, in the posttest of experimental and control group were found that the p-output was 0.446. from the result, it could be stated that the obtained score from students’ post-test in experimental and control groups are homogenous, because it was higher than 0.05 result of hypothesis testing in this result of hypothesis testing, paired sample t-test was measuring means significant improvement and independent sample t-test was measuring means significant difference on student’s writing narrative score by using probable passage of ma al-fatah. measuring a significant improvement on students’ narrative writing based on the table analysis, it was found that the p-output was 0.000 with df=34 (2.032), and t-value = 25.116. it could be stated that there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using probable passage strategy since the p-output was lower than 0.05. it can be stated that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. the analysis result of paired sample t-test is figured out in table 5 below. table 5. result analysis in measuring significant improvement on students’ narrative writing by using probable passage strategy probable passage strategy paired sample t-test ha t df sig. (2-tailed) 25.116 34 0.000 accepted edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 35 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi measuring a significant difference on students’ narrative writing in this study, independent t-test was used to measure a significant difference on students’ narrative writing score taught by using probable passage strategy and those who were not at ma al-fatah palembang. the analysis result of independent sample t-test is figured out in table 6 below. table 6. result analysis of independent sample t-test using probable passage strategy and those who are taught using teacher’s method independent sample t-test ha t df sig.(2-tailed) 8.243 68 0.000 accepted from the table analysis, it was found that the p-output was 0.000 and the t-value was 8.243. it could be stated that there was significant difference on students’ narrative writing score taught by using probable passage strategy and those who were not at ma al-fatah palembang since the p-output was lower than 0.05 and the t-value was higher than t-table (df 68 = 1.9955). so, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. discussion based on the findings above, some interpretation were made as follows: in doing this research, the samples of study were given the pretest by two reasons, the first was to know the mean score of their narrative writing before the treatments given and the second was to know which the group would become control and experimental groups. the researcher chose xi ipa 1 as a control group and xi ipa 2 as experimental group. it was because the students’ scores in control group was higher than the students’ scores in experimental group. it was also proved that the mean of pretest in xi ipa 1 was higher than xi ipa 2. during the pretest in control and experimental groups, the researcher found students’ difficulties in writing, such as the students could not write the narrative text well based on the generic structure, the tense of narrative text, sometimes the students used the other tenses such like simple present tense, and they get bored in writing because their teacher seldom asked them to write composition, especially narrative text. these factors made them less motivated in writing. then, the researcher did treatments in experimental group by using probable passage strategy to help students in narrative writing. first, there was significantly achievement in experimental group through probable passage strategy during the treatment in 10 meetings. in the first to third meeting, when the researcher implemented probable passage strategy in experimental group, the students’ difficulty was found such like they got confused to follow the the steps of probable passage strategy. to overcome this problem, the researcher had to explain them again to stimulate their critical thinking. nevertheless, the media like a template used by the students made them interested to learn. in the fourth to sixth meeting, the students could adapt in using this strategy. the students began to use the key concepts for create their narrative story. it is related to clark (2007) the focus of probable passage is the students can use the key concepts to make a prediction about the selected text. in the seventh to ten meetings, they used to apply probable passage strategy as their new strategy in learning writing skill. they also felt the advantages when they used the strategy. the students got motivation to read and learn. the students also produced the narrative story easily. it is supported by wood (1984) probable passage provides teachers with a straightforward process to guide students in producing narrative text. those findings could be supported by the differences between the students’ pretest and posttest scores in experimental group from category poor to category good. nevertheless, there were some students could not edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 36 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reach the minimum criteon. it was because they did not focus and learn seriously during the treatment. second, the significant difference scores in both groups could be drawn from result of the pretest scores (before treatment) and post test scores (after treatment) got better narrative writing achievement progress. although, these two groups of students progressed, the progress of the students in control group was not as high as the progress of the students in experimental group. it was because the teacher also taught narrative writing which became the focus on the eleventh grade classes. as a result, it could be interpreted that there was a significant difference on students’ writing scores between the students who were taught by probable passage strategy and those who were taught by teacher’s strategy. third, based on the result in the research, probable passage was successfully applied to the eleventh grade students of ma al-fatah palembang. it could be interpreted that the strategy for teaching narrative writing was appropriate to english foreign learners setting in indonesia. it was in line to beers (2003) who emphasizes that the struggling readers are faced whether native or students use english as a foreign language such as vietnam, or cambodia, rusia or mexico, etc and probable passage was the solution. it was also supported by two previous studies susanti (2012) and marulafau (2013) that had proven the strategy enabled to apply to english foreign learners in indonesia. finally, the researcher would like to say that there was a significant difference on students’ writing scores between the students who were taught by probable passage strategy and those who were taught by teacher’s strategy. it was because the benefits from the implementation of probable passage strategy. the benefits of this strategy were; they got more interested to learn english and they felt exited to write narrative text because this strategy provided the key concepts (keywords) or vocabularies for students to help them easier in composing narrative text. in addition, the template of probable passage strategy was given for make them in writing narrative easily. these statements are supported by gunning (2010) who mention that probable passage strategy encourages students to anticipate story content by categorizing a list of keywords according to their perceived function in story as depicted on a template using story map terminology. therefore, the teacher of english can use probable passage strategy in teaching and learning process to improve the students’ english writing achievement. conclusion there are some conclusion of this research referred to the findings and interpretation presented in the previous chapter. first, based on the result of pretest to posttest, probable passage strategy significantly improved students’ writing narrative score to the eleventh grade students of ma al-fatah palembang. second, there was significant difference on students’ writing narrative score to the eleventh grade students who were taught by using probable passage strategy and those who were taught by using strategy that usually used by the teacher of ma alfatah palembang. therefore, it can be inferred that the teaching writing in narrative text by using probable passage strategy can be considered as one of alternative strategy to be used. references arib, a. w. (2017). do family backgrounds control students’ motivation and achievement in learning a foreign language? the case of one islamic senior high school in jambi. ta'dib: journal of islamic education, 22 (1), 1-38. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7 (4), 105-125. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 37 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi balajthy, e., & wade, s. l. (2003). strugling readers: assesment and instructions. new york, ny: guilford press. beers, k. (2003). when children can’t read. what teacher can do. portsmouth, uk: heinemann. brown, h. d. (2007). principles of language learning and teaching. san fransisco, ca: academic press cecil, n. l., & pfeifer, j. (2011). the art of inquiry: questioning strategies. winnipeg, cn: portage & main press. clark, s. k. (2007) writing strategy for social studies. huntington, ca: shelf education. collins, j. l., & gunning, t. g. (2010). building struggling students’ higher level literacy. honolulu, hw: international reading association, inc. coulmas, f. (2003). writing systems : an introduce to their linguistic analysis. new york, ny: cambridge university press. daryanto, j. (2014). english in use for grade x of senior high school linguistic and cultural studie. jakarta, id: platinum pt. tiga serangkai pustaka mandiri. dietsch, b. m. (2006). reasoning and writing well (4 th ed.). new york, ny : mcgraw hill,inc. fraenkle, j r., norman e. w., & hellen h. h. (2012). how to design and evaluate research in education. new york, ny: mcgraw-hill companies, inc. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. habibi, a., mukminin, a., riyanto, y., prasojo, l.d., sulistiyo, u., saudagar, f., & sofwan, m. (2018) building an online community: student teachers’ perceptions on the advantages of using social networking services in a teacher education program. turkish online journal in distance education, 19 (1), 46-61. harvey, d., & zeleman, s. (2004). subject matters: every teacher’s guide to content-area reading. portsmouth, uk: heinemann. hedge, t. (2000). teaching and learning in the classroom. oxford, uk: oxford university press. kamil, d., mukminin, a., idrus, a., jamin, a., and yusuf, m. (2013). curriculum orientation and teaching conception among islamic elementary public school teachers in indonesia: a rasch analysis approach. asia-pacific collaborative education journal, 9 (1), 1-13. langan, j. (2005). college writing skills (6 th ed.) new york, ny: mcgraw hill companies, inc lauder, a. (2008). the status and function of english in indonesia: a review of key factor. makara, social humaniora, vol. 12 no. 1; juli 2008: 9-20. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1 (1), 6-17. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mora-flores, e. (2009). writing instruction for english learners. newbury park, ca: corwin press. moore, k. d. (2005). effective instructional strategies from theory to practice. los angeles, ca: sage publication. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. pasand, p. g., & haghi, e. b. (2013) process-product approach to writing: the effect of model essays on efl learners’ writing accuracy. international journal of applied linguistics & english literature, 2(1), 75-79. retrieved from http://www.academia.edu/5054188/ijalel_vol.2_no.1_2013_ http://www.academia.edu/5054188/ijalel_vol.2_no.1_2013_ edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 38 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi prasojo, l. d., habibi, a., mukminin, a., muhaimin, ikhsan, taridi & saudagar, f. (2017). managing digital learning environments: student teachers’ perception on the social networking services use in writing courses in teacher education. the turkish online journal of educational technology, 16 (4), 42-55. priyana, j. (2008). interlanguage: english for senior high school xi. jakarta, id: pusat perbukuan, dept. pendidikan nasional. rass, r. a. (1997). interactive reading and writing for effective language teaching. retrived from http://americanangelish.state.gov/files/ae/resource_files/01-39-g-pdf. soma, r, mukminin, a., & noprival. (2015). toward a better preparation of student teachers’ reading skill: the sq3r strategy with authentic and simplified texts on reading literacy and vocabulary mastery. journal of education and learning, 9 (2) http://dx.doi.org/10.11591/edulearn.v9i2.1527 sharifian, f. (2009). english as an international language: perspectives and pedagogical issues. london, uk: british library cotaloging. sudarwati, m., & grace, eudia. (2007). look ahead 2. ciracas, jakarta: erlangga wood, karen d. (1984). probable passage : a writing strategy. the reading teacher journal, 37(6), 496499. retrieved from http://www.jstor.org/stable/20198515 http://americanangelish.state.gov/files/ae/resource_files/01-39-g-pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the impact of english on product branding in a nonspeaking english area: customers’ perception sri gustiani english department, sriwijaya state polytechnic, palembang, south sumatera, indonesia corresponding author: srigustiani@polsri.ac.id moehamad ridhwan english department, sriwijaya state polytechnic, palembang, south sumatera, indonesia email: moehamadridhwan@yahoo.co.id yusri english department, sriwijaya state polytechnic, palembang, south sumatera, indonesia email: yusri@polsri.ac.id abstract this study detailed the impacts of english on products branding from customers‟ point of view. it was limited in food, electronics, and garment as the three most traded products in palembang city as one of the five biggest trading cities in indonesia. using a qualitative method with individual and focus group interviews for data collecting techniques, there were 15 participants involved in individual interviews and 30 participants in a focus group interview. due to physical restrictions during the covid-19 pandemic era, the interviews were conducted online with semi-structured interview questions. the collected data were analysed using thematic analysis to unveil customers‟ perception in the terms of popularity, purchasing interest, sales and revenue, business competition, curiosity, vocabulary, a symbol of modernity, and prestige toward products with english branding. it was revealed that the use of english on product branding highly impacted popularity, business competition, buyers‟ curiosity, vocabulary, and the symbol of modernity of the users of the object products. interestingly, electronics products were not affected by the use of english branding on purchasing interest, sales and revenue, and prestige, whereas food and garment products were. the english branding impacted the prestige of the customers only for garment products. therefore, it is recommendable that certain products make use of english labelling for better recognition and acceptability in public. keywords: customers‟ perception, english, english as branding, impact of english manuscript submitted: dec 07, 2021 manuscript revised: march 08, 2022 accepted for publication: may 15, 2022 mailto:srigustiani@polsri.ac.id mailto:moehamadridhwan@yahoo.co.id mailto:yusri@polsri.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction language plays a crucial role in the world of products branding because it presents the image of the brand itself. the language of product branding is utilized to convey the brand's essence and influence the customer's understanding, memory, attitudes, and actions. due to its ability to persuade customers‟ desire for a commodity, the use of language for branding will help businessmen be better at understanding the customer‟s interest in a certain product. however, alan (2005, p. 248) confirmed that “the use of international languages alone is often a sign of globalism, as is apparent in other advertising contexts”. despite the use of icons, models, and colour combinations of advertisement to attract customers interest, language still plays an essential role both in catching the eye of the customers‟ and in explaining the qualities of products. this indicated that language has a very important role in marketing communication (monigala, 2018). the statement above is well connected with the following that emphasizes on the importance of language choice in product branding. it says that the use of language is obviously important to attract customers‟ desire or interest in marketing. various perceptions may result from this labelling of certain products with a foreign language. costumers‟ perceptions and attitudes can be so much influenced by foreign brands. for that matter, a foreign language brand is an advertising concept to the added value of a product. pronouncing and spelling brand names strategies in a foreign language which imitates a foreign culture will impact customers‟ perception and thoughts towards products (flowers, 2020; schiffman, 2002). for instance, using english for branding in a non-english speaking area will be one of the methods for persuading potential customers. as the first choice of language in the marketing world, english is widely used for branding neither product names nor stores in non-speaking english countries. the impacts of english as a product branding in non-speaking english countries have been studied by some researchers. mezek (2009) revealed that english proficiency was approved to correlate with wealth which is reflected in element branding in slovenia. it was found most advertisements utilize english while only a small of street advertisements are in slovene. moreover, thakor & levack (2003) and zhuang et al. (2008) found that the use of english for branding was an indication of the intellectual and international status of marketers or customers there. it aims at reaching a specific goal of marketing products on an international scale that covers a variety of countries which may or may not use english as their mother tongue. soto, mobarec, and friedmann (2009) also found out that product branding with foreign language can have such positive impacts on customers‟ perceived values, attitude and evaluation especially in developing countries. in some areas in indonesia as a non-speaking country, the impacts of english as a product branding also have been studied by some researchers (fhonna & fidyati, 2018; husnah, azizah & yahya, 2019; muthmainnah, 2016). however, none of them detailed the three most traded products, namely food, electronics, and garments in a city. having this situation, it was intriguing to learn about customers‟ perceptions of english for these three products branding in a non-english speaking area in indonesia, namely palembang city. palembang was chosen because it was one of the best five business cities in indonesia where massive products are traded (stephanie, 2021). food, electronics, and garments were branded in local language as well as in foreign language, especially english. hence, it was interesting to know what the customers in palembang had in mind concerning english labelling on the products they bought. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review language and branding marketers consider some of elements to advertise their products. one of them is the language because it can be used to represent and translate both the identities and characters of the products being advertised. widyahening (2015) in her study about language and branding, mentioned that „language has only meanings in its context or situation‟. it means that language in the world of advertisement has a crucial role to communicate what the company is trying to accomplish in advertising its products. as argued by flowers (2020, p. 21) that “to make the products stand out in the market, a language brand may function to add meaning and nuance to the products”. the specific target of language demographic for advertisement is people with various cultural backgrounds and ethnicities. hence, to market their products, companies are required to invest in the language service. it is done as the translation and representation of their products‟ identities and characters toward the products‟ branding in a specific marketplace. in addition, kasiyan (2008) in his book argued that language in an advertisement has absolute power to shape social phenomena of a broad culture in society such as clothes, food, habits, etc. it has a big impact to affect perception, attitude, behavior, and point of view of society. so, language for product branding is no longer limited to translating its meaning but also to shaping social reality. according to chiaravalle and schenck (2014) in kotler and keller (2015) language in product branding has a role to seize every opportunity to express why customers should choose one brand over another. in line with that wheeler (2013) stated that customers are made aware of the importance of making a choice and become loyal to the one product that fits them the most. to introduce their products to the world, companies pay most attention to the language being used in branding their products. they attend most to the words used in social media or even word-ofmouth in packaging and popularizing their products through their brand names. in quite the same opinion, pan (2014) added that language also serves to communicate the meaning of a brand and effect perception, memory, attitude, and behaviour on customers as their responds to the brand itself. impacts of english for product branding batra et al. (2000) suggested that foreign language is regarded to have more valuable attraction than the local one to influence people in advertisement. this was strengthened by ramaswamy et al. (2000) who stated that english, compared to other foreign languages, has developed as the first choice of language in the marketing world. in addition, it aims at reaching a specific goal of marketing products on an international scale that covers a variety of countries which may or may not use english as their mother tongue. moreover, kirkkopelto (2007, p. 15) mentioned that “in the rapidly changing global business environment, there is a need for a shared language, a lingua franca, and currently it is english”. it is the fact that english has its power as the most commonly spoken language. it enables people of various cultural backgrounds and languages to interact and collaborate in a variety of ways even if there are other viable choices, english is always the business language. dianti et al. (2018) confirmed that using english as a tool for foreign branding effectively manipulates customers‟ perceptions and attitudes toward the products. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi regarding the customers‟ perception, batra et al. (2000) claimed that the use of english as product branding in non-speaking english countries is one of the factors influencing the customers to process and receive information about goods and services. it is a branding strategy to construct a brand name in a foreign language to be seen as an affecting brand image. despite the peculiar to the language and struggle in pronouncing it, customers‟ perceptions and attitudes are affected positively. it occurs due to the status of english as the global language, which is in turn, becomes a tool of global brand (soto et al., 2009). especially in non-speaking english countries, the use of english for product branding has a great impact on their customers‟ perceptions. on one hand, it leverages the popularity of the products‟ brand since having or buying english brand products are believed increasing the customers‟ purchasing interest, curiosity, level of english vocabularies and even the symbol of their modernity and prestige. on the other hand, it sharpens sales and revenue as well as business competition among the marketers (batra et al., 2000; fhonna & fidyati, 2018; thakor & levack, 2003; zhuang et al., 2008). related studies studies regarding the impacts of english on product branding have been conducted by some scholars in indonesia. hutarabat (2013) revealed that the perception of quality and attitudes towards products with english brands were always more positive compared to products with local brands. the purchase intentions toward english brand products had a greater intention rather than local branded ones. fhonna and fidyati (2018) presented customers could increase his/her english vocabulary, and curiousness towards the products offered in english branded stores in aceh, indonesia. however, those stores did not get an influence on the cost and profits. in her study, setiadinanti (2019) found that the use of english for dessert products branding in bandung, indonesia has a significant influence on customers‟ purchase interest and marketers‟ sales and revenues. tur (2019) discovered that the use of english for companies/stores branding in some rural areas in yogyakarta, indonesia offered and gave a guarantee of good quality for the customers and, and generated high income for the companies/stores. even, the english names have become new vocabulary items for them. learning from those related studies, this study filled the gaps on the locus, method and focus. the locus took one of the five biggest trading cities in indonesia, while the prior studies were conducted in small trading areas. it was expected as representative of customers‟ perception in trading cities where products are being traded massively. the method used qualitative descriptive using individual and focus group interviews whereas others used quantitative methods. the different research method tried to dig deeper into the customers‟ perception so that the benefits were more impressive in terms of research results both in linguistics and business science. the focus was on three most products branded in english: food, electronics, and garments, while others were mostly focused on branding of stores and one food product (dessert) only. out of these all differences, the study was projected to carter all the gaps. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design, site, and respondents using a qualitative method, this study was related to something that involves the type or quality. the knowledge is not necessarily in the form of numbers. it is the process of understanding inquiry based on a tradition of district inquiry methodology that explores social or human problems (creswell, 2013). this study aimed to investigate the impacts of english for products branding on customers' perceptions by describing the problems thematically. it was conducted qualitatively by having individual and focus group interviews. the individual interviews were performed preceding the focus group interviews. the researchers asked participants using open ended questions and recorded the answers. afterwards the records were transcribed into typed data in computer files for analysis. the research site of this study was one of the five biggest trading cities in indonesia namely palembang. palembang as a non-speaking english business area in indonesia was chosen purposefully based on the need of the study (bryman, 2012). it was where massive products like food, electronics, and garments were traded (stephanie, 2021). the object of the study was strongly influenced by the approach used in this research, namely the qualitative method. since the object of this research was in the form of an abstract social phenomenon so that it needed an in-depth study by looking at the facts behind the phenomenon in this city. it was intended to investigate the facts of the abstract phenomenon of palembang customers‟ perception on the impacts of english usage in products branding. whereas, this study was to explore the impacts of customers‟ perception in palembang on the most traded products with english brands. they were fifteen participants to be interviewed individually, and thirty participants have participated in focus group interviews. all the individual interviews participants were included in the focus group interviews. the number of participants was decided as this study involved various customers as heterogeneous samples and broad scope. they were from various ages, levels of education and occupation who lived in palembang. guest, bunce, and johnson (2006) suggested having more than twelve interviews to reach the saturation of themes. due to the physical distance restriction during the covid-19 pandemic, all the interviews were conducted online via zoom cloud meetings at their convenience. they were approached using snowball sampling in which the participants were asked to find other potential participants (neuman, 2003). the participants were intended to provide suggestions and comments to analyse the impact itself. as a consequence, the sample of this research was considered as a study participant (creswell, 2013). the participants (p) were numbered 1, 2, 3, so on and written as p1, p2, p3, so on in the findings section. data collection and analysis data collection techniques were carried out by interview, observation, and documentation. the interview is a data collection technique by asking questions to respondents and recording respondents‟ answers (mahmud, 2011). in-depth interviews were conducted with all research sources. this interview was conducted to obtain more in-depth information about the form of the role of parents in assisting children's online learning from home during the pandemic that has been carried out by parents, identifying problems encountered by parents, and finding solutions in the online learning mentoring process. observations are carried out to control and check how far the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi results of the interviews were following the facts. documentation is carried out to provide strong evidence of the research findings. test the validity of research data used triangulation of sources and techniques. triangulation in credibility testing can be interpreted as checking data from various sources in various ways and at various times (sutama, 2019). the triangulation of sources in this study was data from parents of students, teacher of grade 1, and grade 1 students of public elementary school of 01 girilayu. while triangulation techniques used in this study are interviews, observation, and documentation. the data analysis technique used interactive analysis from miles & huberman in sutama (2019) these include: a) data reduction, which is derived from raw data collected and then reduced by researchers, b) the stage of presenting data, researchers do it in the form of a narrative text, which is then adjusted to the research results with relevant theories and research, and c) drawing conclusions, namely looking for the meaning of the data collected as the research findings according to the research topic. findings the interviews data revealed the impacts of the use of english for food, garment, and electronics products branding according to the participants‟ points of view. they were (1) popularity, (2) purchasing interest, (3) sales and revenue, (4) business competition, (5) buyers‟ curiosity, (6) english vocabulary, (7) symbol of modernity, and (8) prestige. popularity all participants agreed that the use of english for the products in palembang was becoming more popular. they mentioned that there was a quite significant increase in the use of english for branding the products. p4 said that food products of restaurants, coffee shops, or even small businesses in palembang were used english for their brands. p4: “sales of food products with english labels in palembang have been increasingly popular and have been even offsetting or even exceeding the labels that use the local language [bahasa indonesia] … for example, the names of food products listed on restaurant menus or food places used english a lot, such as chicken steak, chicken black pepper, and others.” p2 said that the english label made electronic products more appealing and attractive. p2: “the use of sales labels during the current globalization era is increasingly dominated by the use of foreign languages, especially english. this can be caused by the developers feeling that the product they are selling will be more attractive because they use a foreign language… to sound international.” p9 and p7 from fgi said english was getting more famous day by day to the extent that many brands use english as a sales label to attract customers to buy garment products. p9: “in my opinion, the cause of the more foreign language brands is appearing because english is getting familiar. the young generation thinks that everything in english seems modern as it is a foreign language … and this can spark interest because it sounds exclusive.” edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p7-fgi: “at this time, there are many online and offline shops selling garment products using english labels to attract buyers… and they are very high demands.” the data in this section revealed that the use of english for products brands effectively for increasing and dominating the product popularity in the markets. purchasing interest thirteen participants (p1, p2, p5, p6, p7, p8, p9, p10, p11, p12, p13, p14, p15) agreed that the use of english as a label for food and garments products in palembang had the potential to influence purchasing interest. they mentioned that english on food products caught attention because it was such a new thing in the branding world in palembang. so, it was very influential in increasing the buying interest of customers. p2: “the label of food products in english can greatly influence buying interest. when people don't know the meaning of the food or drink products, they will be curious and try it which leads to an increase in buying interest. i remember a drink named b*ue oc**n [*sensored]; people are confused why the drink is named blue ocean. as they were curious, so they bought it. so, ...yes… the use of english label affects customer‟s buying interest.” they also stated that the use of english on the customer‟s perception influenced the purchasing interest for garment products because. it was undeniable that most indonesians, especially people in palembang city, thought that foreign languages, especially english, were more impressive than the local language. p5: “there are still many friends of mine who think that garment products using englishlanguage brands are better in quality because most of them think that these clothes are imported, even though not all products with the english brand are imported. most people i know still tend to love imported clothes more than local ones, which causes the interest in buying english-labelled products to become higher.” interestingly, twelve participants (p1, p3, p4, p5, p6, p7, p8, p9, p10, p13, p14) stated that the english label did not influence the purchasing interest for electronic products because the purchasing interest was influenced by the quality of the products. these participants thought that when they bought electronics products, they hoped for the long period of use, not the branding so they were more focused on the quality and after-sales service. p1: “the customer's purchase interest is determined by the quality and marketing promotion of the product, and the use of english does not affect buying interest… whatever the brand, the quality is number one.” p13-fgi: “sometimes a brand has nothing to do with the quality and service of electronic [products]… english [brand] does not guarantee the quality… also hard to find trusted aftersales service, not the brand.” edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in the case of purchasing interest, the use of english for product brands indicated only impacting for increasing customers‟ purchasing interest for food and garments products but not for electronic products. sales and revenue eight participants (p5, p6, p7, p8, p9, p10, p11, p13,) claimed that the use of english for food and garments products branding had a large impact. they mentioned that if customers‟ buying interest was increasing, so were the sales and revenue. english is also an international language, so it can expand the target of the market to increase more income. p13: “i think people tend to like to try something new, so they want to try and eventually buy products with english labels. with the increase in product purchases, income is also affected. that is why the name change from indonesian to english can be a factor in increasing sales turnover due to the curiosity of buyers.” they also stated that it was because of the popularity of english to attract foreigners to buy the garment because of english as an international language. p11: “the use of english affects sales and revenue well because it can increase the number of buyers from palembang, after all, the language is one of the communication media, so people will be able to encourage tourists to know garment products that use english.” however, fourteen participants (p1, p2, p3, p4, p5, p6, p7, p8, p9, p10, p11, p12, p13, p15) mentioned that the sales and revenue were not affected by the use of english as a sales label of electronic products. as stated in the previous paragraph, when it came to purchasing electronic products, english-label cannot be the only factor to influence the customer to buy certain electronic products. they focused on its specification and quality. as a result, english-label would not affect the sales and revenue. clearly, p4 stated, “because people buy a product based on their needs and are also more interested in the specifications of the product so the use of labels in english will not affect sales and income.” also, the data from the fgi stated that the use of english as a sales label affects less to sales and revenue. p8 thought that the quality of the product plays a more crucial role in affecting sales and revenue as p8 stated, p8: “i think some people who do not understand english when they want to buy the electronic product, will not care about the label instead; they will directly ask the seller about the products. as result, sales labels cannot be a parameter that is able to influence sales and revenue.” similar to purchasing interest, the data unveiled that the use of english labels had a high impact on sales revenue to food and garments products, but less impact on electronic products. business competition as english could attract more customers‟ interest, eleven participants (p1, p2, p4, p5, p6, p7, p8, p9, p10, p11, p12, p15) said it was very effective to increase business competition because it edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was a good strategy in persuading customers to buy a product. additionally, they said it was exciting to use english as an international language in either for food, electronic, or garment products. p12 said his opinion about food products as follows: p12: “now, there are many places such as cafes or restaurants using english menus. it will trigger other restaurants or cafes to use the same or similar techniques or strategies to catch the attention of customers, so it will cause business competition.” furthermore, they believed that by using english sales-label, the electronic products might have seemed more modern and imported which is, in turn, affected the business competition. english label is one of the media to attract customers to know about their products, and that is the way how the producers competed with other products to make their products more impressive and attractive. p8 stated it as follows. p8: “because in my opinion, though the existences of products that are english-labelled which indicate that the product is imported or modern, it makes people will select the products that meet the customer‟s desire, and at the end, it may increase the business competition.” in line with p8, p28 in fgi also mentioned that business competition can be increased through the use of english for sales labels. she said,” because people have a mindset that foreign products are more durable, it will further increase the desire to buy electronic products with english labels.” this desire will lead the customer to purchase the products on a certain label (in this case, the one that is english-labelled) and at the end, it will affect the business competition. for garment products, it was also reported to create business competition because entrepreneurs believed on the issue of the big impact of english language. p5 stated that: p5: “with the high interest of people with foreign cultures, garment entrepreneurs take advantage of this to increase their business competition. so, we can see that today there are so many garment manufacturers who are competing to create products with brands in english that are more innovative and interesting to win the competition.” it can be concluded that business competition was affected by the use of english for branding or labelling the products. buyers’ curiosity all of the participants admitted that the use of english as a sales label for food products in palembang could increase buyers' curiosity about the goods being offered. they said it triggered the curiosity because there was a foreign language label that was still rarely heard by them. p13: “english is still quite common for some people to be unique. with foreign language labels that are rarely heard, many people are curious about what kind of [food] product that is? especially with advances in technology in which information spreads more quickly. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi people will quickly find out something that is rarely heard of and will not hesitate to buy the product because of their curiosity.” p2 stated that because of the product‟s name uniqueness (the english label), it increases their curiosity to know more about the products. p2: …with english-labelled, they [the electronic products] will be more interested in sales, because people are curious to know the meaning, whether it matches with the quality… to find out how good the products are. the participants believed that garment products with local language labels were familiar to them. so, the use of english for garment products branding was going to make it more stylish and more reliable. p7 mentioned, p7: “i am personally curious if this garment brand uses english because the first thing i think of when i hear an english brand is its modern and cool impression, so i think that the brand is trusted and has high quality.” in line with p7, p26 in the forum group interview mentioned, “i will be more interested because the english label can make me more interested to know those products because if the label uses the local language, it already sounds familiar so no need to look for it.” so, the use of english for garment products had the potential to take the buyer‟s curiosity. the interviews data implied that english labels could trigger buyers‟ curiosity about the products, especially food, electronics, and garments. since the labels used english, which was not familiar to the customers in palembang, it initiated them to buy the products. english vocabulary all participants agreed that getting more insight and vocabulary was one of the impacts of the use of english as a sales label for food, electronics, and garment products in palembang. they said that the use of english on the product labels not only could educate the public or buyers to find but also create curiosity about the meaning of the label itself. p11 mentioned it as follows, “to be honest, i used to know a lot of english from food labels and food packaging of food products back then. because i like reading the label, it adds to my knowledge and vocabulary.” in line with the p11, p7 also mentioned that, p7: “the more we are exposed to foreign languages that we have just known; it will certainly increase our vocabulary. however, depending on the respective subject whether there is a sense of curiosity about the equivalent words of english vocabulary or not.” interestingly, the fgi also revealed that the use of english for products branding created a threat to the existence of local languages and bahasa indonesia. the majority of participants agreed that english is a popular language which is used in all countries as an international language. as a result, english was increasingly fantastic in giving the significant results of selling the garment products as well. the use of english for branding potentially levitated the self-esteem and prestige of the users. in this case, the participants believed that english was a part of the modern thing that had edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to be owned in all aspects, including foo, electronic, and garment. it possibly turns people start to forget the importance of their national and local languages as a cultural heritage with unique characteristic. as p11 in fgi mentioned that, p11: “bahasa indonesia and local languages have a crucial role in preserving the cultures as the uniqueness of our country. unluckily, most people are being attracted by modernization nowadays…which harms the use of our language… and i believe it is going to be a big threat [for the use and existence of the local and national languages] later. the worst possibility is bahasa indonesia and our local languages will be replaced, and slowly…. people will prefer to use english than indonesian, and it will be forgotten in the future.” the participants believe that the more famous english as an international language, the more national and local languages will be forgotten as people will use english more. it may endanger the existence of bahasa indonesia and local languages. bahasa indonesia and local languages will not be noticed as it rarely used and becomes less popular. the local product producers were expected to use local languages or bahasa indonesia as a branding label so people internationally will know that the products were made in indonesia. sharing the thought, p15 in fgi said, p15: “if the products use english as the label, most people probably believe that those are foreign garment products. there are a lot of local products that use english even those are produced in indonesian. people will not know that those were made in indonesian. so, indonesia is going to lose its existence internationally even if the products in indonesia are incredibly popular.” in this english vocabulary section, interestingly, there was a conflict regarding the use of english for product brandings. on one hand, all participants agreed that the use of english could enrich their english vocabulary because created curiosity about the meaning. on the other hand, the use of english for local products was assumed to be threatening to the existence of bahasa indonesia and local languages. symbol of modernity regarding the symbol of modernity, ten participants (p1, p2, p3, p4, p6, p7, p9, p10, p12, p14) agreed that english for products branding showed a modern change because it is a foreign language. p14 said his concern regarding food products as follows: p14: “it can be said that the use of english in food products is a symbol of modernity because of the developments of the international language status in the world. moreover, the increasing number of food products that use english labels in this era will further enhance modernity which indicates that the food industry in palembang is getting more advanced.” meanwhile, the participants also believed that the electronic products would be impressed as modern tools when it uses english labels. p3 stated, " the use of english as sales label makes the product becoming more modern than the former products that use local language… sound more guaranteed.”moreover, regarding garment products, p1 said her concern as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p1: “it cannot be denied that the pioneers of fashion today come from abroad, especially english-speaking countries, so of course this makes garment products branded in english and triggers various foreign and local companies to use english as well… to follow the pattern or branding.” the use of english for products labelling was symbolised their modernity according to the participants. due to the status of english as an international language, having or buying the products with english labels were expected to impress them as modern and updated people. prestige eight participants (p1, p3, p6, p7, p8, p10, p11, p14) did not agree that food sales in palembang with english labels could increase self-esteem/ prestige. they said that it was not a good idea to purchase food products by believing the english labels. p10: “i'm also confused whether it has anything to do with self-esteem or not…you know… buying food. but i have never bought food by looking at the english label, to feel or look good to others. perhaps other people might do it, but i have never felt that way when buying food products labelled in english, the priority is on the quality or taste, not labels.” moreover, thirteen of the participants (p1, p2, p3, p4, p5, p6, p7, p8, p9, p10, p13, p14) denied that purchasing the electronic products in english-label could increase their self-esteem/prestige. they thought when they purchased the electronic products, it was not for showing it to other people, and instead, they purchased them for their daily use. p1 stated, p1: “in my opinion, giving a label does not increase self-esteem, because in a product, what determines the value of the product is the brand. and usually, the brand does not come from a single english vocabulary, but comes from the creativity of the brand founder and the sales process and quality.” in contrast, purchasing labels for garment products branding in palembang with english labels could increase the buyers‟ self-esteem/prestige. seven participants (p2, p5, p6, p11, p12, p14, p15) thought that it was going to look high class because most people thought that garment products with english labels were imported and classy. p11 said the english branding for garments levitated the buyers‟ prestige because many people believed that the labels sound international. p11: purchasing a garment product label in english in palembang city affects a person's prestige because that person will feel that the garment product is cool and people who see it will be more curious about that person's product because it sounds foreign, luxurious, and has good quality.” the interviews data uncovered that customers‟ perception about self-esteem or prestige for food and electronic products with english-branded was different with garment ones. the participants approved that having or buying food and electronic products with english-branded did not affect the level of their prestige, in fact, they had or bought the products due to the taste and quality. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi however, they agreed that garments with english labels could make them classier and globally as the status of english as an international language. the themes and the sub-themes of the interviews data are presented in the following table. table 1. themes & sub-themes of the impacts of english branding on products themes sub-themes/products food electronic garment popularity increasing increasing increasing purchasing interest rising no impact rising sales and revenue affecting no impact affecting business competition increasing increasing increasing buyers‟ curiosity triggering triggering triggering vocabulary enriching enriching enriching symbol of modernity enhancing enhancing enhancing prestige no impact no impact reinforcing discussion the discussion focuses on the characteristics of proper english language for products branding and how the language has the power to influence customers‟ perception in buying a product. for its characteristics, english is still a foreign language in indonesia, but it holds a prestigious position due to its status as an international language. many indonesian companies now use english brands to name their products. it does not imply that they are not proud of their native tongue; they use english words for a go-international purpose. it has been suggested by some scholars that target groups with characteristics such as modernity, quality, innovation, and glamour (bhatia & ritchie, 2004) are most suited with the use of english in international advertising or branding (possibly after being combined with the local language) and that these attributions will contribute more to their positive attitudes to the products being advertised as well as to their behavioural intentions or purchasing intentions in those groups being referred to. the language of branding or advertisement, including english, is naturally different from the language used in daily life. gaw (1961) states that this differentiation happens because branding or advertisements have several targets such as the tool of selling products and as a media of education. there are four distinct general characteristics of the branding or advertising language that make it different from other languages. they are edited and purposeful, rich and arresting, involving readers or listeners, and using simple language. first, the language of branding or advertisement is edited and purposeful. the language that is used in the branding or advertisements is chosen whether it is suitable for the products and services they offer or not. as wheeler (2013) argues that the language must be appropriate to the product, since, the purpose of the advertisement is to transfer the message to the customers. for instance, in english branding for food, b*rg*r k*ng (the character „*‟ hereafter used as „censored‟), one of the burger‟s brands in palembang. the language used in that brand is suitable for the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi products they offer. the brand transfers the message to the customers that they are the king of burger, or on another sides it is a brand which offers burgers with high quality and best taste. second, the use of language in branding and advertisement has its own depth and quite challenging. it is targeted to attract the readers or listeners‟ attention. in addition, hutabarat (2013) also mentions that language has variation and its uniqueness to present the message and information to customers, it is also attractive. so, by using attractive language, the customers will be easily catching the message of the advertisement. an example is br**d t*lk, a bakery brand which sells various kinds of bread. the brand uses attractive words so it can attract customers‟ attention to buy its product. third, the language of branding or advertisement involves readers or listeners. in effect, the readers or listeners complete the branding message. in line with this statement, anholt (2003) said the language of branding or advertisement is a form of communication, and communication needs two side relations between the addresser and the reader or listener. from that relation, it will raise a response from the customers. for example, f*tb*r, a brand of a healthy snack which contains low calories. “f*t” in the brand implies that it is healthy food product and “b*r” itself implies the form of the product. fourth, the language of branding or advertisement does not hold secrets from the readers or the listeners. it is a simple language. chiaravalle and schenck (2014) mention that the language of branding or advertisement is offered and announced to common listeners and readers, so it uses general language without secret in order to making the customers catch and understand the message without difficulty. taken as an example here, br**d t*lk, a bakery‟s brand which sells various kinds of bread. the brand takes an advantage of simple and straight forward language. customers who read or listen to this brand might directly know and understand that it is a brand which sells bread. for its power to influence customers‟ perception in buying a product, language is known as one of the crucial tools in the marketing section. as argued by kasiyan (2008, p. 133), “in the beginning, the function of language was as a tool of persuading naturally”. it is very capable of meeting the customers‟ expectations of the garment products in society by its presentation of image ideology association. language has such power which has been, at first, quite unfamiliar to people before it finally rises to the surface with such great strength of influence in social structure. it is considered as mediating equipment in the world of business that will create the future behaviour of customers of the certain products. it has such power that the world cannot move without in terms of persuading customers. kasiyan (2008) states that language symptom is not merely confined to the meaning of written language or oral language, it might as well reach a wider range of impact in all social phenomena of broader culture in society, such as clothes, food menu, ritual, and others. so, it has a big impact on the customer‟s perception in psychology for affecting the behaviour of the customers through the language. language expresses the thinking patterns of customers‟ behavior. english as the international language is known as the language in marketing strategy that influences the mindset of the society. “in the rapidly changing global business environment, there is a need for a shared language, a lingua franca, and currently it is english” (kirkkopelto, 2007, p. 15). it is the most used language in the trade and commerce landscape in almost every country because it is in the highly competitive corporate world. it is the leading language in business. as english spreads worldwide, it is stated as a sign of modernization that sounds interesting and not outdated. so, english is the best choice for marketing because it gives the impression because of its popularity. the examples of popular garment products that use english as a label are the *x*c*tive, 3s***nd, l** jeans, and others. even those brands are local, but the majority of customers believe that those are edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi imported so they are interested because the labels make them curious due to the foreign words being used. limitation of the study this study has its own limit due to its locus, method, and focus. first, because this study was only conducted in one trading city, namely palembang, the findings should further be done in more cities so the data may differ. another disadvantage is that this study is only using qualitative data; as a result, further quantitative data (using questionnaire and survey) are needed for more holistic findings. furthermore, to enlarge the previous scope of the products (food, garments and electronics) more products are needed to be explored such as automotive, service, and furniture in order to increase comprehensible impacts towards the use of english for product branding. conclusion and recommendation/implications the product label is often the first point of the interaction between a customer and a product, later becoming the placeholder under which, the buyer records in their memory all the characteristics of the concerned product she/he has become familiar with. the choice of a product‟s brand name can influence customers‟ perceptions of the product and their purchase decision-making process. the use of english for products branding, namely food, garment, and electronics based on the customers‟ point of view in palembang was reported to have a great impact. it was potentially in increasing popularity, business competition, buyers‟ curiosity, vocabulary, and symbol of modernity of the users of those products. interestingly, electronics products were not affected by the use of english branding on purchasing interest, sales and revenue, and prestige, whereas food and garment products were. the english branding impacted the prestige of the customers only for garment products. as an international language, english is known as a language for products branding. however, the more famous english is used for products branding, the more threat is to the existence of the national and local languages. even english can be used as a trick to boost product sales because of its high impacts, it also needs to preserve the existence of both national and local languages. furthermore, as this study was conducted in qualitative research, it is hoped that there will be further studies relating to the customers‟ perception towards the impacts of english for food products branding especially in palembang which will be conducted in quantitative research with a bigger number of participants. so, it can complete the customers‟ perception both in qualitative and quantitative research. in addition, the implications of this study for pertinent stakeholders cover such characteristics as being reflective of the message of the product; attractive and representative of the product; and effective in getting customers‟ curiosity to buy the product. besides, the pertinent stakeholders will also learn about the kinds of products that are most appropriate to be branded in english. references alan, j. k. (2005). marketing communication: new approaches technologies, and styles. uk: oxford university press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ary, d., jacobs, l. c., razaveih, a., & sorensen, c. (2006). introduction to research in education (7ed). belmont, ca: thomson wadsworth. anholt, s. (2003). competitive identity: the new brand management for nations, cities and regions. oxford: elsevier. batra, r., ramaswamy, v., alden, d.l., steenkamp, j., & ramachander, s. (2000). effects of brand local and nonlocal origin on consumer attitudes in developing countries. journal of consumer psychology 9(2), 83-95. retrieved from https://onlinelibrary.wiley.com/ doi/abs/10.1207/ s15327663jcp0902_3 on march 10, 2021. bathia, t. k., & ritchie w.c. (2004). bilingualism in south asia. in t.k. bhatia and w.c. ritchie (eds.), the handbook of bilingualism (pp. 780-807). malden, ma: blackwell publishing. braun, v., & clarke, v. (2006). using thematic analysis in psychology, qualitative research in psychology. retrieved from https://www.researchgate.net/publication /235356393using_ thematic_analysis_in_psychology on 1 march 2021. bryman, a. (2012). social research methods. oxford: oxford university press. chiaravalle, b., & schenck, b. f. (2014). branding for dummies. 2nd edition. new jersey: john wiley & sons, inc. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson. creswell, j. w. (2013). research design qualitative & quantitative approaches. retrieved on march 15, 2021. website https: jofipasi.wordpress.com/ 2013/01/23/research-designqualitativequantitative-approaches-by-john-w-creswell/ diantati, p. n., sunaryo, & rahayu, m. (2018). perbandingan penggunaan local name brand dan foreign-name brand pada produk fashion di kota malang. jurnal bisnis dan manajemen vol 5 no 1: 92-101. fhonna, r., & fidyati. (2018). the customers perception on english for branding: a study in a non-english-speaking area. proceeding of the 8 th annual international conference (aic) on social science, syiah kuala university 2018, pp.304-309. retrieved from http://erepository.unsyiah.ac.id/aics-social/article/view/12687 on 5 march 2021. flowers, b. (2020). the naming book: five steps to creating brand and product names that sell. ca: entrepreneur press. gaw, w. a. (1965). advertising method media. san fransisco: wadsworth publishing company. guest, g., bunce, a., & johnson, l. (2006). how many interviews are enough? an experiment with data saturation and variability. field methods, 18(1), 59-82. retrieved from https://projects.iq.harvard.edu/files/socseniorthesis/files/guestetal06_how_many_intervie ws_are_enough.pdf on 13 january 2022. husna, n. f., azizah, s. n., & yahya, m. (2019). penggunaan kata dan istilah bahasa inggris pada promosi penjualan online di instagram. sukma: jurnal pendidikan 3(2), 203-216. retrieved from https://jurnalsukma.org/index.php/sukma/article/view/ 03204.2019 on 5 march 2021. hutabarat, e. t. (2013). pengaruh nama merek berbahasa asing/ lokal terhadap niat beli dari sikap dan persepsi kualitas sebagai variabel intervening. retrieved from http://repository.unair.ac.id/6794/ on 10 march 2021. irwanto. (2006). focus group discussion. jakarta: yayasan obor indonesia. kasiyan. (2008). manipulasi dan dehumanisasi perempuan dalam iklan. yogyakarta: penerbit ombak. https://onlinelibrary.wiley.com/%20doi/abs/10.1207/ https://onlinelibrary.wiley.com/%20doi/abs/10.1207/ https://onlinelibrary.wiley.com/doi/abs/10.1207/%20s15327663jcp0902_3 https://onlinelibrary.wiley.com/doi/abs/10.1207/%20s15327663jcp0902_3 https://www.researchgate.net/publication%20/235356393using_thematic_analysis_in_psychology https://www.researchgate.net/publication%20/235356393using_thematic_analysis_in_psychology https://www.researchgate.net/publication%20/235356393using_thematic_analysis_in_psychology https://www.researchgate.net/publication%20/235356393using_thematic_analysis_in_psychology http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 http://e-repository.unsyiah.ac.id/aics-social/article/view/12687%20on%205%20march%202021 https://projects.iq.harvard.edu/files/socseniorthesis/files/guestetal06_how_many_interviews_are_enough.pdf https://projects.iq.harvard.edu/files/socseniorthesis/files/guestetal06_how_many_interviews_are_enough.pdf https://jurnalsukma.org/index.php/sukma/article/view/ https://jurnalsukma.org/index.php/sukma/article/view/ http://repository.unair.ac.id/6794/ http://repository.unair.ac.id/6794/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kirkkopelto, s. (2007). professional english language needs of finnish economists working in marketing: implications for language training in english business communication. university of jyva skyla , department of english [online], pro gradu thesis 2007 http://urn.fi/urn:nbn:fi:jyu 200801081023 date of access: 10 march 2021. kotler & keller. (2015). what is branding? retrieved from https://www.thebrandingjournal.com/ 2015/10/what-is-branding-definition/on 5 march 2021. matthews, b., & ross, l. (2010). research methods. london: pearson longman. mezek, s. (2009). english in slovenia: status functions and features. english today, 25 (4), 28-38. doi:https://doi.org/10.1017/s0266078409990423. retrieved from https://www. cambridge.org/core/journals/englishtoday/article/abs/english-in-slovenia-status-functions-andfeatures /ec70c06cb4a9bca45fab3314b78b1c37 on 5 march 2021. monigala, m. (2018). importance of language in marketing. retrieved from spellbrand.https://www.spellbrand.com/importance-of-language-inmarketing on 2 february 2021. neuman, w. l. (2003). social research methods, qualitative and quantitative approaches. fifth edition. boston: pearson education. pan, q. (2014). non-verbal teacher-student communication in the foreign language classroom. academy publisher manufacture, 4 (12), 2627-2632. schiffman, h. (2002). product naming: the notion of foreign branding and its use in advertising and marketing. retrieved on http://ccat.sas.upenn.edu/haroldfs/ popcult/handouts/ adverts/forbrand.html on 5 march 2021 setiadinanti, f., & nurhayati i. k. (2019). pengaruh pemberian merek berbahasa asing terhadap citra merek puyo silky dessert di kota bandung. jimupb jurnal ilmiah manajemen 7(1), 4956. retrieved from http://ejournal.upbatam.ac.id/index.php/ jim/article/view/901 on 1 march 2021. soto, s. o., mobarec, e. m., & friedmann, r. (2009). foreign branding: examining the relationship between language and international brand evaluations. revista innovar journal 19(35), 8-18. stephanie, k. (2021). lima kota terbaik untuk berbisnis di indonesia selain jakarta. retrieved from https://koinworks.com/blog/kota-terbaik-untukberbisnis-di-indonesia/ on 01 march 2021. thakor, m. v., & levack, a. m. (2003). effect of perceived brand origin associations on consumer perceptions of quality. journal of product and brand management, 12 (6), 394-407. tur, a. p. a. (2019). iconic english business name as a branding tool in the rural areas of yogyakarta special region. retrieved from https://journal.uny.ac.id/index. php/litera/article/view/20736 on 5 march 2021. wheeler, a. (2013). designing brand identity: an essential guide for the whole branding team by alina wheeler. —4th ed. new jersey: john wiley & sons, inc., hoboken. widyahening, c. e. t. (2015). the role of language in advertisement. proceeding international seminar for the 35 th anniversary slamet riyadi university, unisri solo. retrieved from http://ejurnal.unisri.ac.id/index.php/pasca/ article/view/1106/956 on 23 february 2021. zhuang, g. x., wang, l., & zhou, n. (2008). asymmetric effects of brand origin confusion: evidence from the emerging market of china. international marketing review, 25 (4), 441-457. https://www.thebrandingjournal.com/ https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 https://www.cambridge.org/core/journals/english-today/article/abs/english-in-slovenia-status-functions-and-features/ec70c06cb4a9bca45fab3314b78b1c37 http://ccat.sas.upenn.edu/-haroldfs/popcult/handouts/adverts/forbrand.html%20on%205%20march%202021 http://ccat.sas.upenn.edu/-haroldfs/popcult/handouts/adverts/forbrand.html%20on%205%20march%202021 http://ccat.sas.upenn.edu/-haroldfs/popcult/handouts/adverts/forbrand.html%20on%205%20march%202021 http://ccat.sas.upenn.edu/-haroldfs/popcult/handouts/adverts/forbrand.html%20on%205%20march%202021 http://ejournal.upbatam.ac.id/index.php/%20jim/article/view/901 http://ejournal.upbatam.ac.id/index.php/%20jim/article/view/901 https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://koinworks.com/blog/kota-terbaik-untuk-berbisnis-di-indonesia/ https://journal.uny.ac.id/index http://ejurnal.unisri.ac.id/index.php/pasca/%20article/view/1106/956%20on%2023%20february%202021 http://ejurnal.unisri.ac.id/index.php/pasca/%20article/view/1106/956%20on%2023%20february%202021 http://ejurnal.unisri.ac.id/index.php/pasca/%20article/view/1106/956%20on%2023%20february%202021 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 140 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the influence of psychosocial learning environments on students’ self-efficacy beliefs in english language learning lemma w/michael gelete department of english language and literature, bule hora university, ethiopia e-mail: lem.wmg@gmail.com tamene kitila department of foreign languages and literature, addis ababa university, ethiopia e-mail: kitilatame@gmail.com abstract the overarching aim of this study was to investigate whether the psychosocial learning environments of english classes influence students‟ self-efficacy beliefs in english language. in order to achieve this purpose, correlational design was adopted. the study involved the gathering of data through what is happening in this class and self-efficacy belief questionnaires from 371 samples. simple random sampling was used to draw the samples from the population. simple correlations, multiple regression and standardized regression coefficients were computed to analyze the collected data. the results depict that all of the six psychosocial learning environment aspects were significantly related to students‟ self-efficacy beliefs. the set of learning environment scales also significantly influence students‟ selfefficacy beliefs. among the six aspects, student involvement, task orientation and student cohesiveness contributed to the influence on students‟ self-efficacy beliefs. the influence of the task orientation aspect was the strongest; this is followed by student cohesiveness and student involvement. this implies that students tend to have high self-efficacy beliefs in english language when there were more task-oriented and cohesive classroom environment and when students were encouraged to involve themselves well in class activities. hence, the psychosocial learning environments of english classes need improvement to enhance students‟ self-efficacy beliefs towards english language. in particular, the learning environment aspects of task orientation, student cohesiveness and involvement play a pivotal role in enhancing students‟ self-efficacy beliefs in english learning. keywords: english classes, english language, psychosocial learning environments, secondary education, self-efficacy manuscript submitted: march 17, 2022 manuscript revised: may 5, 2022 accepted for publication: june 30, 2022 mailto:lem.wmg@gmail.com mailto:kitilatame@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 141 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction the english language is dominantly employed around the globe for a wider communication purposes and in a variety of areas. in ethiopia, english is one of the foreign languages that is used in various areas. in particular, it has been employed widely in the education sector for more than a century. mentioned that the teaching of english language commenced around heugh et al. (2006) 1908 in ethiopia with the introduction of contemporary education. the language has been taught as a subject beginning from first grade where children start formal education in public schools in the country following the 1994 introduction of the new education and training policy. it is also used as a medium of instruction for secondary and higher education across the country. in english as a foreign language context, the teaching and learning of the language takes place mostly in classrooms where students spend most of their time. argues that fraser (2001) students have spent about 15,000 hours in the classroom environment when they complete their secondary education. according to , classroom environment refers to “the dorman (2008b, p. 299) atmosphere, ambience, tone, or climate that pervades the particular setting”. it is also defined as students‟ and sometimes teachers‟ shared experiences in that environment . in the (fraser, 2001) educational process, the quality of the classroom environment is an essential element (wubbels, . studies showed that students can learn effectively and improve their learning in a positive 2006) classroom environment . similarly, (dorman, 2002, 2008a, 2008b; fraser, 2001, 2002) fraser (2001, contended that “it is the quality of life lived in classrooms that determines many of the things p. 1) that we hope for from education.” hence, in order to improve the classroom practices of english language classes and to help students learn in a better way in ethiopia, learning environment studies are needed; this study is among the desired studies. the present study focuses on the psychosocial classroom environment which refers to the psychological, social and academic characteristics of learning environments . psychosocial (bi, 2015) learning environment of a classroom plays important roles in educational process (fraser, 2001, . even though it is clearly important, “teachers and researchers have relied heavily and 2014) sometimes exclusively on the assessment of academic achievement and other learning outcomes” . the importance of achievement is undeniable; however, it cannot provide a (fraser, 2007, p. 103) complete picture of the teaching and learning process that occurs within classrooms alone (fraser, . that is, the psychosocial learning environment is equally important to achieve the 2007, 2012, 2014) goals of education (fraser, 2001). the psychosocial learning environment of a classroom determines students‟ cognitive and affective learning outcomes even though the most frequently researched (fraser, 2007, 2012) learning outcomes have been academic achievement or attitude of a particular subject . (fraser, 2007) this study investigated the influence of psychosocial learning environments on students‟ selfefficacy beliefs in learning english at secondary education. from their teaching experience, the researchers have realized that students feel that learning english is a difficult task; they considered english to be difficult language. they said that it is hard to improve their english. such feelings may arise from low self-efficacy beliefs when they learn english and when they try to employ it; many ethiopian students fail to use the language for communication and for other purposes after learning it for more than a decade, presumably, as a result of weak personal efficacy. self-efficacy belief in english language learning could be one of the hindering factors that contribute to the english language difficulty of students. self-efficacy means beliefs in one's ability edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 142 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to plan and carry out the steps necessary to achieve specific goals . self-efficacy plays (bandura, 1997) a vital role in second or foreign language (l2) learning students‟ foreign language (bensalem, 2018). performance is strongly affected by their self-efficacy , and in order to help students (tsai, 2013) develop their l2 skills, it is necessary to foster positive self-efficacy . further, (rahemi, 2007) tsai stated that “learners with high self-efficacy are more likely to succeed at language (2013, p. 3) learning... self-efficacy is an essential factor for learners to succeed in learning a language.” according to , most of the language learning difficulties of learners are related to their pajares (2003) low efficacy beliefs. students‟ self-efficacy beliefs can be affected by several factors. one of the factors could be the learning environment created in a classroom. in line with this, postulated that the choi (2005) classroom learning environment should be emphasized in order to improve the self-efficacy of students. therefore, the present study examined whether the psychosocial english classroom environments influence students self-efficacy beliefs towards english language. previous studies, although limited, have provided some evidence that psychosocial aspects of learning environment are likely to affect self-efficacy (e.g., afari et al., 2013; dorman, 2001; gupta & . the results reported in these studies showed inconsistency in terms of the aspects of fisher, 2012) psychosocial learning environment that influence self-efficacy. for example, in ) study, lim's (2013 among the six aspects of learning environment, involvement and equity were significant independent predictors of academic efficacy, whereas in study, only one of the six learning afari et al.'s (2013) environment aspects had statistically significant and independent relationship with self-efficacy. most of the studies in this area were undertaken in science and/or mathematics classrooms. little research has also been undertaken in language classrooms (e.g., . daemi et al., 2017; lim, 2013) however, the association between psychosocial classroom environment and self-efficacy has not been examined in ethiopia. the present study, therefore, extended the past research to english classes in ethiopia to fill the gap. it examined the influence of psychosocial learning environments on students‟ self-efficacy beliefs in english language learning. the study also identified the psychosocial aspects of english classroom environment that can affect students‟ self-efficacy beliefs in learning english. thus, the following research questions have been addressed in the course of this study. 1. is each aspect of psychosocial learning environment related to students‟ self-efficacy beliefs? 2. to what extent do psychosocial learning environments influence students‟ selfefficacy beliefs in english language learning? 3. which psychosocial aspects of learning environment influence students‟ self-efficacy beliefs? literature review classroom learning environment it is evident that the educational system takes place in classrooms in which students spend large amounts of time and engage in instructional activities that make learning transpire. fraser indicated that in achieving the objectives of education, quality classroom environment in (2001) which learning takes place plays a crucial role. the learning environment in the classroom refers to the overall setting in which learning takes place and is comprised of two elements: the physical edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 143 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi environment and the psychosocial environment . bell and aldridge explained (bell & aldridge, 2014) that the former refers to the materials and their arrangements in classrooms whereas the latter refers to classroom psychosocial environment and the participants of classrooms, such as students and teachers and the interaction among them. the present study focuses on the psychosocial environment of classrooms that could contribute to the efficacy of english language education. as indicated, “without a consideration of the crucial role of the psychosocial dorman (2002, p. 112) environment of classrooms, educational productivity cannot be optimized.” furthermore, a plethora of studies that have been carried out around the globe indicated that the learning environment that takes place in a classroom has a strong and consistent influence on student learning (fraser, 2007, similarly, it is widely recognized that the learning environment plays a significant role in 2012). improving the effectiveness of student learning (unesco, 2012). therefore, paying attention to the learning environment in classrooms is essential for the effectiveness of learning and teaching. psychosocial learning environments and self-efficacy beliefs it was noted that previous research has strongly investigated the relationships between students‟ cognitive and affective outcomes and their perceptions of the psychosocial aspects of their classroom environment however, the most frequently researched learning (fraser, 2012, 2014). outcomes have been academic achievement or attitude of a particular subject . (fraser, 2007) moreover, the extant research examining the associations between student outcomes and learning environment was mainly conducted in science and mathematics classrooms. the present study fills this gap by investigating psychosocial learning environment influence on students‟ self-reports of self-efficacy in efl setting. this section review literature related to the associations of psychosocial learning environment with self-efficacy. research undertaken in different countries and in various classrooms, including in esl/efl classrooms is involved. previous studies have examined the extent to which the psychosocial learning environment influences students‟ self-efficacy and have reported that the two variables were positively and significantly related. for example, in australia, examined the classroom psychosocial dorman (2001) environment associations with academic efficacy using seven scales of the wihic questionnaire and three scales from cles with the sample of 1055 students in secondary schools. the data were analyzed utilizing simple and multiple correlations. the overall result disclosed that the classroom environment and academic efficacy were significantly and positively related. the results of simple correlations indicated a statistically significant (p < 0.001) relationships between all the classroom environment scales and academic efficacy where the ranges of their correlations were from 0.17 for student cohesiveness to 0.38 for task orientation. the strength of relationships were small; it was the task orientation scale that contributes for high variance in the scale of academic efficacy (14.4%). the results of multiple correlation analysis also revealed that the set of classroom environment scales contributed 22% variance to efficacy scale (r=0.47). the results of standardized regression coefficient also suggest that though five of the scales: teacher support (β= 0.14), involvement (β= 0.21), investigation (β= 0.17), task orientation (β=0.27) and cooperation (β= -0.10) affected students‟ academic efficacy significantly, one of these, task orientation, affected it strongly. the associations between affective outcomes (including academic efficacy) and psychosocial learning environment in technology-rich classrooms was investigated by dorman and fraser (2009) utilizing troflei questionnaire which includes seven scales of the wihic questionnaire. the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 144 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi study involved 4146 high school students of australian. the results of pearson correlation indicated that there were statistically significant relationships between all classroom environment scales and academic efficacy though the strength of correlation was of medium effects (ranging from 0.28 for equity scale to 0.46 for involvement scale). the analysis of multiple regression also revealed that the set of classroom environment scales predicted academic efficacy (r 2 = 0.31). further, the results showed that the psychosocial environment aspect of involvement (β=0.29) predicted academic efficacy significantly and strongly. this was followed by task orientation (β=0.21) and investigation (β=0.07). in another study, velayutham and aldridge (2013) reported that three of the seven wihic scales (task orientation, investigation and student cohesiveness) strongly influence students‟ self-efficacy in science learning. the wihic questionnaire was administered to a sample of 1360 secondary students in public schools in australia. also investigated classroom environment associations with dorman and adams (2004) efficacy belief in mathematics classrooms with the use of a questionnaire that was developed by taking seven scales of the wihic and three scales from the cles. the questionnaire was administered to 2,651 secondary schools students. the study revealed a significant relationship between the classroom environment dimensions (ranging from 0.14 for student cohesiveness to 0.37 for task orientation) and academic efficacy. however, small magnitudes of correlations were found for all scales except task orientation which accounts for high variance in efficacy belief (13.7%). the results of multiple regression analysis also indicated that the set of classroom environment scales contributed 19.4% of variance to academic efficacy (r= 0.44). further, the standardized regression coefficient analyses suggest that the psychosocial environment aspect of task orientation (β= 0.27) had significantly a strong effect on academic efficacy. this was followed by involvement (β= 0.19), investigation (β= 0.12), equity (β= 0.06) and cooperation (β= -0.09). utilizing the same questionnaire mentioned above with modification, gupta and fisher explored the relationships between indian students' perceptions of their technology-(2012) supported learning environments in science classrooms and academic efficacy. the sample involved 705 students. simple and multiple correlation was computed for data analysis. the results indicated that the associations of all wihic scales and academic efficacy were significant and positive. a significant relationship was also found between the set of wihic scales and academic efficacy (r 2 = 0.33). the findings indicated that involvement (β=0.14), task orientation (β=0.20), investigation (β=0.11), differentiation (β=0.14) and technology teaching (β=0.21) scales predicted academic efficacy significantly. in canada, investigated the relationship between the ferguson and dorman (2001) classroom environment and academic efficacy utilizing seven wihic scales and three cles scales. the samples were 951 mathematics students of high school. the overall result indicated that classroom psychosocial environment contributed 31.4% of variance to academic efficacy. specifically, it was found that there were statistically and positively significant correlations between each learning environment scales and academic efficacy. that is, the more the mathematics classes are involving, investigative and task oriented the higher academic efficacy level students have. the study also suggested that task orientation was the strong determinant of academic efficacy (β= 0.35). recently, examined academic self-efficacy relations with classroom daemi et al. (2017) environment using a sample of 200 iranian efl learners who completed wihic questionnaire and „self-efficacy for learning form (self-a)‟. the overall result revealed that there was relationship between efl learners‟ classroom environment and academic self-efficacy. task orientation was edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 145 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi found to have the highest relationship with self-efficacy. this is followed by student cohesiveness. in contrast, cooperation had the lowest correlation with self-efficacy. also alzubaidi et al. (2016) employed wihic questionnaire with a sample of 994 university students in jordan and reported that six of the seven learning environment scales had statistically significant positive associations with self-efficacy except the cooperation scale. it was also found that the set of wihic scales were related to self-efficacy (r= 0.40) significantly. in addition, the results of standardized regression weight (β) indicated that the four wihic scales of student cohesiveness (β= 0.20), teacher support (β= 0.08), investigation (β= 0.16), task orientation (β= 0.15) and equity (β= 0.23)) were positively and statistically significant independent predictors of students‟ self-efficacy. in singapore, explored the associations between the learning environment of lim (2013) english language classes at primary level and students‟ self-efficacy beliefs related to english language. to assess students‟ learning environment perspectives of english classes, the wihic questionnaire was used and to assess student efficacy, the mjses were employed. the participants were 441 students at primary school in singapore. the analyses of simple correlation revealed significant and positive associations between academic efficacy and all wihic scales. the wihic scales correlation with academic efficacy scale ranges from 0.27 for teacher support to 0.39 for involvement. the strength of associations ranged from modest to medium. the result of multiple correlation for the whole learning environment scales also revealed that the set of wihic scales and self-efficacy (r= 0.44) were associated significantly. in addition, the standardized regression coefficients (β) were examined to identify the scales of wihic that had contributions to these multivariate associations. beta (β) weights revealed that scales of involvement (β= 0.22) and equity (β= 0.19) significantly and independently influenced academic efficacy. it was suggested that students were likely to have strong academic efficacy in english language when there were more involvement of students and more equitable treatment of students by teachers in classes. in uae, examined whether the use of games in college level classes afari et al. (2013) improved students‟ perceptions of learning environment and their attitudes towards mathematics. the relationship between academic efficacy and classroom learning environment was also examined in their study using a modified arabic version of wihic scales and a sample of 352 students. mjses was used to assess students‟ efficacy belief. generally, it was found that learning environment influenced student self-efficacy. the simple correlations results reported in the study depicted that all six wihic scales were positively and significantly related to academic efficacy. it was also found that the associations of the set of wihic scales with academic efficacy was statistically significant (r= 0.30). in general, the associations between psychosocial learning environment and self-efficacy have been examined in previous studies and the overall results revealed that the two variables were significantly and positively related. nevertheless, as reviewed above in this section, these studies reported different results in terms of the aspects of psychosocial learning environment that influence self-efficacy. for example, in study, among the six wihic scales, involvement and lim's (2013) equity scales were significant independent predictors of academic efficacy, whereas in afari et al.'s study, only one of the six wihic scales had statistically significant and independent (2013) relationship with academic efficacy. different results were also found with regard to each learning environment scales associations with self-efficacy; most studies found a statistically significant associations of all learning environment scales with self-efficacy (e.g., afari et al., 2013; dorman, whereas a few studies found a statistically significant relationships 2001; gupta & fisher, 2012) between some or most learning environment scales and self-efficacy (e.g., ). in alzubaidi et al., 2016 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 146 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi addition, many of the previous studies reviewed in this section have examined the learning environment associations with student self-efficacy in science and mathematics classrooms. very few studies have investigated the learning environment influence on students‟ self-efficacy in efl context. moreover, there is no such study in ethiopia. therefore, this study extended the existing research into secondary level efl classrooms in ethiopia to fill the gap. it examined whether the psychosocial learning environment of english classes influenced students‟ self-efficacy beliefs in english language learning. methodology the research design a research design involves several stages of collecting, analyzing and interpreting either quantitative or qualitative data or both . this study investigated the influence of the (creswell, 2012) psychosocial aspects of english classroom environment on students‟ self-efficacy beliefs in english language learning. as such, correlational design was employed. in addition, the study employed quantitative research approach to collect and analyze data from wihic and self-efficacy belief questionnaires. selection of the research participants the total population was 1124 menelik ii preparatory school grade eleven students of which 513 and 611 were male and female students, respectively. simple random sampling was utilized to choose 393 students (male: 179; female: 214) from the population to participate in this study. the questionnaire filled by 15 students was discarded as it was not filled appropriately. seven students also did not return the questionnaire. as a result, the data obtained from 371 students were analyzed and utilized in the results of this study. data collection two questionnaire types, namely, what is happening in this class (wihic) and selfefficacy belief (seb) questionnaires were employed for data collection in the present study. for the purpose of this study, the wihic questionnaire was opted for and adapted to investigate the psychosocial aspects of learning environment of english classes at secondary education. seb questionnaire was also adapted to assess self-efficacy in english language learning. each questionnaire is detailed below. the first one was the wihic questionnaire which was utilized to assess the psychosocial aspects of learning environment of english classes at secondary education in the study. the wihic questionnaire was first developed by ; it incorporated nine ten-item scales. then, fraser et al. (1996) it was modified by who formed its final version that involves seven scales; each aldridge et al. (1999) scale includes eight items with a five-point likert scale (almost never = 1 to almost always = 5). the wihic questionnaire amalgamates salient scales from a variety of existing questionnaires with new scales that address current educational issues (e.g., equity) ( ). fraser, 2014 the wihic is the most widely used learning environment questionnaire in a range of contexts and countries across the globe ( ). the wihic has also been translated fraser, 2012, 2014 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 147 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi into other languages and used successfully (e.g., arabic (afari et al., 2013; alzubaidi et al., 2016); ; greek (charalampous & kokkinos, 2017)). it was found to be spanish (helding & fraser, 2013) reliable and valid in the studies conducted at various grade levels and in many countries (e.g., ). further, the wihic has been applied and found useful aldridge and fraser, 2000; dorman, 2003 in learning environment of english (esl/efl) classes (e.g., alzubaidi et al., 2016; bi, 2015; goksu, ). it is for these reasons that the researchers adapted the wihic questionnaire from 2015 aldridge et and utilized it in the present study. the modified version of the questionnaire was al. (1999) translated into amharic language. the other questionnaire utilized in this study was self-efficacy belief (seb) which assesses students‟ self-efficacy beliefs in english language. seb questionnaire was adapted from lim (2013) and used in this study by making slight changes to the wording of the items. modified lim (2013) the morgan-jinks student efficacy scale (mjses) ). the questionnaire (jinks & morgan, 1999 includes eight items that measure the extent to which students are confident and believe in their own ability in successfully performing language-learning tasks. students were asked to give response to the items in a five-point likert scale response ranging from (almost never = 1 to almost always = 5) to reflect their beliefs of their ability in english language learning. the data obtained from students were used to examine whether students‟ perceptions of english classroom psychosocial environment was associated with their self-efficacy beliefs in learning english. many previous studies undertaken in a variety of countries ensured the validity and reliability of the questionnaire (e.g., . the questionnaire was also translated into amharic language. afari et al., 2013; lim, 2013) before administering to the target participants, the reliability and validity of the amharic version of wihic and seb questionnaires was tested first for use in ethiopian efl context with 107 students who had similar characteristics to the samples of this study. cronbach‟s alpha coefficient was computed to check the internal consistency reliability of the instruments. the alpha coefficients of wihic scales ranged from 0.73 (student cohesiveness) to 0.88 (teacher support) and its overall reliability was 0.93. moreover, the alpha coefficients for seb scale were 0.78. the results were all above 0.70 which is the acceptable value for reliability coefficients ( ). dörnyei, 2007 additionally, discriminant validity was calculated for the research instruments. to determine the discriminant validity, the mean value of a scale was correlated with other scales. discriminant validity determines scale independence or it decides how much a scale in a questionnaire assess different factor that is independent of the other ones. recommends that factor correlations brown (2006) above 0.80 imply overlap of concepts and point towards poor discriminant validity. for the current study, the highest correlation between each scale was 0.63. this met the requirements of discriminant validity recommended by cut off point which is 0.80. overall, the brown's (2006) questionnaires were found to be reliable and valid for use in ethiopian efl context. data analysis the data for this study were analysed utilizing several quantitative data analysis techniques as per the research questions of the study. the statistical package for social sciences (spss 24 version) was used to analyze the data. pearson correlations and multiple regressions were utilized to address the first and the second research questions, respectively. pearson correlations were computed to examine the bivariate associations of the wihic scales with self-efficacy, whereas multiple regressions were performed to investigate the set of wihic scales influence on students‟ selfefficacy beliefs in learning english. in the analysis of multiple regressions, the independent variable edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 148 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was the set of six scales of the wihic and the dependent variable was self-efficacy belief scale. in addition, the standardized regression coefficient (β) was calculated to address the third research question that focuses on identifying which aspects of learning environment contribute significantly to the influence on students‟ self-efficacy beliefs. findings associations between each aspect of psychosocial learning environment and selfefficacy belief one of the objectives of this study was to examine the associations between each psychosocial aspect of learning environment of english classes and students‟ self-efficacy beliefs in efl learning. table 1 below presents the results of the study. table 1. correlational analysis of each aspect of psychosocial learning environment and self-efficacy belief wihic scales self-efficacy belief student cohesiveness pearson correlation .411** sig. (2-tailed) .000 n 371 teacher support pearson correlation .326** sig. (2-tailed) .000 n 371 involvement pearson correlation .413** sig. (2-tailed) .000 n 371 task orientation pearson correlation .432** sig. (2-tailed) .000 n 371 cooperation pearson correlation .263** sig. (2-tailed) .000 n 371 equity pearson correlation .331** sig. (2-tailed) .000 n 371 **p<0.01, n= number of students the results of correlation analysis, reported in table 1 above, showed that each of the six wihic scales had a statistically significant (p<0.01) relationships with self-efficacy belief. furthermore, all of these correlations were positive in direction and ranged from 0.263 for the cooperation scale to 0.432 for the task orientation scale. according to muijs (2004: 145), the effect size (the correlation coefficients (r)) is the stronger, the closer to +/–1 and the weaker the closer to 0. some rules of thumb on effect size are: <+/–0.1 weak; <+/–0.3 modest; <+/–0.5 moderate; <+/–0.8 strong; >=+/–0.8 very strong. therefore, as indicated in the table, the strength of associations between each aspect of psychosocial learning environment and self-efficacy ranged from modest to moderate effect size. the effect sizes of all associations were moderate (r ranging from 0.331 to 0.432) except cooperation scale (r = 0.263). cooperation had modest effect size. of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 149 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the six learning environment scales, task orientation contributed high variance to student selfefficacy (r 2 = 18.5%). this is followed by student cohesiveness and involvement (r 2 = 16.8%) and teacher support and equity (r 2 = 10.9%). the influence of psychosocial learning environments on students’ self-efficacy beliefs the other objective of the present study was to investigate whether the psychosocial learning environments of english classes influence students‟ self-efficacy beliefs in english language learning. table 2 below presents the results of the study. table 2. analyses of multiple regression for the relation between the set of wihic scales and self-efficacy belief model r r square adjusted r square std. error of the estimate 1 .530a .281 .269 .77646 a. predictors: (constant), equity, cooperation, student cohesiveness, task orientation, involvement, teacher support as reported in table 2 above, the result of multiple regression analysis showed that the influence of the combined wihic scales on student self-efficacy was statistically significant (p<0.01) and positive. the set of wihic scales also accounted for 28% of variance in student self-efficacy (r 2 = 0.281). the adjusted r square was 0.269 for self-efficacy belief scale. this suggests that the predictors are good at predicting students‟ self-efficacy beliefs. according to muijs's (2004) criteria, the adjusted r square (the model) that ranges from 0.11–0.3 has modest fit and from 0.31-0.5 has moderate fit. hence, the set of environment scales modestly predicts students‟ self-efficacy beliefs in learning english. the contribution of each psychosocial learning environment aspect to the influence on self-efficacy belief to identify the psychosocial environment aspects that contributed most in predicting students‟ self-efficacy beliefs, the standardized regression coefficients (β) were computed. the results are presented in table 3 below. table 3. influence of each psychosocial learning environment aspect on self-efficacy belief model unstandardized coefficients standardized coefficients t sig. b std. error beta (constant) .292 .244 1.199 .231 student cohesiveness .231 .062 .202 3.701 .000 teacher support .022 .054 .025 .411 .681 involvement .193 .062 .182 3.094 .002 task orientation .305 .068 .243 4.507 .000 cooperation -.015 .051 -.015 -.294 .769 equity .037 .055 .040 .670 .504 a. dependent variable: self-efficacy belief, n=371 students edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 150 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi as reported in table 3 above, the findings showed that three of the learning environment scales, namely, student cohesiveness (β = 0. 20), involvement (β = 0. 18) and task orientation (β = 0. 24) contributed to a statistically significant (p<0.01) influence on students‟ self-efficacy beliefs. task orientation had the strongest effect size. this is followed by student cohesiveness and involvement. discussion the present study examined the relationship between the psychosocial learning environments of english classes and students‟ self-efficacy beliefs in english language. to address this, pearson correlation and multiple regressions were calculated. further, to identify which psychosocial aspects of learning environment influenced student self-efficacy, the standardized regression coefficients (β) were computed. the results of pearson correlation analyses indicate that each of the six wihic scales had a statistically significant relationships with student self-efficacy. all correlations were positive and had medium effect sizes except cooperation scale. cooperation had modest effect size which was small. this indicates that the learning environment aspect of task orientation contributes to high variance in self-efficacy (18.5%). the results suggest that all six aspects of psychosocial learning environment are likely to influence student self-efficacy. the positive correlation found between each aspect of learning environment and self-efficacy suggests that students are likely to have high self-efficacy beliefs in english language classes where there are improved cohesive, teacher supportive, involving, task oriented, cooperative and equitable learning environments. this study‟s findings support that of past studies (afari et al., 2013; alzubaidi et al. 2016; daemi et al., 2017; dorman, 2001; dorman & adams, 2004; dorman & fraser, 2009; gupta ) which reported significant and positive associations between each aspect & fisher, 2012; lim, 2013 of learning environment and self-efficacy with the exception of cooperation scale in alzubaidi et study. al.‟s (2016) the multiple regression analysis also indicates that the set of psychosocial learning environment aspects association with student self-efficacy was statistically significant and positive. about 28% of the variation in self-efficacy was explained by the set of psychosocial aspects of classroom environment (r 2 = 0.281). the adjusted r 2 was also 0.269 (modest fit), which suggests that the predictors (the set of learning environment scales) are relatively good in predicting students‟ self-efficacy. this means that the set of learning environment aspects modestly influenced students‟ self-efficacy beliefs. this finding supports the findings of past research (afari et al., 2013; daemi et al., 2017; dorman, 2001; dorman & adams, 2004; dorman & fraser, 2009; ferguson & dorman, which found that the set of classroom environment scales accounted for a 2001; lim, 2013) statistically significant and positive variance in student self-efficacy. in addition, the standardized regression coefficients (β) indicate that three of the six psychosocial environment aspects, namely, student cohesiveness, involvement and task orientation contributed to a statistically significant variation to students‟ self-efficacy beliefs. this means that the three aspects were significant contributors for the influence of the set of learning environment scales on self-efficacy. task orientation tended to have the strongest influence on students‟ self-efficacy; this is followed by student cohesiveness and involvement. the implications of the findings for the three learning environment aspects that contributed to the influence on self-efficacy are discussed as follows. in this study, the learning environment aspect of student cohesiveness had a positive and a statistically significant influence on students‟ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 151 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi self-efficacy beliefs in learning english language. students could have high self-efficacy beliefs in classes where they are provided with opportunities to support one another on class activities. in a cohesive learning environment, students are likely to be friendly with one another and are supportive of one another. this finding supports the findings reported by al zubaidi et al. (2016) and ; they reported in their studies that student cohesiveness scale was velayutham and aldridge (2013) among the scales that had positive and statistically significant predictors of self-efficacy. alzubaidi et suggests that teachers could improve opportunities for students to use their english skills al. (2016) in communicating directly with their classmates in real-life contexts in order to create a cohesive learning environment. according to the relationships among urdan and schoenfelder (2006), students play a vital role in a classroom. they indicate that when teachers create learning environment in a class where students have opportunities to work and communicate together, they know one another well and build friendships. also suggest that if students are alzubaidi et al. (2016) given opportunities to communicate and collaborate during english lessons, they would have a better chance of getting to know one another and forming positive social bonds. therefore, a supportive classroom environment among students is important. the result suggests the relationships between students in english class could affect their self-efficacy beliefs. the involvement aspect of psychosocial learning environment had also positive and statistically significant relationship with students‟ self-efficacy beliefs. other researchers also found similar results (dorman, 2001; dorman & adams, 2004; dorman & fraser, 2009; gupta & fisher, ). the result of this study suggests that when involvement of students in english 2012; lim, 2013 learning is increased, their self-efficacy in english language is likely to be enhanced. students are likely to believe in their english language capabilities if they are encouraged to involve themselves well in group and classroom discussions, such as by asking questions, by giving opinions and explaining ideas. according to , teachers need to provide opportunities for aldridge et al. (2012) students to take part in class discussions and encourage them to attend actively what is going on in a classroom. this study also depicts that the psychosocial aspect of task orientation had positive and a statistically significant influence on students‟ self-efficacy beliefs. students could have high selfefficacy beliefs when they know the purpose of class activities and complete what is expected of them. increasing task orientation of students may contribute to enhancing students‟ self-efficacy beliefs. this result supports past studies that found significant and positive associations of task orientation and students‟ self-efficacy beliefs (alzubaidi et al., 2016; daemi et al., 2017; dorman, 2001; dorman & adams, 2004; dorman & fraser, 2009; ferguson & dorman, 2001; gupta & ). fisher, 2012; velayutham & aldridge, 2013 conclusion and implications student self-efficacy belief had positive and a statistically significant (p<0.01) associations with each psychosocial environment aspect. among the aspects of learning environment, task orientation accounted for high variance in student self-efficacy (r 2 = 18.5%). hence, it can be concluded that all aspects of psychosocial environment are likely to influence students‟ self-efficacy beliefs in learning english. of all aspects, the influence of task orientation aspect seems strong. it was also found that the set of psychosocial aspects of learning environment had a statistically significant (p<0.01) and positive influence on student self-efficacy belief. however, only three of the six wihic scales, namely, student cohesiveness, involvement and task orientation contributed to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 152 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi a statistically significant (p<0.01) influence on students‟ self-efficacy beliefs. of the three aspects, the contribution of task orientation to the influence tended to be the strongest. hence, it is important to consider student cohesiveness, student involvement and task orientation aspects of learning environment in english classes to enhance students‟ self-efficacy beliefs in english language learning. in particular, task orientation and student involvement aspects influence students‟ selfefficacy beliefs consistently even though the task orientation aspect contributes the highest. this implies that task oriented, involving and student cohesive classroom learning environment plays a pivotal role in enhancing students‟ self-efficacy beliefs in english language learning. considering the findings and conclusions, it is recommended that english teachers in secondary schools need to make attempts to create a cohesive, involving and task oriented classroom learning environments so that students‟ self-efficacy beliefs tend to be enhanced. positive relationships among students help them feel that they get help from other class members. teachers also should provide students with clear goals of learning english language and involve them in learning activities to increase students‟ self-efficacy beliefs towards english language. this study has its own limitations and further research has been suggested accordingly. the study involved only grade eleven students of one school. the study was also limited to secondary school education. although the samples were selected carefully from the population, the findings of the study may not be generalized to other grade levels and schools. therefore, further studies could replicate this study by involving additional secondary schools and grade levels of secondary education. future studies could also replicate the study at elementary and tertiary levels and in other subject matter classes in addition to english language classes. the other limitation of the current study was that it examined the psychosocial learning environment influence on only student selfefficacy in english language learning. therefore, it is suggested that future studies examine the influence of classroom environment on other outcome variables such as attitude to english language and motivation (intrinsic and extrinsic) to learn english language. disclosure statement no potential conflict of interest was reported by the authors references afari, e., aldridge, j. m., fraser, b. j., & khine, m. s. (2013). students‟ perceptions of the learning environment and attitudes in game-based mathematics classrooms. learning environ res, 16, 131–150. https://doi.org/10.1007/s10984-012-9122-6 aldridge, j. m., & fraser, b. j. (2000). a cross-cultural study of classroom learning environments in australia and taiwan. learning environments research, 3, 101–134. https://doi.org/10.1023/a:1026599727439 aldridge, j. m., fraser, b. j., bell, l., & dorman, j. (2012). using a new learning environment questionnaire for reflection in teacher action research. journal of science teacher education, 23(3), 259–290. https://doi.org/doi 10.1 007/s 1 0972-01 2-92681 aldridge, j. m., fraser, b. j., & huang, t.-c. i. (1999). investigating classroom environments in taiwan and australia with multiple research methods. the journal of educational research, 93(1), 48–62. https://doi.org/10.1080/00220679909597628 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 153 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi alzubaidi, e., aldridge, j. m., & khine, m. s. (2016). learning english as a second language at the university level in jordan: motivation, self-regulation and learning environment perceptions. learning environ res, 19, 133–152. https://doi.org/10.1007/s10984-014-9169-7 bandura, a. (1997). self-efficacy: the exercise of control. freeman bell, l. m., & aldridge, j. m. (2014). student voice, teacher action research and classroom improvement (vol. 6). sense publishers. bensalem, e. (2018). foreign language anxiety of efl students: examining the effect of self-efficacy, self-perceived proficiency and sociobiographical variables. arab world english journal (awej), 9(2), 38–55. https://dx.doi.org/10.24093/awej/vol9no2.3 bi, x. (2015). associations between psychosocial aspects of english classroom environments and motivation types of chinese tertiary-level english majors. learning environment research, 18, 95–110. https://doi.org/10.1007/s10984-015-9177-2 brown, t. a. (2006). confirmatory factor analysis for applied research. guilford press. charalampous, k., & kokkinos, c. m. (2017). the “what is happening in this class” questionnaire: a qualitative examination in elementary classrooms. journal of research in childhood education, 31(3), 379–400. https://doi.org/10.1080/02568543.2017.1310153 choi, n. (2005). self-efficacy and self-concept as predictors of college students‟ academic performance. psychology in the schools, 42(2), 197–205. https://doi.org/10.1002/pits.20048 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). pearson. daemi, m. n., tahriri, a., & zafarghandi, a. m. (2017). the relationship between classroom environment and efl learners‟ academic self-efficacy. international journal of education & literacy studies, 5(4), 16–23. https://doi.org/10.7575/aiac.ijels.v.5n.4p.16 dorman, j. p. (2001). associations between classroom environment and academic efficacy. learning environments research, 4, 243–257. https://doi.org/10.1023/a:1014490922622 dorman, j. p. (2002). classroom environment research: progress and possibilities. queensland journal of educational research, 18(2), 112–140. http://www.iier.org.au/qjer/qjer18/dorman.html dorman, j. p. (2003). cross-national validation of the what is happening in this class? (wihic) questionnaire using confirmatory factor analysis. learning environments research, 6(3), 231– 245. https://doi.org/10.1023/a:1027355123577 dorman, j. p. (2008a). use of multitrait-multimethod modelling to validate actual and preferred forms of the what is happening in this class? (wihic) questionnaire. learning environ res, 11, 179–193. https://doi.org/10.1007/s10984-008-9043-6 dorman, j. p. (2008b). using student perceptions to compare actual and preferred classroom environment in queensland schools. educational studies, 34(4), 299–308. https://doi.org/10.1080/03055690802034484 dorman, j. p., & adams, j. (2004). associations between students‟ perceptions of classroom environment and academic efficacy in australian and british secondary schools. international journal of research and method in education, 27, 69–85. https://doi.org/10.1080/0140672040270106 dorman, j. p., & fraser, b. j. (2009). psychosocial environment and affective outcomes in technology-rich classrooms: testing a causal model. social psychology of education, 12, 77–99. https://doi.org/0.1007/s11218-008-9069-8 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 154 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dörnyei, z. (2007). research methods in applied linguistics: quantitative, qualitative and mixed methodologies. oxford university press. ferguson, j. m., & dorman, j. p. (2001). psychosocial classroom environment and academic efficacy in canadian high school mathematics classes. alberta journal of educational research, 47(3), 276– 279. http://search.proquest.com/openview/f13f7b6d8780cfdb0d1c2c3eff40f58b/1?pqorigsite=gscholar&cbl=34114 fraser, b. j. (2001). twenty thousand hours: editor‟s introduction. learning environments research, 4, 1–5. https://doi.org/10.1023/a:1011406709483 fraser, b. j. (2002). learning environments research: yesterday, today and tomorrow. in s. chiew goh & m. s. khine (eds) studies in educational learning environments: an international perspective (pp. 1–26). world scientific publishing. fraser, b. j. (2007). classroom learning environments. in sandra k. abell & norman g. lederman (eds.) handbook of research on science education (pp. 103–124). lawrence erlbaum associates, inc. fraser, b. j. (2012). classroom learning environments: retrospect, context and prospect. in barry j. fraser, kenneth g.tobin & campbell j. mcrobbie (eds.) second international handbook of science education (pp. 1191–1239). springer. http://hdl.handle.net/20.500.11937/39017 fraser, b. j. (2014). classroom learning environments: historical and contemporary perspectives. in norman g. lederman, sandra k. abel (eds.) handbook of research on science education (pp. 104– 119). routledge. https://www.routledgehandbooks.com/doi/10.4324/9780203097267.ch6 fraser, b. j., mcrobbie, c., & fisher, d. (1996). development, validation and use of personal and class forms of a new classroom environment questionnaire. proceedings western australian institute for educational research forum 1996. http://www.waier.org.au/forums/1996/fraser.html. goksu, a. (2015). high school students‟ perceptions of classroom learning environments in an efl context. revista de cercetare şi intervenţie socială, 51, 72–89. https://www.ceeol.com/search/article-detail?id=521637 gupta, a., & fisher, d. (2012). technology-supported learning environments in science classrooms in india. learning environment research, 15(2), 195-216. https://doi.org/10.1007/s10984-0129103-9se helding, k. a., & fraser, b. j. (2013). effectiveness of national board certified (nbc) teachers in terms of classroom environment, attitudes and achievement among secondary science students. learning environment research, 16, 1–21. https://doi.org/10.1007/s10984-012-91048 heugh, k., benson, c., berhanu, b., & mekonnen, a. (2006). study on medium of instruction in primary schools in ethiopia. ministry of education, addis ababa. jinks, j., & morgan, v. (1999). children‟s perceived academic self-efficacy: an inventory scale. the clearing house, 72(4), 224–230. https://doi.org/10.1080/00098659909599398 lim, d. (2013). learning environments in english classrooms in singapore: determinants and effects [thesis, curtin university]. https://espace.curtin.edu.au/handle/20.500.11937/829 muijs, d. (2004). doing quantitative research in education with spss. sage publications. pajares, f. (2003). self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. reading & writing quarterly, 19, 139–158. https://doi.org/10.1080/10573560390143085 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 155 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi rahemi, j. (2007). self-efficacy in english and iranian senior high school students majoring in humanities. novitas-royal, 1(2), 98–111. tsai, cl. (2013). the impact of foreign language anxiety, test anxiety, and self-efficacy among senior high school students in taiwan. international journal of english language and linguistics research, 1(3), 1–17. unesco. (2012). a place to learn: lessons from research on learning environment. unesco institute for statistics: montreal, canada. urdan, t., & schoenfelder, e. (2006). classroom effects on student motivation: goal structures, social relationships, and competence beliefs. journal of school psychology, 44(5), 331–349. https://doi.org/10.1016/j.jsp.2006.04.003 velayutham, s., & aldridge, j. m. (2013). influence of psychosocial classroom environment on students‟ motivation and self-regulation in science learning: a structural equation modeling approach. research in science education, 43, 507–527. https://doi.org/10.1007/s11165-0119273-y wubbels. (2006). preface. in darrel l. fisher & m.s khine (eds.) contemporary approaches to research on learning environments worldviews (pp. v–vi). world scientific publishing. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 69 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the implementation of the cambridge lower secondary english curriculum: teachers’ voices at one private school in palembang muhamad holandyah universitas islam negeri raden fatah palembang corresponding author: muhammadholandyah_uin@radenfatah.ac.id dian erlina universitas islam negeri raden fatah palembang lenny marzulina universitas islam negeri raden fatah palembang diah yulianti universitas islam negeri raden fatah palembang abstract the cambridge curriculum is one of the international curricula. in indonesia, cambridge curriculum has been implemented, especially for teaching english. this study was aimed at finding out english teachers' perceptions toward the implementation of the cambridge lower secondary english curriculum at one private school in palembang, indonesia. a qualitative design with a case study was employed for this study. the data were gathered through in-depth interviews with two english teachers. thematic analysis was used to analyze the research data. the results of the study revealed the three stages of implementing the curriculum: (1) program development, (2) implementation of learning, and (3) evaluation. keywords: cambridge lower secondary english curriculum, curriculum implementation, and teachers’ perceptions manuscript submitted: april 7, 2022 manuscript revised: june 03, 2022 accepted for publication: june 30, 2022 introduction english has become a subject that is taught to the students at school. johnson (2017) defined that there are various reasons for learning a foreign language, which are; for study purposes, adapting to the new culture of the country in which someone lives; for international communication (with people from different countries), and for international communication (with people from within their country). the learning process consists of supporting materials and strategy (included in mailto:muhammadholandyah_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 70 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the activity) during the learning process take place. according to lismina (2017), the components of the curriculum consist of; aim, material, learning strategy, and evaluation. moreover, a study conducted by sukmawati (2021) showed that a curriculum has components such as; development of objectives, materials/contents, strategies/methods, also tools and resources (which consists of evaluation). in short, a curriculum is one of the elements in teaching that consist of components involved which will achieve the aim or objectives of a curriculum itself. concerning english as a subject, it is related to the curriculum used. over time, a curriculum is always changed or updated. there are national and international curricula that have their own purpose and competencies that want to be achieved in education. according to sudarman (2019), there are competencies by using an international curriculum to face globalization. they are related to communication skills, the ability to think clearly and critically, the ability to consider moral issues as a problem, the ability to be a good citizen responsibility, the ability to try to understand and be tolerant of different points of view, and the ability to live in a globalized society. aside from that, the indonesian generation must have a broad range of interests in life, be willing to work, be intelligent under their talents/interests, and have a sense of environmental responsibility. the relation between english subject and the curriculum here is for teaching english subject by using cambridge lower english secondary. cambridge lower secondary is one of cambridge pathways for level in cambridge education. sullivan (2019) defined that cambridge lower secondary expands on what students learned in cambridge primary and prepares them for studies in cambridge upper secondary. by using cambridge lower secondary english, students improve their comprehension and use of language elements, as well as their ability to use language effectively in a variety of oral and written contexts. they are also improving their literary analysis and critical reading skills. this program equips students with the language and literacy skills they need to succeed in school and in life. several kinds of research on the implementation of cambridge curriculum have been conducted. one of the studies was conducted by pratiwi (2018) which entitled the practice of english language teaching using cambridge primary curriculum in sekolah dasar kristen kalam kudus surakarta. the findings revealed the difference with this study was that teaching and learning approaches followed the principle of metacognition and active learning, in which a student-centered classroom was emphasized, while the teacher was autonomous to design the teaching approach. also, the study did not conduct the stages of implementing a curriculum. however, the similarity between the study and our study was in the classroom activities in which the interaction between teacher and students was positive. students demonstrated eager learning and participation, as well as a highly competitive atmosphere. however, the similarity between the study and our study was in the classroom activities in which the interaction between teacher and students was positive. students demonstrated eager learning and participation, as well as a highly competitive atmosphere. as the preliminary study which was conducted, for that, we interviewed a teacher of english at sis, we found that in primary school, cambridge only used for the test of the end the level of the stage which is called as cambridge primary checkpoint. however, sis has been used cambridge curriculum in teaching english because cambridge is a great curriculum in the world. therefore, students were expected to be ready for facing the world by competencies they had. second, for implementing cambridge primary english, sis prepared teachers in order to take part in training from cambridge because, by following the training, teachers’ proficiency and competency could not be doubted and follow the cambridge lower secondary english instruction and framework in teaching. third, by implementing cambridge curriculum, students were interested in learning edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 71 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi english by using cambridge lower secondary english. the last, sis also prepared students to have cambridge checkpoint so that students can continue their study to the next level; it was called cambridge lower secondary (personal communication, fk, april 19, 2021). after the preliminary study was conducted, we decided to conduct the study at sis lower secondary because the study would like to know the implementation of the curriculum itself, not only the evaluation. in relation to the previous related study, facts, and preliminary study that we had conducted, we were interested in conducting a study entitled: “the implementation of cambridge lower secondary english: teachers’ perceptions at singapore indonesian school (sis) palembang”. literature review teachers’ perceptions, the nature of curriculum, the importance of curriculum the teachers’ perceptions are important to this study. perception is an emotional or intellectual reaction to or regarding something or someone. consciously or unconsciously, we judge persons, things, or events throughout our lives. in curriculum, there are so many things that must be considered in order to be the direction and purpose of the curriculum itself. the components consist of objectives or aims, teaching method, the activity in the learning process, and assessment for students. richards (2001) defined curriculum as something that includes the processes that are used to determine the needs of a group of learners, to develop aims or objectives for a program to address those needs, to determine appropriate syllabus, course structure, teaching methods, and teaching materials, and to evaluate the language program that results from these processes. a curriculum is an essential part of the education system because it is a tool to achieve educational aims and goals. therefore, there are some points of the importance of a curriculum. according to rohmawati (2017), good impacts of this importance are as follows: impact on administrators, teachers, and students a curriculum allows administrators to provide a dynamic educational program for current and prospective students. schools, colleges, and universities attract students with a variety of quality, competitive and flexible program curricula. a curriculum offers teachers provides ideas and strategies for teachers to use in assessing students’ progress. a student must meet certain academic requirements to go to the next level. without the guidance of a curriculum, teachers cannot be assured that they have supplied the necessary knowledge or the opportunity for students at the next level, whether that level involves a high school, college, or career. a curriculum gives students an understanding of what must be accomplished to obtain a degree. without such knowledge, students will be lost in a maze of academic courses that appear to lead nowhere if they do not have such knowledge. they would have no assurance that they are taking the proper subjects toward a diploma or a degree. a curriculum promotes a sense of order and structure in the pursuit of academic success. apart from the above, a curriculum is also important for students’ environment and the purpose it. tedesco, opertti, and amadio (2014) found that curriculum ideas would need to define what is meant by "excellent education for all?”. what are the conditions and processes required to ensure that justice, equity, and inclusion are the main organizing principles of curriculum development? quality is the outcome of a process. it cannot be promulgated only on the basis of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 72 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi national and international assessments. school curricula must seek the complex but necessary balance between integrating universal values and respecting the diversity that characterizes national societies. the curriculum proposal must recognize that universal values are critical for people to live according to their beliefs and lifestyles while respecting those of others. the cambridge curriculum in lower secondary school cambridge lower secondary means that the cambridge curriculum is for students who are still in 12-15 year. for english subject, his subject fosters a lifetime love of reading, writing, and speaking. it gives students transferable language abilities for analyzing and generating spoken and written materials, as well as collaborative work. it also increases students' confidence, creativity, and intellectual curiosity (cambridge assessment international education, 2021). the implementation of cambridge lower secondary english curriculum there are some stages in implementing cambridge lowers english curriculum. the first is program development. the curriculum, on the other hand, can be chosen then developed by school stakeholders. it means that the school can develop the program in the curriculum. program development consists of annual years which consist of the material, learning time, and activity that will be taught to the students. this part is included in a syllabus and it arranges into a lesson plan. as defined by singh (2008), creating a lesson plan includes defining the objectives, selecting and organizing the subject material, and deciding on the method and procedure. the second is the implementation of learning. implementation of learning means the running of curriculum itself during the learning process. the materials of learning are the important one which is taught to the student in order to achieve the goals of curriculum itself. the study conducted by diocolano and nafiah (2019) revealed that in implementing cambridge english, the teacher carries out learning in accordance with the material and skills being taught. the teacher also considers the learning media and textbooks used for students. for the textbook, it is made in cambridge. by using the cambridge book, it is also expected can sharpen students’ skills in english in speaking and writing. the material from the book is also interesting so that students are able to express their opinions. in addition, the teacher guide and teach students to achieve learner attributes that are become the aim of the cambridge curriculum. third, after having a learning process, it has an evaluation. in this stage can be seen how the progress of using a curriculum. to evaluate the implementation in english subjects, a teacher can measure students’ potential for the end as the result of students’ learning process by assessment. moreover, the kind of assessment in the cambridge curriculum is a little bit different from the curriculum in indonesia. there are some kinds of assessments. according to sullivan (2019), there is an assessment at the end of the lower secondary level, that is called cambridge lower secondary checkpoint. the teachers’ attributes in cambridge lower secondary english curriculum there are competencies that should behave for teachers and students in using the cambridge curriculum. according to sullivan (2019), the cambridge learner and teacher attributes are designed to help students establish five powerful and highly desired learning habits that will encourage them edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 73 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to enjoy studying and help them lead fulfilling and successful lives. there are five teachers’ attributes, they are: confident, responsible, reflective, innovative, and engaged. previous related studies in this point, some previous studies are described. the first study was conducted by kusumawati (2019) entitled implementasi kurikulum cambridge dalam pembelajaran bahasa inggris which has similarity that focused on describing implementation learning english at sekolah dasar kristen kalam kudus surakarta. the study has result that the implementation of the cambridge curriculum is carried out through planning, implementing, and evaluating learning activities by teacher competence. another pertinent point is evaluation of cambridge curriculum implementation is carried out through internal evaluation and student evaluation. the difference to the study that we conducted is about supporting also obstacle factor. the obstacles found were; limited english skills, limited time, and limited facilities have been overcome with various efforts. for the limited english skills, the teachers joined english course and attend training seminars held by cambridge. then, the school also held english day program at the end of learning program. second, for the limited time, the teachers made a summary made a summary or summary of the material so that students were able to learn independently. last, for the limited facilities, the school tried to add a computer or laptop in learning english second, the previous related study, a study was conducted by fitria, suyono, and rokhman m (2021) on the implementation of the cambridge curriculum at sd islam kreatif mutiara anak soleh, has similar stages implemented to our study. it can be concluded that the implementation of the curriculum was divided into 3 stages, namely: a) planning; b) implementation; and c) evaluation. the results of the planning stage could be seen in the preparation of the framework (syllabus) and lesson plans (rpp). then, the implementation stage can be seen from the learning facilities and resources that support learning activities, such as learning media such as textbooks and carrying out active learning in learning activities. the difference was about the cambridge checkpoint, whose implementation at the school has gone through a check progress test (cpt), and a checkpoint, which is held once a year at the end of the year and is held by cambridge sixth graders. our study, on the other hand, explained how the cambridge english checkpoint for cambridge lower secondary was implemented. methodology research design, site, and respondents qualitative research with a case study approach was selected in order to know such a phenomenon dealing with the teachers’ perceptions towards the implementation of cambridge lower secondary english curriculum at one private school in palembang. a case study means that we can explore and understand an issue or problem by using a case. case means process, activity, or program in real life. according to hamilton and whittier (2013), a case study emerges as a positive proponent capable of deepening comprehension in real-world contexts rather than just presenting contextualized facts. furthermore, qualitative research with a case study was used to find out the teacher’s perceptions (erlina et al., 2019; habibi et al., 2018, marzulina et al., 2019; mukminin et al., edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2017) toward the implementation of cambridge lower secondary english curriculum through interviews. in this study, we chose the teachers to be the participants because we would like to know how the teacher ran the curriculum for the students throughout the learning process. we used purposeful sampling techniques for choosing the participants of this study. total sampling was selected from several types of purposeful sampling. according to dhivyadeepa (2015), the total population is a type of purposive sampling in which a researcher uses total sampling when a researcher selects the entire population. there were two teachers who taught in sis secondary. therefore, we chose all of the teachers who taught english for lower secondary to be our participants. data collection and analysis in collecting the data, we used interviews for obtaining information from teachers of english that aim to know their perceptions about the implementation of cambridge lower secondary english curriculum at singapore indonesian school (sis) palembang. to gain the data in this research, we used interviews with an appointment. an interview is one of the techniques in gaining data in qualitative research. the interview was done between the interviewers and interviewees. to find the teachers’ perceptions, we applied a semi-structured interview. we asked semi-structured questions which asked listed questions then explored the questions in obtaining more perspective information on the teacher’s view about cambridge lower secondary english curriculum. the questions consist of twenty-two questions to be asked to the interviewees. while interviewing the teachers, we recorded the meeting by using the tool from the zoom and took notes for the teachers’ views. the interview was done by virtual meeting through zoom application. we used english fully in the interview session. the first interview was done with the fs teacher. next week was continued by the teacher e. the same steps were done for the both teachers. for the data analysis, we used thematic analysis in this study. creswell (2009) defined there are six steps in thematic analysis. the steps consist of; organize and prepare the data, read through all the data, analyze in detailed with a coding process, generate a description of the data, represent themes into qualitative narrative, and interpret the data. in analyzing the teachers’ perceptions of the implementation of cambridge lower secondary english, the researcher followed some steps. they were: first, we prepared information about the interview, transcribed it, and then took notes of interview material. second, the researcher read all the data carefully so that the researcher could find a general meaning. third, the researcher analyzed the data and labeled the categories. in other words, it was called coding. fourth, we generated the description through coding, and then it was categorized into themes. next, we represented themes in the qualitative narrative. in other words, the researcher described the information that had been analyzed. it was related to the research question. finally, we interpreted teachers’ perceptions about the cambridge lower secondary english curriculum. findings the interview was conducted to find out the teachers’ perceptions on the implementation of cambridge lower secondary english curriculum. after gaining the data from the interview, the data was analyzed by using thematic analysis. the descriptions of the result are presented as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the implementation of cambridge secondary in learning english table 1. themes and codes of implementation of cambridge secondary curriculum themes codes program development the teachers adapt the teaching plan from cambridge lower secondary english curriculum to the schools’ needs the teachers follow and adjust the scheme of work (sow) english as a guideline in the english instruction the teachers adopt cambridge lower secondary english curriculum materials for english instruction the teachers create a unit plan for the english instruction the teachers use a variety of material resources for the english instruction the teachers prepare students to follow cambridge lower secondary english checkpoint learning implementation the cambridge lower secondary english places more focus on students’ writing skills the teachers engage students during the learning process by having them reflect on their daily lives in relation to the english instruction the teachers reflect themselves on the teachers’ attributes such as confidence in teaching the cambridge lower secondary english curriculum the materials provide an opportunity for students to the students’ attributes such as confidence and reflective by using cambridge lower secondary english curriculum the students and the teachers use english as media instruction at school the cambridge lower secondary english materials are suitable for the students evaluation the teachers follow all of the assessment tool from cambridge the level of cambridge’s question is higher thinking order than indonesian for english assessment the result of students’ performance in cambridge lower secondary english checkpoint in accordance with cambridge aim the form of cambridge lower secondary english checkpoint are essay, thick a box, and writing program developments based on the data obtained from the interview, in the stages of implementing cambridge lower secondary english curriculum, program development was the first stage. in developing the program, the teachers said that there were six points in this stage, they were: we adapt the teaching plan from cambridge english lower secondary curriculum to the schools’ needs, the teachers followed and adjusted the scheme of work (sow) english as a guideline in the english instruction, the teachers adopt cambridge english lower secondary curriculum materials for english instruction, the teachers create a unit plan for the english instruction, the teachers use a variety of material resources for teaching the cambridge english lower secondary curriculum, and the teachers prepare students to follow cambridge lower secondary english checkpoint. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the teachers adapt the teaching plan from cambridge english lower secondary curriculum to the schools’ needs, based on the interview data, first, we found that teachers adapt the teaching plan from cambridge english lower secondary curriculum to the schools’ plan. as said by teacher fs “here there is also a case of adapting from cambridge that we don’t follow the long-term plan exactly from cambridge. this is what we can say. we adopt every material from cambridge curriculum but we adapt the plan. cambridge also provides a long-term plan, there’s a terminology for that plan also, of it i forget. we don’t take it at it doesn’t meet to our kind frame so, adopting the materials, yes, and our school adapt the plan now”. moreover, teacher e said “for example, in the secondary one and secondary two we have three books to be used. one book is usually for one year but we have the three books to be finished in only two years. how come we can finish all of them, right? so, we only take several materials needed by our students and our institution to be taught to the students. there are some repetitions topics in those books so we just take some of the main points to deliver to the students. only that is what i mean by adapting”. the teachers follow and adjust the scheme of work (sow) english as a guideline in the english instruction, the second thing that we found after having an interview with the teachers, the cambridge lower secondary english curriculum also had a guide for teaching after they had a syllabus which is called scheme of work (sow). this has become a guideline for the teachers in teaching. the teachers and follow the scheme of work (sow) for teaching english. in line with the teacher fs said “it is from the cambridge syllabus, breaking down to english scheme of work (sow), and then moved it to be specific to the lesson plan, and it is also match to the effective weeks as well”. moreover, the teacher added “everything we only have the scheme of work (sow) so sow is a big umbrella for us. we just adjust the sow to put it into our plan and annual plan. therefore, we can have an annual plan directly and a semester plan as well to break it down.”. moreover, teacher e said the objectives of learning also based on scheme of work (sow) english. as he said “for objectives of learning usually follow the curriculum and our school also has a scheme of work (sow) so in the national curriculum, it is like we have kompetensi inti (ki) and kompetensi dasar (kd). you know it right? we have those kinds of things too but it is based on the topics. the topics already made by our school based on the cambridge curriculum”. teachers adopt cambridge english lower secondary curriculum materials for english instruction, based on the interview data, third, we found that teacher’ perceptions of teaching materials, they adopted the material from cambridge to be taught. related to the teacher fs said that "teaching materials, past papers exams, they provide us everything. even they also provide us with guidelines to prepare for the exam. they provide us with everything so we can easily use it. for example, we can drill our students directly to follow the guidelines for making the past change. we can also take the questions from cambridge that they give to the students to make them well known, tried, and prepared as well. you can say here that we adopt directly from cambridge”. moreover, teacher e added “i adopt the material. we use the cambridge curriculum but we don’t use it 100%”. the teachers create a unit plan for the english instruction, four, we found that teachers made a lesson plan for planning the english instruction. also, for english lower secondary, they had a unit plan. teacher e said “we have two lesson plans, for the government and our institution. for the government, we follow the format from the government but for our institution, we only have simple lesson plan. basically, they are some but we put it as a unit, each unit. we don’t put a day but it is for one meeting, so we will plan for one unit”. furthermore, the other point was added by the teacher fs “. basically, for english, we have a unit plan. we have a unit plan to go through the lessons for each academic year”. the teachers use variety of material resources for the english instruction, five, we found that for developing the teaching materials, the teachers did not only use material from cambridge but also use internet. as said by the teacher e “i develop the way i teach english by using edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi technology. nowadays i use the internet to have a teaching and learning process. one of them is google, google classroom, and also, we also use some useful websites like exam.net. so, it helps us in having writing practice”. moreover, the teacher fs who experienced the same case for preparing and developing the materials said “we do have the textbook from cambridge. for cambridge lower secondary, we use books from cambridge for cambridge checkpoint english 7, 8, and 9. these three books are for two years programs, only for secondary one and secondary two but the materials are not only from there, from the coursebook and the workbook. it is just some materials we use in the classroom. we mostly get more from many sources and for the practices, there are so many materials from cambridge as well that you can use for practice, for the students’ practice, basically for english writing but for listening we can take it from british council because that is the one that closely relates to the cambridge english test or if you mention about reading, we took so many reading resources. not only from cambridge, but there are also many resources, right? so, it’s not limited to the book”. the teachers prepare students to follow cambridge lower secondary english checkpoint, the last point of my finding was that the teachers prepared their students to follow cambridge lower secondary english. as said by the teacher fs “we have every two years program since the beginning. for example, cambridge checkpoint program we have two years for lower secondary, secondary one and secondary two. basically, we start to prepare the students by the end of the first semester. for the secondary one, in the second semester, we have already done preparing them, creating an extra class once a week for them. it goes more intensive in secondary two level. in the second year, they will closely focus on the exam. in the first year, like secondary one, they will get it to the introduction only. that some parts of the question from papers, we put them into unit task questions, closely similar to what cambridge has so they might get used to about the term. i guess it makes our students more ready. it’s not only one semester in advance before the test no, but basically, we have two years program for each international exam, for cambridge checkpoint for lower secondary. for the upper secondary, they have igcse, for junior college, they have a level. it happened in june series, may to june, for lower secondary in secondary two”. learning implementation based on the interview data, the second stage in implementing cambridge secondary english curriculum was the implementation of learning. there were six points in the implementation of the curriculum, they were the cambridge english lower secondary places more focus on students’ writing skills, teachers engage students during the learning process by having them reflect on their daily lives in relation to the english instruction, teachers reflect themselves on the teachers’ attributes such as confidence in teaching cambridge lower secondary english curriculum, the materials provide an opportunity for students to the students’ attributes in such as confidence and reflective by using cambridge lower secondary english curriculum, the students and teachers use english as media instruction at school, and the cambridge english lower secondary materials are suitable for the students the cambridge english lower secondary places more focus on students’ writing skill, based on the interview and observation, the first point in this stage was about writing skills. cambridge lower secondary places more focus on students’ writing skill. teacher e said that “in our lower secondary, for cambridge curriculum, we learn writing a lot but for national curriculum, they learn about text then learn how to answer some questions from the text. most of the materials of lower secondary, they are expected to be able to write well to use punctuation, to know some figurative language or even the effects created when they write”. furthermore, the point of view about this was added by the teacher fs “for english writing basically, they have to be as standard as possible and the one that has the biggest mode in the examination as well. these are the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi things that we really focus on because of what the students need to do in the future through writing. not to say that whenever they said a certain word perfectly in speaking, they don’t even know how to write it correctly. that’s how we focus on writing skill but those activities are integrated, we give them the speaking skill, we give the opportunities for them to listen as well to correct the pronunciation of the word, we give them the amount of reading sources that we can give them every time but lack of the reading time for the students also might be error on their writing ability like some spelling error. that’s i can say why cambridge must be focused on writing, productive skills”. the teachers engage students during learning process by having them reflect on their daily lives in relation to the english instruction, the second point is that we found that the teachers reflect on the students' daily lives or close phenomena that happened to them. teacher e said “i ask the students to use their own experience, personal experience, so, they will not find the idea too far because once they don’t know what to write they don’t know how to enjoy it. by having the good vibes, reflecting the daily life to their assignment, so, it would be enjoyable for them. it would not be burden for them. some students are struggling to find the idea to write so; i ask them to write their experience so it would be enjoyable”. moreover, the teacher fs added “for engaging them, well english is really closely with our daily life. by talking everything about daily life, we have learned english, right. basically, i will never say this “well students open your book this page”. we’ll always have a conversation before you have the assignments after learning. it is easier to get them engage if you let them realize that they are learning something new. basically, if you would like to give them directed writing question or directed writing assignment for example. then, just think the very close phenomenon. for the example this is the chinese new year festival. most of our students are buddhist so they celebrate it. then ask them the activity to share about that festive, right. through that, we take them to the certain task then, let them to imagine somewhere else, then they have to write magazine article talking about that thing, chinese history, and so far, you have to do research, then, they do it without any like “oh, i’m learning english today?”. the teachers reflect themselves on the teachers’ attributes such as confidence in teaching the cambridge lower secondary english curriculum, the third point, in teaching english by using cambridge lower secondary, the teacher didn’t experience any problem or difficulties. indeed, they could reflect themselves to the teachers’ attributes such as confidence in teaching. the teacher fs said “while using cambridge curriculum an added value for the teacher who experience in teaching curriculum because sometimes it’s a challenge and also the native speaker told us that we are indonesian teacher in sis palembang are quite brave enough to teach this english cambridge curriculum. you know that the first thing, we have to be able to put english as a first language, then the second one we have to use english. we have already known the language we learn about the skill. basically, that’s how i feel as a cambridge teacher in sis palembang. i build up my confidence, teaching experience as well, and also, i can compare myself with other native teachers”. the materials provide an opportunity for students to the students’ attributes such as confidence and reflective by using cambridge lower secondary english curriculum, the fourth, we found that the materials could be followed by the students well. the materials provide opportunity for the students so that they could develop themselves. they were able to be confidence and reflective as the students’ attributes in cambridge supposed to be. as said by the teacher e “cambridge provides opportunities and also develop the desired skills, the mean of communication, for the learner attributes such as confident and reflective also of course yes.” the students and the teachers use english as media instruction at school, the fifth, we found that the teachers and the students use english in their daily life at school. not only while the learning process takes place but also for communication. it could be called english as media instruction (emi) at sis palembang. as said by teacher fs “we use cambridge for english as a first language for our secondary so that students here, are already able to speak english among their friends, their family, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and they used to speak english as well. they are not facilitated as a native speaker but as far as we observe then for this curriculum which is using cambridge english as a first language to be applied in our school, this is really relevant.” the cambridge lower secondary english materials are suitable for the students, the last point, the materials were suitable for the students, although the teacher still adjust to the students’ ability level. as said by the teacher fs “if we are talking about difficulty level, we also check our students’ reading level. in secondary, we use reading theory.org to check the reading level so, not all students have same level in this proficiency. therefore, we do have to personalize learning, so i usually group my students. i have lower, moderate, and high students but i’m the one who only know about it. i mean notice that grouping. the students wouldn’t know that, so, for every group, they have different difficulty level for reading task. for example, we made them same, it would be unfair for the high level, we will jump very high. well, the lower learners, they will not catch up the material so, that’s based on teachers’ strategy but the school has the vision that we need to personalize learning for our students so that is also made on the school’s vision. we make it personalize as much as possible”. evaluation based on the interview data, we found that at the end of the stages of implementing the curriculum, there was an evaluation. based on the interview data, we found that at the end of the stages of implementing the curriculum, there was an evaluation. the four points were; the teachers follow all of the assessment tool from cambridge, the level of cambridge’s question is higher thinking order than indonesian for english assessment, the result of students’ performance in cambridge lower secondary english checkpoint in accordance with cambridge aim, and the form of cambridge lower secondary english checkpoint are essay, thick a box, and writing the teachers follow the entire assessment tool from cambridge, the first; we found that the teachers follow all of the assessment tool from cambridge. ms. fs said that “we follow all of the assessment tool from cambridge. basically, everything is following all the cambridge’s assessment had. including the writing system as well, for example for more advance level in cambridge which has four papers, every paper has different section, and each section has different amount of point. for example, one paper has eighty points in total. eighty means normally for one paper has a hundred points in total but cambridge set in on eighty. we follow everything. for the question number one, we set only twenty-five with the rubric provided by cambridge as well, which is a bit easier for us because everything is provided by cambridge but the thing we have to be eligible as objective as cambridge examination, so the school has a very good program for professional development for every teacher those who teach cambridge level or cambridge classes. we have to go through that training for cambridge teachers”. the level of cambridge’s question is higher thinking order than indonesian for english assessment; first, we found that for the level of thinking for the assessment teacher e said “the level of cambridge’s question is more higher thinking order than indonesian for english assessment. as i said before, for our school it is for the first language”. the result of students’ performance in cambridge lower secondary english checkpoint in accordance with cambridge aim, second, the teacher e said “in the end we will ask the students to follow the cambridge examination, of course it is in accordance with the cambridge aims”. moreover, added by the teacher fs “basically, everything is following all the cambridge’s assessment had. including the writing system as well, for example for more advance level in cambridge which has four papers, every paper has different section, and each section has different amount of point. for example, one paper has eighty points in total. eighty means normally for one paper has a hundred points in total but cambridge set in on eighty. we follow everything. for the question number one, we set only twenty-five with the rubric provided by cambridge as well, which edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi is a bit easier for us because everything is provided by cambridge but the thing we have to be eligible as objective as cambridge examination, so the school has a very good program for professional development for every teacher those who teach cambridge level or cambridge classes. we have to go through that training for cambridge teachers. we have average 5.5 from the last two years.” the form of cambridge lower secondary english checkpoint are essay, thick a box, and writing, the last, the teacher e said that “speaking and listening are not assessed in cambridge checkpoint, it’s only reading and writing in indonesia, we have multiple choice but in cambridge exam, it’s essay, also thick a box, and the last part is writing” discussion after analyzing the result of the research by using thematic analysis, we found that there were some stages in implementing cambridge secondary english curriculum. those are (1) program development, (2) learning implementation and (3) evaluation. the first was program development. in developing the program, the teachers should do need analysis because from the teachers’ perceptions revealed that need that the adjustment of the students’ and schools’ needs are important. it means, every school and student have a different need. it was lined with sulistyani (2018), who found that the use of needs analysis in the teaching and learning process of a language course can assist both the teacher and the students. needs analysis can assist teachers in determining the students' needs, deficiencies, and desires. by having need analysis, teacher also can adjust the syllabus, scheme of work to the students’ and schools’ needs by adopting the materials but adapt the plan for teaching. jay, rose, and milligan (2017) showed that adopting the most appropriate materials for exploring the educational subject of the learning-teaching relation. publications emphasize the complexity of education and the possibility of adopting methodologies from other fields to allow for more adaptable and flexible approaches. the second, in implementation of learning that, during the learning english process, students could learn well without any difficulties in acquiring the materials. it was because the teacher had a good way of teaching the students. teachers’ way and motivation influenced the learning process. arianti’s (2018) study showed that teacher has a role in enhancing student learning motivation is one of the essential tasks that must be included in learning activities. aside from delivering and transferring knowledge, teachers are also responsible for increasing children's drive to study. it cannot be denied that student studying with others is quite different, which is why it is critical for teachers to continually stimulate students so that students always have the spirit of learning and are able to become students who succeed and can develop themselves maximally. also, this study found, the students not only learn english by using cambridge lower secondary curriculum but also use it as daily language, english became medium of instruction at school so that students’ capabilities are good in learning english by using the curriculum. this case is in lined with the study conducted by ernawati, sofendy, and silvhiany (2021), that revealed emi can help them improve their english language skills, enrich their vocabularies, prepare them for better study in the future, and make it easier for them to understand the english language, even though some of them still have difficulty using it due to their low vocabulary and english pronunciation skills. in addition, resources also important during the learning process. the study revealed that by using cambridge curriculum, the materials engaged the students. the materials were important to be taught to the students so that appropriate with the aims of its curriculum. a study was conducted by damayanti, fauzi, and inayati (2018) learning materials are undeniably important components of an efficient edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi language classroom. they enhance the quality of language education, make it easier for instructors to do their obligations, and bring students to a greater level of understanding in their learning. the purpose of this study is to examine the concept of materials in language education. it used literary works to define the role of materials in language instruction and to examine different types of resources that are significant to language teaching. conclusion and recommendation/implications based on the results of the thematic analysis of the data, we found the three stages of implementing cambridge lower secondary english curriculum. they were: program development, implementation of learning, and evaluation. the first stage was program development. there were six points in program development; six points in this stage, they were; the teachers adapt the teaching plan from cambridge lower secondary english curriculum to the schools’ needs, the teachers follow and adjust the scheme of work (sow) english as a guideline in the english instruction, the teachers adopt cambridge lower secondary english curriculum materials for english instruction, the teachers create a unit plan for the english instruction, the teachers use a variety of material resources for the english instruction, and the teachers prepare students to follow cambridge lower secondary english checkpoint. the second stage was the implementation of learning. there were six points in the second stage, they were; the cambridge lower secondary english places more focus on students’ writing skills, the teachers engage students during the learning process by having them reflect on their daily lives in relation to the english instruction, the teachers reflect themselves on the teachers’ attributes such as confidence in teaching the cambridge lower secondary english curriculum, the materials provide an opportunity for students to the students’ attributes such as confidence and reflective by using cambridge lower secondary english curriculum, the students and the teachers use english as media instruction at school, and the cambridge lower secondary english materials are suitable for the students. the last stage was evaluation. based on the teachers’ perceptions, there were four points; the teachers follow all of the assessment tool from cambridge, the level of cambridge’s question is higher thinking order than indonesian for english assessment, the result of students’ performance in cambridge lower secondary english checkpoint in accordance with cambridge aim, and the form of cambridge lower secondary english checkpoint are essay, thick a box, and writing. references arianti. (2018). peranan guru dalam meningkatkan motivasi belajar siswa. didaktika jurnal kependidikan, 12(2), 117-134. retrieved from https://jurnal.iainbone.ac.id/index.php/didaktika/article/download/181/110 creswell, j. w. (2009). research design qualitative, quantitative , and mixed methods approaches third edition. california: sage publications, inc. damayanti, d., fauzi, a., & inayati, a. m. (2018). learning materials: the “nucleus” of language teaching. jurnal of english education jee, 3(1), 1-8. doi:https:/?doi.org?10.31327?jee.v3i1.417 dhivyadeepa, e. (2015). sampling techniques in educational research. north carolina: lulu press, inc. education, c. a. (2021). cambridge lower secondary. cambridge university press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 ernawati, sofendi, & silvhiany, s. (2021). english as a medium of instruction (emi): a primary school teachers’ and students’ perceptions. international journal of research in counseling and education, 5(1), 24-32. doi:https://doi.org/10.24036/00414za0002 fitria, s. d., suyono, g., & rokhman, m. (2021). impelementasi kurikulum cambridge di sdi kreatif mutiara anak soleh sukodono sidoarjo. irsyaduna: jurnal studi kemahasiswaan, 1(2), 188-198. retrieved from https://jurnal.stituwjombang.ac.id/index.php/ habibi, a., mukminin, a., najwan, j., sofwan, m., haswindy, s., marzulina, l., sirozi, m., harto, k. (2018). investigating efl classroom management in pesantren: a case study. qualitative report, 23(9), 2105-2123. hamilton, l., & whittier , c. c. (2013). using case study in education research. london: sage publications ltd. hinrich, e. (2019). perception and expectations career advice on surviving in the working world. archway publishing. johnson , k. (2017). an introduction to foreign language learning and teaching (3 ed.). united kingdom: routledge. kusumawati, y. (2019). implementasi kurikulum cambridge dalam pembelajaran bahasa inggris. prosiding seminar nasional (pp. 164-172). yogyakarta: universitas sarjanawiyata tamansiswa yogyakarta. https://jurnal.ustjogja.ac.id/ lismina. (2017). pengembangan kurikulum. sidoarjo: uwais inspirasi indonesia. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.070902 mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. qualitative report, 22(1), 309-326. o'sullivan, m. (2019). implementing the curriculum with cambridge : a guide for school leaders. cambridge: cambridge university. pratiwi, a. n. (2018, desember). the practice of english language teaching using cambridge primary curriculum in sdk kalam kudus surakarta. kajian linguistik dan sastra , universitas muhammadiyah surakarta, 3(2), 109-118. retrieved from http://journals.ums.ac.id/index.php/kls/article/view/6179 richards, j. c. (2001). curriculum development in language teaching. cambridge university press. rohmawati, p. (2017). english curriculum and material development. stain po press. singh, y. k. (2008). teaching practice: lesson planning . new delhi: aph publishing corporation. sudarman. (2019). pengembangan kurikulum kajian teori dan praktik. samarinda: mulawarman university press. sukmawati, h. (2021). komponen-komponen dalam sistem pembelajaran. ash shahabah jurnal pendidikan, 7(1), 62-70. retrieved from https://journal-uimmakassar.ac.id/index.php/ash/article/view/545/0 https://jurnal.stituwjombang.ac.id/index.php/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi sulistyani, n. u. (2013). the importance of needs analysis in a language. uhamka international conference on elt and call (uicell) (pp. 143-152). jakarta: universitas diponegoro. tedesco, j. c., opertti, r., & amadio, m. (2014). the curriculum debate: why it is important today. springer, 44(4), 527-546. doi:10.1007/s11125-014-9326-x tsagari, d. (2014). investigating the face validity of cambridge english: first in the cypriot context. cambridge english: research notes, 57(3), 23-30. retrieved from https://www.cambridgeenglish.org/images/177881-research-notes-57-document.pdf 25 improving students’ descriptive writing text through picture word inductive model (pwim) strategy for seventh grade of smp inaba palembang herizal novi afriani uin raden fatah palembang abstract: the objectives of this study were to findout (1) whether or not there is significant difference on students’ descriptive writing through picture word inductive model (pwim) strategy for seventh grade of smp inaba palembang. the investigation of population of this study was the seventh grade students of smp inaba palembang in the academic year 2013/2014, which consist of 98 students coming from three classes. the sample of the study were class 7.1 consisting of 33 students was treated as experimental group and class 7.3 consisting of 31 students was treating as control group, which selected using convenience sampling. the obtained data was analyzed by using regression analysis in spss (statistical package for social science) program. the result showed that there was a significant difference on students’ descriptive writing achievement taught using picture word inductive model (pwim) and teacher method (gtm) since tvalue 19.484 was higher than ttable (t0.05, 62 = 1.99897), it could be stated that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. keywords: writing, descriptive text, picture word inductive model (pwim) introduction language is a tool for communication among people all over the world. according to sanggam (2008, p. 1), language is a set of rules used by human as a tool of their communication. people use language to express their feelings, to adapt in social environment, and to communicate to each other. one of the languages that used as a tool for communication among contries is english which has role as an international language. today, english is very important to be mastered because most people in the world use it to communicate and absorb knowledge, culture and technology. in our country, english has been chosen as the first foreign language to be taught as a compulsory subject to the students at schools from elementary to university. in learning english there are four skills that people should master, the skills are reading, listening, writing, and speaking. 26 richard and renandya (2002, p. 303) say that “writing is the most difficult skill for second language learners to master. the difficulty is not only in generating and organizing ideas, but also in translating these ideas into readable text. in the first year of junior high school, the basic competency that should be achieved in the writing english subject is that the students have ability to develop and produce written simple functional text in the descriptive and procedure. based on the above, the descriptive text is one of the functional texts that must be mastered by students in learning english. theoretically wardiman (2008, p. 115) defines that descriptive text is a text that describes the features of someone, something, or a certain place. descriptive text consists of introduction and description. introduction is the part of paragraph that introduces the character, and description is the part of paragraph that describes the character. the students can use the simple present and adjective clause in writing descriptive text. in writing the descriptive text, students often find some difficulties. the students usually feel difficult to organize their ideas. furthermore, many students made some mistakes and faced difficulties to build and develop their imagination. based on the statement above, teachers must be able to organize learningteaching activities. they have to master the materials, methods, and also technique or strategy to make the students understand and apply descriptive writing matters in practice. a good technique can help the students in comprehending and mastering the lesson. one of the teaching failures is caused by an unsuitable method or technique in teaching learning process. there are a lot of methods and techniques to get the english teaching effectively. calhoun (1999, p. 21) defines the pcture word inductive model (pwim) is an inquiry-oriented language arts strategy that uses pictures containing familiar objects and actions to elicit words from children's listening and speaking vocabularies. teachers use the pwim with classes, small groups, and individuals to lead them into inquiring about words, adding words to their writing, discovering phonetic and structural principles, and using observation and analysis in their study of and writing, discovering phonetic and structural principles, and using observation and analysis in their study of writing. calhoun (1999, p. 30) says that pwim is design to teach reading, writing, and language system. 27 based on the writer’s experience when she did the observation on smp inaba palembang, she found that the process of teaching–learning in the classroom is still passive. the students do not understand clearly about descriptive text, how to identify the descriptive text, and how to describe persons, places, and things in english writing. beside that, the teacher uses the old technique in teaching descriptive text (grammar translation method) which makes the students felt bored and difficult to understand the material when teaching learning process conducted. therefore, the teacher needs to be more creative in teaching, including the use of technique. concept of writing writing is an activity that has been widely described in the qu'ran and hadith. as a hadith that explains about the importance of writing. “ indeed, the first thing that allah created was a pen, and then god said to him: "write!". the pen replied: "o my lord, what should i write?" then god said: "write down everything until it comes provisions of the hour". (hr. ahmad and abu dawud).” (abdullahroy, 2011) therefore, writing is not only only students’ obligation at school, but also writing is a command of god that must be obeyed by humans. to support this statement, allah says in the qur’an sura al-qalam: 1. “nun. by the pen and what they inscribe.” based on the explanation above, it can be interpreted that writing is important lesson for students both to fulfill their obligations as students and their status as creatures of god to execute his orders. horsburg (2009, p. 9) states that writing is a laborious activity for the students, which is involves many skills: students must first be able to recognize that certain shapes from letters, and these letters represent particular sounds; when the letters are put together. tompkins (1994, p. 7) states that the writing process is a way of looking at writing instruction in which the emphasis is shifted from students’ finished products to what students think and do as they write. 28 concept of descriptive text wardiman (2008, p. 115) defines that descriptive text is one of the functional texts which is difficult enough to be learnt by the students. descriptive text is a text that describes the features of someone, something, or a certain place. furthermore, fiderer (2002, p. 17) define that descriptive text gives a clear picture of a person, place, object, event, or idea. details for paragraphs come from the writer’s sense---smell, taste, touch, hearing, and sight. concept of picture word inductive model according to calhoun (1999, p. 21) picture word inductive model (pwim) is an inquiry-oriented language arts strategy that uses pictures containing familiar objects and actions to elicit words from children’s listening and speaking vocabularies. calhoun (1999, p. 24) states that for most of beginner writers, the picture word inductive model (pwim) is an interesting and enjoyable activity where the students can enjoy gaining object and events through picture. basically pwim is a strategy which uses the advantage of picture as the learning media in teaching and learning process. pwim consists of pictures which are familiar to the students. it is to make the students able to identify it easily. pictures used in the material are having some key words to make students find out what they will write about. the pictures have some words or key words are called picture word chart. according to calhoun (1999, p. 23), there are several benefits of using pwim strategy: 1) students hear the words pronounced correctly many times and the picture word chart is an immediate reference as they add these words to their sight vocabulary. the teacher can choose to emphasize almost any sound and symbol relationship (introduced or taken to mastery). 2) students hear and see letters identified and written correctly many times. 3) students hear the words spelled correctly many times and participate in spelling them correctly. there are some steps in teaching writing using pwim, calhoun (1999: 23); 1) select a picture. 2) ask students to identify what they see in the picture. 29 3) label the picture parts identified. (draw a line from the identified object or area, say the word, write the word; ask students to spell the word aloud and then to pronounce it.) 4) add words, if desired, to the picture word chart and to the word blanks. 5) lead students into creating a title for the picture word chart. ask students to think about the information on the chart and what they want to say about it. 6) ask students to generate a sentence, sentences, or a paragraph about the picture word chart. ask students to classify sentences; model putting the sentences into a good paragraph. 7) read and review the sentences and paragraphs. teacher’s method in teaching descriptive text in teaching writing descriptive text, the teacher at that school use grammar translation method (gtm). gtm is not new. in this method, teacher is the main communicator of a classroom. all the activities and classroom tasks are given by teacher and student just memorize those and give examinations. grammar translation method (gtm) in teaching writing descriptive text is as follow: (serba-serbi, 2011) 1) teacher start the lesson and give descriptive text to the students. teacher asks the students to read the text. 2) teacher asks some question abaout the text. 3) after students read the text, teacher asks them to translate the text into indonesian. 4) then, teacher speak in indonesian and offers the students to ask question if they find any difficult in translate the text. if there is no question related to the text, than the techer asks students to write the answer of questions below the text. after students finish their work, teacher chooses one students to mention the answer. if the students’ answer is incorrect, teacher chooses other students to answer the question until the answer is correct. 5) after the questions answered correctly, the teacher explain about the communicative purpose, rhetorical structure and gramatical patterns from the text. 30 research design the method that was used in this research was an quasy experiment with nonequivalent control group design. in its simplest form, it involves comparing two groups on one outcome measure to test some hypothesis regarding causation (marczyk, et. at., 2005, p. 03). the figure of nonequivalent control group design is suggested by arikunto (2010, p. 127) as follows. where: o1 = pretest in experimental group o2 = post-test in expeimental group x = treatment in experimental group with picture word inductive model (pwim). o3 = pretest in control groupi o4 = post-test in control group i c = treatment in control group with grammar translation method (gtm) population and sample the population for this research was all the seventh grades students of smp inaba palembang. the mounts of students of smp inaba palembang especially for seventh grade students are 98 students that comes from three classes. in this study, convenience sampling was used. they are 7.1 and 7.3. the number of students at 7.1 is 33 students and 7.3 is 31 students. so total number of sample is 64 students. then the samples are divided into two groups 7.1 as experimental group and 7.3 as control group. validity test the analysis is done to the instrument of the research before used in pretest and posttest activity. a) construct validity according to mcmillan and schumacher (2010, p. 265), construct validity describes how well measured variables and interventions represent the theoritical o1 x o2 o3 c o4 31 constructs that have been hyphothesized (i.e., construct validity of the effects and causes, respectively). in this research , there are three validators to validate this research instrument. the three validators were amalia hasanah, m. pd as the first validator, muhammad holandyah, m. pd. as the second validator, and aida imtihana, m. ag. as the third validator. from the result of three validators of this research instrument test, lesson plans, and materials. it can be stated that the research instrument of this study can be used after being revised little. it means that the instrument of writing descriptive text test was appropriate to be tested to the students. b) content validity hughes (1989, p. 22) stated that “a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc. which it is meant to be concerned”. a content validity is very important since it is an accurate measure of what it is supposed to measure. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. c) reliability test reliability test is used to measures whether reasearch instrument used for pretest and posttest activities is reliable or not. reliability can be defined as the extent to which a test material is consistent when administrated under similar condition. according to fraenkle, et. al. (2012, p. 154), reliability refers to the consistency of scores or answer. the scores of reliability are obtained from tryout analysis which is done twice using the same sample and instruments. the school where the tryout analysis is different from the school where research study will be done. in doing this test, the writer took sample from smp islamy palembang, and the school where this research study will be done at smp inaba palembang. to test a reliability of writing test and to avoid the bias test, writer used interrater reliability. interrater reliability is essentially a variation of the equivalent from type 32 of reliability in that the scores are usually produced by two raters, the scores are lined up in columns, and a correlation coefficient is calculated between them. the rank order correlation formula is suggested by (carrol and hall, 1985, p. 119), as belows: where: r : rank-order method ݀ଶ : different score n : the number of the students normality test the function of normality test is to know whether the sample is normal or not. basrowi (2007, p. 85) state that the data can be classified into normal when the p-output is higher than mean significant difference at 0.025 levels. in this study to know the normality of the sample was used one sample kolmogronov smrinov in using spss 18. the data are obtained from students’ pre-test and post-test scores in control group, pre-test and posttest scores in experimental group.the result show that the score control and experimental groups were 0.834 and 0,618. then, in posttest in control and experimental groups were 1.122 and 1.006, it can be concluded that the data were considered normal since they are higher than 0.025. homogeneity test the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 18. the homogeneity test is used to measure students’ pretest and posttest score in control and experimental group in analyzing the homogeneity, the writer used levene statistic. the result showed that the pretest scores was 0.284. and posttest scores 8.292. it can be conluded that the data was homogeneous since the score was higher than 0.05. )1( )(6 1 2 2    nn d r 33 result of hypothesis testing in testing the research hypothesis, it is described by measuring; firstly, means significant improvement that used to find out the improvement of the students’ pretest to posttest average scores taught using (pwim) strategy (experimental group). one way anova is used to find out whether there was a significant progress from the scores of the pretest to the posttest of experimental subjects, which is found from whenever the tvalue of matched ttest calculation is higher than t0.05, 62 = 1.9989 and the level of significance is lower than α = 0.05 (95% of confidence level). conclusion based on the finding and interpretation, the result of this research showed that the use of picture word inductive model (pwim) has successfully improved the eighth year students’ writing ability in writing the descriptive text at smp inaba palembang in academic year 2013/20114. the conclusion could be drawn from the result of research as follows: (1) students mean score from pretest to posttest has increased 20.5 point from 52.9848 to 73.4848. from the score, reacher conclude that there was significant difference on students’ writing descriptive achievement taught using pwim and gtm. by using picture word inductive model (pwim), the students can improve their writing in choosing the correct vocabularies and the organization of the text. the picture helped them to collect more vocabularies and determine the suitable words to describe the picture. the picture word chart have part in limited the students writing in order to make the students writing more meaningful and straight to the goal. references . arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik (edisi revisi vii). jakarta: pt rineka cipta. basrowi, s. (2007). metode analisis data social. kediri: cv jenggala pustaka utama. calhoun, e. f. (1999). teaching beginning reading and writing with the picture word inductive model. alexandria: association for supervision curriculum development. carrol, b. j., & hall, p. j. (1985). make your own language test. australia, aust: pergamon press. departemen agama ri. (2010). al-qur’an dan terjemahannya. bandung: cv penerbit diponegoro. 34 fraenkel, j. r., wallen, n. e. & hyun, h. h. (2012). how to design and evaluate research in education. 8th ed. new york, n. y: mcgraw-hill publishing company. horsburgh, n. (2009). new oxford modern english. new york, n. y: oxford university press. hughes, arthur. (1989). testing for language teachers. cambridge: cambridge university press. marczyk, g., dematteo, d. & festinger, d. (2005). essensials of research design and methodology. canada, u. s. a: john wiley and sons, inc. mcmillan, james h and sally schumacher. (2010). research in education (7th ed.). new york: pearson richard, j. c, and renandya, w. a. (2002). methodology in language teaching. new york, n. y: cambridge university press. serbi, s. (2011). using grammar translation method for teaching writing to the students at first grade of junior high school. retrivied on januari 05, 2014 from http://liaglad.blogspot.in/2011/11/using-grammar-translation-methodfor_01.html?m=1 siahaan, sanggam. (2008). the english paragraph. yogyakarta: graha ilmu. sukardi. (2007). metodologi penelitian pendidikan. yogyakarta: bumi aksara tompkins, g. e. (1994). teaching writing: balancing process and product (2thed.). new york, ny: macmillan college publishing company, inc. wardiman, a., jahur, m. m. & djusma, m. s. (2008). english in focus for grad vii junior high school (smp/mts). jakarta: pusat perbukuan departemen pendidikan nasional. weagle, s. c. (2002). assessing writing. new york, n. y: cambridge university press. http://liaglad.blogspot.in/2011/11/using-grammar-translation-method 33 teaching narrative reading text by using sq3r and etr strategies to the eighth grade students of mts paradigma palembang raudhatul jannah uin raden fatah palembang e-mail: nia4011993@gmail.com abstract: in doing this study, the writer used pretest-posttest two treatment design. the population of this study was the eighth grade students of mts paradigma palembang in academic year 2014/2015. the writer was assisted the class viii.a as the first experimental group, class viii.b as the second experimental group and class viii.c as control group. there were 90 students taken as sample. each class consisted of 30 students. the writer used independent sample t-test and one way annova to analyze the data. the result showed that teaching narrative reading by using sq3r strategy was ,ore affective than etr strategy. it can be seen from the mean score of the first experimental group (72.6667) was higher score than the second experimental group (64.2500). from the table analysis, the findings showed that: (1) there was a significant difference on narrative reading text achievement between the students who are taught by using sq3r strategy and those are not. it was found that the p-output was 0.000 and tobtained was 6.879; (2) there was a significant difference on narrative reading text achievement between the students who are taught by using etr strategy and those are not. it was found that the p-output was 0.008 and t-obtained was 2.737. from the first and second hypotheses, the result was consulted to t-table at significance level 0.05 and critical value of t-table (1.672) in two tailed testings. since the p-output was lower than 0.05 and t-obtained was higher than critical value of t-table, so, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted; and (3) there was a significant difference on students’ narrative reading text achievement between those who are taught by using sq3r strategy, etr strategy, and the teacher’s method. it was found that the p-output was 0.000 and f-obtained was 20.366. the result was consulted to t-table at significance level 0.05 and critical value of t-table (1.663) in two tailed testings. since the p-output was lower than 0.05 and f-obtained was higher than critical value of t-table, so, the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted keywords: teaching reading, narrative text, sq3r strategy, and etr strategy. introduction in indonesia, english is considered as one of foreign language subjects to teach. based on permendikbud in 2013 curriculum, english is a foreign language subject to secondary and higher level. in addition, braine (2005, p. 79) states that english has been described as the first foreign language in indonesia and it is officially taught to the students in the secondary schools. it is learned from junor high school to university that english is classified into class a (compulsory) 34 to both junior high school (smp/mts) and senior high school (sma/ma/smk/mak), and english is taught to be an extraculicular subject in elementary school. generally, there are four components of language skills that are required in learning english. they are are listening, speaking, reading and writing. it is supported by khameis (2006, p. 111) that the four skills naturally appear together in every english class, even in the efl context. one of the language skills is reading. reading is important part that needs to be developed. by reading, the students can get much information and knowledge. it is supported by sergio (2012, p. 81) that for academic purposes, reading is important because it is one of the most frequently use language skills in everyday life, as witnessed by the use of internet. based on school-based curriculum (ktsp 2006) of junior high school especially for the eighth grade students, there are many types of reading text, namely narrative, descriptive and recount text. narrative is a type of text aimed to entertain, to gain and hold the readers’ interest in a story. according to sejnost and thiese (2010, p. 9), the purpose of narrative text is to entertain, to gain and hold a reader’s interest. the learners will be able to comprehend the text totally if they are interested in the texts or passages. it is very important that the learners reach the purposes of reading, reading for comprehension and reading for pleasure. furthermore, in ktsp 2006, narrative text is used in teaching from eighth to twelfth grade in school. in this study, the writer chose at the eighth grade students of mts paradigma palembang in academic years 2014-2015. after doing informal interview to the english teacher and some of the students, the writer found that the students had difficulties in comprehending their narative reading text. first, the students were difficult to comprehend the text easily and felt confused to find the meaning of difficult word. it caused the students were lazy to open the dictionary. second, the students were difficult to find main idea and make the conclusion. it caused the students were confused what should they do and still had poor vocabulary. third, the students were hard to make connection between their experience and presented in a given text. it caused the students did not know what the text is about. based on these problems, the students need a new strategy to improve their reading comprehension and encourage them to be active and enjoy the learning process. regarding this condition, the writer wants to apply two strategies in teaching narrative reading text. they are survey, question, read, recite and review (sq3r) strategy and experience-text-relatonship (etr) strategy. sq3r (survey, question, read, 35 recite, and review) strategy builds background knowledge of the students in narrative reading. sq3r strategy helps learners to access any prior knowledge connected to the reading. it is agreed by gunderson (2009, p. 223) that sq3r improves reading comprehension because it establishes a kind of “content background knowledge”. etr (experience-text-relationship) strategy helps learners to active and build knowledge to facilitate both reading motivation and comprehension and be useful for narrative text. it is supported by wood and blankton (2009, p. 135) that experience-text-relationship (etr) is a strategy that draws on background knowledge and prior knowledge and experience. based on the explanations above, the writer is interested in conducting a research study entitled “teaching narrative reading text by using sq3r and etr strategies to the eighth grade students of mts paradigma palembang”. concept of teaching reading according to brown (2007, p. 7–8), teaching may be defined as showing or helping someone to learn how to do something, providing with knowledge and causing to know or understand. teaching also correlates with reading, where the teacher must provide, plan, and teach the effective reading program for students (maharaj, 2008, p. 7). in addition, reading has been emphasized in the holy-qur’an thrice that reading is important to teach. it has been carried out since the holy-qur’an wa revealed from god to muhammad saw as follows: meaning: “musa (mose) said to him (khidr) “may i follow you so that you teach me something of that knowledge (guidance and true path) which you have been taught (by allah)?.” (q.s. al-mujadillah : 11).” when teaching reading, we need to decide our intended learning outcomes of reading and select appropriate texts in terms of motivating and interesting content and the level of difficulty of the text. it is supported by farrell (2008, p. 23) that the concept of teaching reading is to help students become more aware help their own habits, good or bad, as reflected on reading process. based on the verse above, allah saw. has given the advantages and favors to all of the believers in general and those who believe the prophet muhammad. allah saw. sent a messenger 36 among us to instruct about knowledge, so that we are easy to understand evertyhing. we also can watch his behavior to be followed and emulated his deeds. he teaches us (the qur’an) as well as the laws of allah saw. in order, we will know about something that we never know before. from the definition above, it can be assumed that teaching reading is to teach the learner to construct the meaning to gain informarion and knowledge fro the text individually or in groups. the information can be related to their lesson or only for their pleasure. the teachers of english have to share the material in reading based on what the students need. concept of narrative text according to wahidi (2009, p. 7), narrative text is a text focusing specific participants. narrative is a text that teaches or informs to embody the writers’ reflection on experience, and to nourish and extend the readers’ imagination. it is supported by wardiman, jahur, and djusma (2008, p. 98), narrative text is to amuse, entertain and to deal with an actual or vicarious experience in different ways. its social function is to tell stories or past events and entertain the readers. wardiman, et. al. (2008, p. 98) state that there are some generic structures of narrative text, they are: a) orientation, it is about the opening paragraph where the characters of the story are introduced. example : little mantu lived in a village deep in the jungle where elephants helped the men with their work. b) complication, where the problems in the story developed. example : now, mantu had an elephant of his very own. his name was opie. c) resolution, where the problems in the story is solved. example : mantu then climbed upon his little friend’s back and went home to the village. concept of survey, question, read, recite, and review (sq3r) strategy li, fan, & huang (2014, p. 321) state that sq3r is the most popular reading method. this strategy helps students to build their background knowledge related to what they are reading. it is agreed by bergmann and brough (2012, p. 144) that the sq3r strategy (survey the 37 chapter, ask yourself questions to be answered during reading, read, recite what you’ve read, and review) is one method of summoning prior knowledge. this strategy helps students learn and remember the information of the text. throughout this strategy, kanar (2014, p. 203) states that developed by francis p. robinson in 1941, sq3r is a classic system that millions of students have used successfully to improve their reading and studying. based on some experts, it can be summed up that sq3r (survey, question, read, recite, and review) is one of the effective strategies that can improve students’ background knowledge in reading comprehension. this strategy helps students to know the information of the text well. students learn best when they attach new information to previous knowledge. teaching procedures by using survey, question, read, recite, and review (sq3r) strategy jonson (2006, p. 163) also proposes that this strategy is carried out in five steps: a) step 1, survey. before they begin reading, students survey (or preview) the literature reading titles and subheadings, looking at pictures, and skimming the introductions and conclusions. in so doing, they pick out important ideas, activate prior knowledge, and make predictions about what they will read; b) step 2, question. students create a question based on each heading. doing this helps them establish a purpose for reading: to find answers; c) step 3, read. students read actively to find the answers to their own questions; d) step 4, recite. after they have finished reading, students recite from memory-orally or in writing-the answers to their questions and other important information. if they are unable to recite from memory, they reread the material; and e) step 5, review. in their minds, students review their questions and answers. they try to review without looking at the text or, if they wrote notes for step 4, what they have written. if they did not write notes as part of step 4, they do so now. concept of experience-text-relationship (etr) strategy experience-text-relationship (etr) is a strategy that draws on background knowledge and prior knowledge and experience (wood and blankton, 2009, p. 135). furthermore, edwards 38 (2003, p. 28) states that experience text relationship (etr) strategy originally developed for minority children but also useful for elementary-middle school. in addition, carr, et all (2004, p. 91) state that experience-text-relationship (etr) is a strategy that helps students make connections between their experiences and those presented in a given text. originally developed by au in 1979 to benefit students with culturally different backgrounds, the strategy is especially effective in building motivation and giving students a purpose for reading because it helps them see how a text relates to their own experiences. based on the experts’ opinion above, it can be assumed that experience-textrelationship (etr) is a strategy that guides the students through the reading process and monitors their comprehension. this strategy also consists of students’ expression on their own experience of knowledge about the topic of prior reading. teaching procedures by using experience-text-relationship (etr) strategy according to wood and blankton (2009, p. 135), experience-text-relationship (etr) can be applied in classroom as follows: a) step 1, experience. for pre-reading, have students discuss their personal experiences that relate to the theme, topic, or main idea of the text to be read. then have students generate predictions about the story; b) step 2, text. while reading, either read the text aloud as the students follow along or allow students to read silently on their own. read only one section of the story at a time. discuss the section read and confirm and change predictions. make sure that students tie their thoughts, comments, and predictions back to the text. clarify any misconception or miscomprehension. ask if there was any sections or words that were confusing and clarify these. continue to alternate between reading and discussing small sections; and c) step 3, relationship. for post reading, help students integrate the information from the text with their experiences to develop an understanding of the text. 39 research method in this study, the witer used the pretest-posttest two treatment design. in this design, the writer has three groups of samples: the first is experimental group by using sq3r strategy, the second is experimental study by using etr strategy, and the third is control group. there were two experimental groups. both of them were given pretest, treatment of sq3r and etr strategies, and posttest, while in control group the students were given pretest and posttest without treatment (cohen, manion & morrison, 2007, pp. 278-279). the design is as follows: eg1 o1 xa o2 eg2 o3 xb o4 cg o5 o6 where : o1 : pre-test for experimental group using sq3r strategy o2 : post-test for experimental group using sq3r strategy o3 : pre-test for experimental group using etr strategy o4 : post-test for experimental group using etr strategy o5 : pre-test with no treatment for control group o6 : post-test with no treatment for control group xa : treatment for reading comprehension using sq3r strategy xb : treatment for reading comprehension using etr strategy : no treatment eg1 : experimental group 1 using sq3r strategy eg2 : experimental group 2 using etr strategy cg : control group using no treatment population and sample the population of this study is the eighth grade students of mts paradigma palembang in academic year 2014-2015. in this study, the writer used purposive sampling. viii.a, viii.b, and viii.c class were selected as the sample. the total sample of the this study was 90 students from 40 144 populations. 30 students as the first experimental group, 30 students as the second experimental group, and 30 students as control group. findings and discussion validity test validity refers to the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher makes. the validity is the most important idea to consider when preparing or selecting an instrument for use (fraenkel, wallen, & hyun, 2012, p. 147). a. construct validity fraenkel, et. al, (2012, p. 148) state that construct validity refers to the nature of the psychological construct or characteristic being measured. in this part, the construct validity of the research instruments involved two types. they were question items for pretest and posttest activities, and lesson plans for experimental groups. the researcher asked the lecturers as validators, they were hilma suryani, m. pd. as validator i, winny riznanda, m. pd. as validator ii, and amalia hasanah, s. s., m. pd as validator iii. from the three validators, the test instrument and lesson plan were appropriate to be used for research treatments. b. validity of each question items to find out the validity of the test question items, the writer analyzed the items of the tests by doing try out in order to find out the validity of each question items. the try out of the test was carried out on wednesday, 25th of february 2015 at 10.30.11.20 a.m. the instruments of the test was tested to 40 students (viii.1) of eighth grade students at smp nu palembang. the result of the test was analyzed by using spss statistics program version 16 with the correct answer was labeled 1 and the wrong answer was labeled 0. according to basrowi and soenyono (2007, p. 24), if the result of the test shows that routput is higher than rtabel (0,312), it means that the item is valid. in this case, there were 60 multiple choice items which was given to the students. it was found that there were only 40 question items from 60 test items provided by the writer which could be used as the instrument since the scores of 41 significance were higher than 0,312. there were 20 question items were invalid since the scores of significance were lower than 0,312. c. content validity according to fraenkel and wallen (2009, p 148), content validity refers to the content and format of the instrument. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the instrument of the test was taken from english in focus for grade viii junior high school (smp/mts) written by wardima in 2008, pakar bahasa inggris untuk smp kelas viii semester genap (ktsp) written by tim penyusun, pupin modul bahasa inggris untuk smp/mts written by tim penyusun, mandiri practice your english competence written by zaida, and buku ajar bahasa ingggris untuk smp/mts semester 2 written by tim penyusun. there were 40 questions with narrative texts used in this study. reliability test reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. reliability refers to the consistency of the scores obtained-how consistent they are for each individual from one administration of an instrument to another and from one set of items to another (fraenkel and wallen, 2009, p. 154). in this part, split half procedure was used. the scores of reliability were obtained from try out analysis which was done once. in this study, there were 60 question items as the instrument. for the first test, the try out was carried out on wednesday, 25th of february 2015 at 10.30 – 11.20 a.m. the instruments of the test were tested to 40 students (viii.1) of eighth grade students at smp nu palembang. then, the result was analyzed by using split half procedure in spss program version 16. from the calculation, it was found that the coefficient reliability of the reading test items was 0.927 which is higher than 0.70. therefore, it could be stated that this instrument was considered reliable for this study. normality test normality test is used to measure whether the obtained data normal or not. the data can be classfied into normal when the p-output was higher than 0.05. in measuring normality test, one 42 sample kolmogorov smrinov was used. the normality test was used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. homogeneity test homogeneity test is used to measure the scores obtained whether it is homogen or not. he stated that the score was categorized homogen when the p-output was higher than mean significant difference at 0.05 levels. in measuring homogeneity test, levene statistics in spss was used. the homogeneity test is used to measure students’ pretest and posttest scores in control and experimental groups. hypotheses testing a. measuring a significant difference on narrative reading text between the students’ who are taught by using sq3r and those are not in measuring significant difference on students’ posttest scores in the first experimental and control groups, an independent sample t-test was used. a significant difference was found whenever the p-output is lower than mean significant difference at 0.05 levels and t-value is higher than t-table (fraenkel & wallen, 2009, p. 229). b. measuring a significant difference on narrative reading text between the students’ who are taught by using etr and those are not in measuring significant difference on students’ posttest scores in the second experimental and control groups, an independent sample t-test was used. a significant difference was found whenever the p-output is lower than mean significant difference at 0.05 levels and tvalue is higher than t-table (fraenkel & wallen, 2009, p. 229). c. measuring a significant difference on students’ narrative reading text between those who are taught by using sq3r strategy, etr strategy, and the teacher’s method 43 in this study, one-way anova was used to measure a significant difference on the eighth grade students’ narrative reading text after taught by using sq3r, etr and the students’ posttest score in control group. a significant difference is found whenever the p-output is lower than mean signinificant difference at 0.05 levels and f-value is higher than t-table (fraenkel & wallen, 2009, p. 232). conclusion based on the findings and interpretation in the previous chapter, the writer assumed that: (1) there was a significant difference on students’ narrative reading text achievement who were taught by using sq3r strategy and those who were not; (2) there was a significant difference on students’ narrative reading text achievement who were taught by using etr strategy and those who were not; and (3) there was a significant difference on students’ narrative reading text achievement who were taught by using sq3r strategy, etr strategy and the teacher’s method. therefore, it can be inferred that teaching narrative reading through sq3r strategy is more effective than etr strategy. the students got improvements or benefits from the implementation of sq3r strategy. references basrowi & soenyono. (2007). metode analisis data sosial. kediri, indonesia: cv. jenggala pustaka umum. bergmann, s., & brough, j. a. (2012). reducing risk increasing the promise: strategies for student success. new york, ny: eye on education. braine, g. (2005). teaching english to the world: history, curriculum and practice. mahwa, nj: lawrence erlbaum associates, inc. brown, h. d. (2007). principles of language learning and teaching. new york, ny: pearson education, inc. buehl, d. (2014). classroom strategies for interactive learning (4th ed.). newark, de: international reading association. cohen, l., manion, l., & morrison, k. (2007). research mothods in education (6th ed.). new york, ny: routledge. farrell, t. s. c. (2008). teaching reading to english language learners: a reflective guide. california, ca: corwin press.\ fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education (7th ed.). new york, ny: mcgraw-hill companies, inc. 44 fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw-hill companies, inc. gunderson, l. (2009). esl/ell literacy instruction: a guide book to theory and practice. new york, ny: rouledge. jonson, k. f. (2006). 60 strategies for improving reading comprehension in grades k8. london, england: corwin press. kanar, c. c. (2014). the confident student (8th ed.). boston, ma: wadsworth. khameis, m. (2006). using creative strategies to promote students’ speaking skills. fujairah, united arab emirates: fujairah woman’s college. retrieved from: http://marifa.hct.ac.ae/files/2011/07/using-creative-strategies-to-promote-studentsspeaking-skills.pdf. li, l. y., fan, c. y., & huang, d. w. (2014). the effects of the e-book system with reading guidance and the annotation map on the reading performance of college students. educational technology & society, 17(1), 320-331. retrieved from http://www.ifets.info/journals/17_1/27.pdf. maharaj. (2008). teaching reading in the early grades: a teacher’s handbook. south africa: formeset digital. permendikbud. (2013). kerangka dasar dan struktur kurikulum sekolah menengah atas/madrasah aliyah. sejnost, r. l., & thiese, s. m. (2010). building content literacy: strategies for the adolescent learner. london, england: sage ltd. sergio, l. m. (2012). effects of strategy instruction in an efl reading comprehension course: a case study profile issues in teachers professional development. sistema de informacion cientifica journal, 14(1), 79-89. retrieved from http://www.redalyc.org/pdf/1692/169224317006.pdf. tim penyusun. (2006). buku ajar: bahasa inggris untuk smp/mts semester 2. jakarta, indonesia: departemen pendidikan nasional. tim penyusun (2006). pupin modul bahasa inggris untuk smp/mts. jakarta, indonesia: departemen pendidikan nasional. tim penyusun. (2006). pakar: bahasa inggris untuk smp kelas viii semester genap. klaten, indonesia: aviva. veigh, j. (2013). 3 principles for teaching reading.usa, va: tesol connections. wahidi, r. (2009). genre of the text. retreived from: http://rachmatwahidi.wordpress.com. wardiman, jahur, & djusman. (2008). english in focus: for grade viii junior high school (smp/mts). jakarta, indonesia: pusat perbukuan departemen pendidikan nasional. wood, k. d., & blankton, w. e. (2009). literacy instruction for adolescents research-based practice. new york, ny: the guilford press. zaida, n. (2009). practice your english competence. jakarta, indonesia: erlangga. >><< http://www.ifets.info/journals/17_1/27.pdf 43 the correlation between critical thinking skills and critical reading skills of the english education study program students of sriwijaya university rahma dianti*) universitas tridinanti palembang abstract: critical thinking skill is one of the most crucial life skills that should be possessed by the students. the objectives of this study were: (1) to find out whether or not there was a significant correlation between student’s critical thinking and critical reading skills, (2) to know the student’s level of their critical thinking skills, (3) to know the student’s level of critical reading skills, (4) to find out the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills, (5) to seek the mean difference of student’s critical thinking skills based on their gender, and (6) to seek the mean differences of student’s critical reading skills based on their gender. this research was conducted using correlational research design. in collecting the data, there were two tests administered in this study, those were caap for critical thinking test and the sat for critical reading skills. the population of this study consisted of 170 undergraduate students of english education study program of sriwijaya university in bukit besar campus in the academic year 2011/2012. 114 out of 170 undergraduate students became the samples of this study who were chosen using proportionate stratified random sampling technique based on the student’s gender. based on the data collected and the analyses applied in this study, the findings revealed that (1) the student’s level of critical thinking skill was in the level of analysis, (2) the students were categorized as poor in critical reading skills, (3) there was a significant and positive correlation between student’s critical thinking and critical reading skills with r-value 0.713, (4) only two out of three aspects of critical thinking –analysis and evaluation that contributed the influence toward each aspect of critical reading skills, (5) there was no mean difference between male and female students toward their critical thinking skills, and (6) there was no mean difference between male and female students toward their critical reading skills. key words: critical thinking skills, critical reading skills, and gender introduction it is worth helping the students improve their ability of critical thinking and reading proficiency. in a college level, the students must have both critical thinking and critical reading skills. the most fundamental reason to why it is important to teach critical thinking because it can help the students to be successful in life, either in their education or in their careers. having good thinking skill is very beneficial for our life today. first, thinking skills can leadus to be a good decision maker. we can decide which one is correct or incorrect; decide what we have to do; decide what we have to choose; and so on. it is in line with steven d. schafersman (1991) who suggested that a critical thinker is a good decision maker who can responsibly judge any information well and 44 can contribute good things to her or his society. second, good at thinking skills can help the people to be ready to take part in more complex and challenging era of the globalization. then, having the skill to think critically can help someone to think rationally and reasonably.it means that people always have the rationale for what they think, say, and do. in other words, if thinking skills can be cultivated well, it can empower the people to achieve a life’s success either in their academic, carrier, and social life. the quality of our life depends on the quality of our thinking. the better someone in thinking is, the wiser he or she will be. it is clear that good at thinking skill is very crucial for all people. thinking skills cannot develop naturally and automatically. they need to be taught, learned, and practiced (schafersman, 1991; cottrell, 2005). the practice of critical thinking should be integrated in classrooms through questioning and reasoning. the students should be encouraged to question all information they got and they must also have reasons for their beliefs and actions. a study conducted by choy and cheach (2009) found that most of teachers had good perspectives toward the integration of teaching critical thinking in the classroom since this skill can be an intellectual stimuli to facilitate student’s learning. therefore, education for now on should pay close attention to the development of student’s thinking skills.the cultivation of thinking skill has been the focus of education for years. it is one of the most life skills that should be possessed by all people in order to survive in the future life (unesco, 2011). besides thinking skills, good at reading literacy is also important because it can help people to engage with the progress of communication in the global era. reading is not only the way to share ideas between the writer and the readers, but also a very common way used by most of people in order to get information and enrich their knowledge. reading is a receptive skill, but it practically involves an active process of thinking and has cognitive consequences for the readers. first, reading involves an active thinking process because it demands the readers to activate their thinking to process all information or messages from the printed symbols and then to relate the information with their prior knowledge during reading. second, it brings cognitive impacts for the readers that can enrich their minds, their perspectives, and their knowledge through reading. to read critically, the readers need to think critically first. to process and understand the information found in the reading passages, the skills of thinking critically and reading critically work hand in hand (kurland, 2006). reading critically is important to comprehend the text. according to paul and elder (2007), critical reading is the art of analyzing and evaluating text and thinking with a view to improve the nature of thought. to read critically, the readers need to analyze and evaluate what they read, and then synthesize their own beliefs or ideas based on what they read from the text. to do that, the 45 readers will also connect or relate their background knowledge with the information found in the text to interpret, evaluate, and decide their alternative responses or interpretations. in the faculty of teacher training and education of sriwijaya university, the students are practiced and taught to be a teacher. ideally, a teacher should be good at thinking and reading skills. for english majoring, reading skill is taught from semester 1 to semester 5. the writer assumes that critical thinking and critical reading skills are practiced during the reading classes. as the response of the issues elaborated above, the writer will conduct a study to see and find out students’ critical thinking skills level and to seek the relationship between critical thinking and critical reading skills of english education study program students of sriwijaya university palembang in the academic years 2011/2012. in relation to the arguments states above, this study was mainly conducted to find out the correlation between critical thinking and critical reading skills of english education study program undergraduate students of sriwjaya university. critical thinking skills the one and only human capacity used when they are learning is their thinking. learning demands the students to think critically. if someone thinks well while learning, she or he will study well and vice versa (paul & elder, 2007). critical thinking has been the focus in education for years. critical thinking is assumed as one of the most important life skill that should be possessed by people. it is one of the higher-order thinking skills, which deals with problem solving and decision making. critical thinking skills enable someone to acquire knowledge, understanding, insights, and skills for any fields of subjects (paul & elder, 2007). many definitions of critical thinking have been formulated by the scholars variously, but most of the definitions have similar principles. critical thinking can be defined as a cognitive process which involves someone’s mind to think using skills of analyzing and evaluating to assess the arguments in order to create a reasonable perspective or thought (cottrell, 2005; duron et al., 2006; paul && elder, 2007). critical thinking is assumed as reasoning thinking which is associated with our capacity to think rationally. thinking rationally here needs the skills of analyzing and evaluating something in detail. critical reading skills it has been stated above that critical reading skill covers the ability to analyze, evaluate, and synthesize or generate ideas based on what one reads. pirozzi (2003, 325) defines critical reading as “very-high level comprehension of written material requiring interpretation and evaluation skill and it also entails using reference to go beyond what is stated explicitly, filling in informational gaps, 46 and coming to logical conclusions.” based on the definition, it is clear that reading is an active process that requires the readers to be critical in processing the information because they should involve the skills of interpretation and evaluation. a critical reader does not simply receive all information they got from their reading, but they will use their cognitive skills in processing the information before they come to the conclusions. moreover, critical reading refers to a careful, active, reflective, and analytic reading (kurland, 2006). based on the description above, we can say that reading critically can make the readers really comprehend what they read, not only literal meaning but also implied meaning. comprehension is very essential part in reading process. critical reading includes some elements; such as: decoding vocabulary, identifying main ideas, identifying causes and effects, identifying detailed information, identifying sequences, and making inferences. gender in language teaching as we know, gender is one of the most factors influencing students’ achievements in learning process. mostly, the findings of the studies have revealed that the different gender among the students contributed the gap on students’ achievements. regarding the students’ critical thinking achievement, there is a disagreement among the study results which investigated the condition of students’ critical thinking skills in terms of their gender. many studies revealed that males are more critical in thinking than females (chen, 1996; aliakbari & sadeghdaghighi, 2011). however, a study conducted by babalhavaeji and ghiasi (2011) revealed that female is better in critical thinking skill than male. female have higher rate in critical thinking skills than male. these disagreements may depend on cultural or social differences. regarding the students reading achievement, the latest survey of pisa in 2009 found that mostly female students performed better than male students in reading achievement (oecd, 2010). male students performed better than female students in math. in relation to critical reading skills, female students tend to be better in this skill than male do. it is not really surprised because females enjoy reading more than male students do. their interests in reading are also different. female students tend to read more on adventurous books. meanwhile, male students tend to read comics and humorous books. methodology the study was conducted on the basis of correlation study which was mainly aimed at finding out whether or not there was a significant correlation between students’ critical thinking skills and critical reading skills. 47 the subjects of the study were 114 students of english education study program of siwijaya university in the academic 2011/2012, which were chosen usingproportionate stratified random sampling technique.they consisted of 11 male students and 103 female students who were form second, fourth, and sixth semester. gender was used as one consideration in choosing the sample. data were collected using tests which measured student’s critical thinking and critical reading skills. student’s critical thinking skills were measured by using collegiate assessment of academic proficiency (caap) critical thinking test which consisted of 32 items of multiple choices. then, the writer took and then adapted test items which were taken from a ready-made test of the sat for critical reading published by thompson. the test consisted of some passages and 20 items of multiple choices. the contents of critical reading test measured the student’s skills to decode vocabulary; identify main ideas, details, writer’s intention, cause and effect; and make inference. then, the data collected were analyzed using descriptive and inferential analysis. findings the results of inferential analyses the inferential analyses covered the following results of analyses: (1) the students’ level of critical thinking and critical reading skills; (2) the correlation analysis using pearson product moment (ppm analysis); (3) the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills using stepwise method of regression analysis; and (4) the differences between male and female students regarding to their critical thinking and critical reading skills using independent sample t-test. students’ level of critical thinking skills the percentage analysis used in this study indicated that the percentage of each aspect of critical thinking skills was as follows: 63.7 % in analyzing the arguments; 22 % in evaluating the arguments; and 14.3 % in extending the arguments (creating the argument). it meant that the level of critical thinking skills of the undergraduate students of english education study program of sriwijaya university in palembang campus was in the level of analysis. the detailed summary of percentage analysis of student’s critical thinking skills was presented in the following table. table 2 the summary of student’s level of critical thinking skills no. aspects of critical thinking skills percentage (%) 1. analyzing argument 63.7 2. evaluating argument 22 48 3. synthesizing argument 14.3 total 100 the students’ level of critical reading skills the percentage analysis indicated that 5.3 % or 6 out of 114 students were very good in critical reading skill; 27.2 % or 31 out of 114 students were categorized as good in critical reading skill; 25.4 % or 29 out of 114 students were categorized as average in critical reading skill; and 42.1 % or 48 out of 114 students were categorized as poor in critical reading skill. it could be concluded that the undergraduate students of english education study program of sriwijaya university in palembang campus were in poor level; with the percentage was 42.1 %. the summary of the student’s level of critical reading was presented in the following table. table 3 the summary of the student’s level of critical reading skills no. qualification score range frequency percentage (%) 1 very good 86-100 6 5.3 2 good 71-85 31 27.2 3 average 56-70 29 25.4 4 poor ≤ 55 48 42.1 total 114 100 the correlation analysis of critical thinking skills and critical reading skills based on the analysis using pearson product moment, the correlation among the variables was high, with the r-value was 0.713. because the correlation coefficient showed a positive r-value, it meant that there was a positive correlation among the variable. the more critical students are in thinking, the more critical they are in reading. the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills in this study, independent variable -critical thinking skillsconsisted of three aspects, those are: analyzing skill, evaluating skill, and creating skill. whereas, dependent variable of this study – critical reading skillsconsisted of six aspects, those are: skill of decoding vocabulary; skill of identifying main ideas, details, cause & effect, and writer purposes; and skill of making inferences. to determine which of each aspect of critical thinking skills toward each aspect of critical reading skills, stepwise regression analysis was applied. 49 the results revealed that only two aspects of critical thinking skills contributed toward each aspect of critical reading skills. they were analyzing skill and evaluating skill. analyzing skill gave contribution toward all aspects of critical reading skills. meanwhile, evaluating skills only contributed the influence toward student’s critical reading skills in identifying the details and identifying the writer’s purposes. extending (creating) skill did not contribute the influence toward each aspect of student’s skill in reading critically. the summary statistics of regression analysis using stepwise method was presented in the table 10 below. table 4 the summary statistics of the contribution of each aspect of critical thinking skills toward each aspect of critical reading skills model independent variables dependent variables r r 2 f sig. 1 analyzing skills decoding vocabulary 0.239 0.057 6.786 0.010 identifying the writer’s purposes 0.367 0.135 17.470 0.000 identifying the details 0.384 0.148 19.395 0.000 identifying the main ideas 0.300 0.090 11.098 0.001 identifying the cause and effect 0.378 0.143 18.640 0.000 making inferences 0.406 0.165 22.124 0.000 2 analyzing and evaluating skills identifying the writer’s purposes 0.407 0.166 11.023 0.000 identifying the details 0.433 0.188 12.814 0.000 the contribution of analyzing skill toward student’s critical reading skills was as follows: 0.057 or 5.7% in decoding vocabulary, 0.090 or 9% in identifying the main ideas, 0.143 or 14.3% in identifying the cause and effect, 0.165 or 16.5% in making inferences, 0.135 or 13.5% in identifying the writer’s purposes, and 0.148 or 14.8% in identifying the details. whereas, the combination of analyzing and evaluating skills contributed the influences toward student’s skills in identifying the writer’s purposes for 0.166 or 16.6%, and in identifying the details for 0.188 or 18.8%. it meant that evaluating skill contributed the influences toward student’s skill in identifying the writer’s purpose for 0.031 or 3.1%, and in identifying the details for 0.040 or 4%. creating skill or extending the arguments did not show its contribution when it was combined with other skills. the difference of critical thinking skills and critical reading skills based on student’s gender to know the differences of students’ critical thinking and critical reading skills regarding to their gender, independent sample t-test was used. in this case, the total number of male and female students was imbalance. to analyze the mean difference with an imbalanced number of samples, one formulation of independent sample t-test, called pooled variance, was used. 50 the difference between male and female students in terms of their critical thinking skills based on the result of independent sample t-test, the mean difference between male and female students regarding to their critical thinking was -0.5185. the following table presented the summary of the independent sample t-test results for critical thinking skills regarding to the student’s gender. table 5 the result summary of independent sample t-test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed) critical thinking skills 2.281 .134 -.121 112 .904 to see whether or not there were mean differences between male and female students regarding to their critical thinking skills, itwas necessary to compare between the value of tobtained and the value of ttable. furthermore, the ߩ-value (sig.2-tailed) is < 0.05. the data shown in the table above indicated that the tobtained was -0.121.meanwhile, the value of ttable, with df was 112 and in the 95% confidence interval, was about 1.980. it showed that tobtained (-0.121) was less than ttable (1.980). then, theߩ-value (sig.2-tailed) was 0.904. this value was higher than 0.05.the significant difference between male and female exist, if the tobtained is higher than ttable, and if theߩ-value (sig.2tailed) < 0.05. since the value of tobtained< the value of ttable and the ߩ-value (sig.2-tailed) > 0.05, it meant that there was no a significant difference between male and female students regarding to their critical thinking skills. the difference between male and female students in terms of their critical reading skills based on the result of independent sample t-test, the mean difference between male and female students in terms of their critical reading skills was 2.816. the result of independent sample t-test was presented in the following table. table 6 the result of independent sample t-test of critical reading skills based on gender levene’s test for equality of variances t-test for equality of means f sig. t df sig. (2-tailed) critical reading skills .810 .370 .600 112 .550 51 the data shown in the table above indicated that the value of tobtained was 0.600. whereas, the value of ttable was 1.980 (with df 112 and the confidence interval for 95%). it meant that tobtained<ttable. next, the ߩ-value (sig.2-tailed) was 0.550. it was higher than 0.05. judging from those findings, it could be concluded that there was no a significant difference of students’ critical reading skills based on gender. the result summary of independent sample t-test of critical reading skills based on gender was presented in the following table. discussion based on the findings of the study, there are some interpretations that can be described. first, critical thinking skills are correlated positively to students’ critical reading skills. it might be caused by the aspects of critical thinking skills, i.e.: analyzing, evaluating, and creating skills; can influence the students’ skill in reading critically. this result is in line with the study conducted by fahim and sa’eepour (2011) which revealed that critical thinking skills could influence student’s language proficiency, especially reading skills. moreover, a theoretical framework done by aloqaili (2011) highlighted that there was a well-established correlation between critical thinking skills and reading comprehension. second, the finding also revealed that the undergraduate students of english education study program of sriwijaya university in bukit besar campus in the academic year 2011-2012 were in the level of analyzing skill. mostly the students were able to analyze the arguments. it could be said that the students are still categorized poor in thinking critically. they tent to not be able to evaluate the arguments or even create their own arguments. it was not in line with what have been suggested by paul and elder (2007) that the students of higher education level must be able to evaluate and then create their own arguments. it might be caused that the students were not engaged with the teaching and learning process which practiced and demanded the students to think critically when the students were in early education level. meanwhile, good thinking skills should be promoted and cultivated through education since it cannot be developed naturally (schaffersman, 1991; cottrell, 2005). analyzing skill was the most influential aspects of critical thinking skills toward the students’ critical reading skills. as the result, most of students were still classified as poor in critical reading skills. this condition might be influenced by the condition that most of students just could analyze the arguments. it could be concluded that students could not understand the complicated reading passages well. it might be caused they were rarely involved in reading the complex reading passages. 52 third, based on the results of regression analysis using stepwise method, it could be interpreted that all aspects of critical reading skills were mostly influenced by the skill of analyzing the arguments. partly, the analyzing skills of the argument alone mostly influenced the student’s skills in making inferences, identifying the details, and identifying the writer’s purposes. meanwhile, analyzing skill only contributed the small influences toward the student’s skills of identifying decoding vocabulary and identifying the main ideas. it might be caused the students faced the problem in finding the meaning by using context clues that require the students to analyze the meaning of the words using context. moreover, in identifying the main ideas the students demand to relate and find out the relevant main gist of each paragraph. this small contribution of analyzing skill might be caused the students were failed to relate the information of each paragraph. the skill of evaluating the argument just influenced two aspects of critical reading skills, those were: identifying the details and identifying the writer’s purposes, when this skill was combined with the skill of analyzing. it was surprised that creating skill did not contribute the influence toward the aspects of critical reading, even in making inferences. it might be caused by the low level of critical thinking skill that the students had. fourth, this study found that there was no a significant difference of student’s critical thinking and critical reading skills based on gender. this study revealed that male students were the same with female students in terms of critical thinking skills. this result was not in line with the results of the previous study conducted by chen (1996) which found that male students were more critically in thinking than female students. the same thing was also found in students’ critical reading skills. this study also revealed that there was no a significant difference among gender in critical reading skills. this finding rejected the report of the survey of pisa (2009) which highlighted that female students performed better than male students in reading skills. it might be caused there was no a significant mean difference regarding to critical thinking skills. conclusion based on the findings and interpretations, there are some conclusions made. first, critical thinking skill was significantly and positively correlated with students’ critical reading skill. second, the students’ level of critical thinking skills was in the level of analyzing the arguments. third, critical reading skill of the students was in the poor level. fourth, the aspect of critical thinking skills which was mostly correlated with the student’s critical reading skills was analyzing skill. this sub-skill also gave the highest contribution toward the student’s critical reading skills, especially decoding vocabulary, identifying main ideas, identifying causes and effects, identifying 53 details, identifying the writer purposes, and making differences. meanwhile, evaluating the arguments contributed the influence toward the student’s critical reading skill in identifying the writer’s purpose and in identifying the details. fifth, there was no significant difference between male and female students regarding to their critical thinking skills. finally, there was no significant difference between male and female students regarding to their critical reading skills. references aliakbari, m., & sadeghdaghighi, a. (2011). investigation of the relationship between gender, field of study, and critical thinking skill: the case of iranian students. proceedings of the 16th conference of pan-pacific association of applied linguistics, pp. 301-310. retrieved from http://www.paaljapan.org/ aloqaili, a. s. (2011). the relationship between reading comprehension and critical thinking: a theoretical study. journal of king saud university-language and education, 24, 35-41. retrieved from http://www.sciencedirect.com/ babalhayaeji, f., & ghiasi, m. (2011).analysis of lis research articles 1997-2007: critical thinking, gender, and education.library philosophy and practice, 7(1), 1-14. retrieved from http://www.webpages.uidaho.edu/ chen, y. s. (1996). the study on critical thinking of adult student. bulletin of adult and continuing education, 25, 253-272. retrieved from http://www.fed.cuhk.edu.hk/ choy, s. c., & cheah, p. k. (2009).teacher perceptions of critical thinking among students and its influence on higher education. international journal of teaching and learning in higher education, 20(2), 198-206. retrieved from http://www.itsel.org/ijtlhe/ collegiate assessment of academic proficiency (caap) critical thinking sample test questions booklet. (2008). american college testing program. act: iowa city. retrieved from http://www.act.org/ cottrell, s. (2005).critical thinking skills: developing effective analysis and argument. palgrave: macmillan. retrieved from http://www.coventry.ac.uk/ davenport, t. r. (2007). mastering the sat critical reading test. canada: wiley publishing, inc. retrieved from http://www.xtremepapers.com/ duron. r., limbach, b., waugh, w. (2006). critical thinking framework for any disciplines. international journal of teaching and learning in higher education, 17(2), 160-166. retrieved from http://www.isetl.org/ fahim, m., & sa’eepour, m. (2011).the impact of teaching critical thinking skills on reading comprehension of iranian efl learners. journal of language teaching and research, 2(4), 867-874. retrieved from http://ojs.academypublisher.com/ kurland, d. j. (2000). critical reading vs. critical thinking. retrieved from http://www.criticalreading.com/ oecd. (2010). pisa 2009 results: executive summary. retrieved from http://www.oecd.org/ paul, r., & elder, l. (2007).the miniature guide to critical thinking concepts and tools. dillon beach, ca: foundation for critical thinking press. pirozzi, r. p. (2003). critical thinking critical reading. new york, ny: longman. http://www.paaljapan.org/ http://www.sciencedirect.com/ http://www.webpages.uidaho.edu/ http://www.fed.cuhk.edu.hk/ http://www.itsel.org/ijtlhe/ http://www.act.org/ http://www.coventry.ac.uk/ http://www.xtremepapers.com/ http://www.isetl.org/ http://ojs.academypublisher.com/ http://www.criticalreading.com/ http://www.oecd.org/ 54 schafersman, s. d. (1991). an introduction to critical thinking. retrieved from http://www.facultycenter.ischool.syr.edu/ unesco.(2011). world data on education (7thed.). retrieved from http://www.ibe.unesco.or.id http://www.facultycenter.ischool.syr.edu/ http://www.ibe.unesco.or.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers’ strategies in teaching reading comprehension through e-learning platform during the pandemic adhe syahputra universitas jambi marzul hidayat universitas jambi corresponding author: mhiday@yahoo.com bunga ayu wulandari universitas jambi abstract this study was aimed to explore efl teachers' strategies in teaching reading comprehension through an e-learning platform at one public senior high school in jambi. this study employed a qualitative research design which was a case study. the study utilized two data collection techniques: observation and interview. two teachers of english were involved in this study. all of the data were analyzed using four significant stages of analysis: coding, data reduction, data display and concluding. the frequency of observations was grounded on reading teaching material taught by participants. this study revealed that the teachers used three strategies to teach reading comprehension through virtual e-learning. the strategies were translating, sq3r (survey, question, read, recite, review) and qars (questionanswer relationships). the findings also revealed teachers' reasons for selecting those strategies. generally, their reasons were (1) to help the students to comprehend the text and (2) to relate students' real-life experience and prior knowledge with the text. the time limitation of lesson hours caused by covid 19 also affected teachers' decisions in selecting the strategies. keywords: teaching reading comprehension, teacher’s strategy, virtual e-learning manuscript submitted: dec 29, 2021 manuscript revised: june 04, 2022 accepted for publication: june 30, 2022 introduction reading is a process of constructing the meanings of words. the comprehension of meaning written in the text is the objective of the reading itself. dean (2013, p.6) proposed that reading is an activity that is more than just pronouncing the word correctly and more than noticing the meaning of words. reading requires the reader to think and feel. reading is not just looking and pronouncing mailto:mhiday@yahoo.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the words in the text but comprehending all the components of the text. it is known that reading skill is the key to academic success since it has a crucial role to acquire cognitive achievement. it is because most of the knowledge is presented in written language. regarding this issue, mastering reading skills are required to accompany their academic journey. besides, english reading skill supports students to gain resourceful information since most of them are written in english. the significance of reading is indicated implicitly in indonesia national curriculum 2013. in this curriculum, it is stated that the objective of teaching reading in senior high school is to develop the students' ability to read and to get the message comprehensively from particular texts (bsnp, 2013). considering that curriculum demands, teachers should explore their ideas on developing students' reading comprehension. furthermore, teachers should choose appropriate strategies in teaching reading regarding material, students' level, and media. harmer (2007, p.68) argued that a strategy is an action plan that teachers take to attain teaching goals. the strategy can also be defined as a set of general directions for the teaching process. moreover, brown (2001, p.298) pointed out that teaching reading allows the students to build a bottom-up process in a language before reading. the teacher's task is to help students achieve specific adequate linguistic backgrounds based on their needs and level of understanding before attempting any reading activities. brown (2001, p.306) also added that students' reading skills could be improved by doing certain activities like previewing, predicting, guessing from the context, and paraphrasing. he also suggested that students be trained to be flexible in reading by using different exercises. for example: obtaining specific information (scanning), gaining a general idea (skimming), and attaining a comprehensive understanding of the text. regarding all those suggested strategies, it is the teachers' responsibility to select the appropriate one with adjusting to the classroom atmosphere, especially for the current situation, which is affected mainly by covid 19 in many ways, including education. since march 2020, the indonesian government has declared a policy to control and break the virus spreading by closing schools. students are expected to study from home and encourage the school to move the teaching-learning process in the online setting, known as e-learning. this covid 19 phenomenon makes the use of e-learning is inevitable. according to seok (2008), e-learning uses information and communication technologies (ict) to enable access to online learning or teaching resources. in addition, munir (2009, p.222) argued that there are two kinds of e-learning models widely used: (1) web-based, like google classroom and edmodo (2) virtual, like zoom and google meet. as a result, teachers' ability to use technology should be significantly improved since e-learning is the most relevant learning system to replace conventional classrooms during pandemic covid 19. in august 2020, the indonesian education and culture ministry launched an emergency curriculum policy to reduce academic pressure for students, parents, and teachers regarding this online learning system. this curriculum is a simplified form of curriculum 2013, demanding teachers to teach essential basic competence (kompetensi dasar). according to this curriculum, teachers of english at senior high school still have to instruct several texts such as narrative, descriptive, hortatory exposition, explanation, etc. it can be inferred that government still concerns reading comprehension as a crucial skill in learning english. thus, teachers of english must select appropriate strategies to teach reading comprehension through the elearning system during this pandemic situation. that condition above also affected sman 8 kota jambi. it was known that e-learning was employed in sman 8 kota jambi to support remote learning implementation in the academic year 2020/2021. it was the first time full online teaching-learning process at that school due to the pandemic covid 19 situation. teaching reading comprehension through e-learning was a challenge edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi for several english teachers, especially those who were reluctant to use technology in teaching during the normal situation. this condition eventually also influenced the students' achievement in learning english, especially in reading comprehension. the importance of reading comprehension is also shown in english tests. it is known that, mainly in english tests, some texts require reading comprehension to answer the questions related to the text. based on the english test result on semester one of the academic year 2020/2021 at sman 8 kota jambi, some students failed to achieve the passing grade (score 70). the researcher did an informal interview with some students to reveal the reasons from the students' perspective. he found that students had difficulty understanding the text. poor english vocabulary made them struggle to comprehend the content of the text. they also added that it was difficult to understand the text's structure and function. regarding those issues above, the writer was interested in conducting a study about teachers' strategies in teaching reading comprehension through e-learning during pandemic covid 19 at sman 8 kota jambi. the exploration of this study focused on how teachers of english teach reading comprehension in the online setting. the research objectives were: (1) to explain how teachers of english at sman 8 kota jambi teach reading comprehension through virtual e-learning. (2) to explain why teachers of english at sman 8 kota jambi use those strategies to teach reading comprehension through virtual e-learning. literature review reading comprehension reading comprehension is essential for language learners, especially for students who learn english as a foreign language. different from reading in general, reading comprehension requires deeper meaning to elaborate. some scholars argued about the definition of reading comprehension. like klingner (2007, p.2), he asserted that reading comprehension is the process of constructing meaning by coordinating some complex processes, including keywords, ideas, and context conveyed in the text. in line with that, cook (2008, p.124) pointed out that reading comprehension allows a continuous process between the reader and the text. the reader needs to activate their prior knowledge and connect it to the idea pictured in the text. in addition, reading is an active process that consists of recognition and comprehension skills which is an important activity in life that can update students' knowledge (patel, 2008, p.114). therefore, it can be inferred that reading is a complex interaction process between the text and the reader. for this reason, reading involves the reader prior knowledge and experience in comprehending what is written in the text. so, students must utilize their prior knowledge and information from the text to construct the meaning of the text. moreover, grellet (2001, p.3) classified reading comprehension into three levels: literal, inferential, and critical. the literal comprehension level requires the reader to recall explicitly stated information in the text, such as name, specific numbers, things, etc. meanwhile, the inferential comprehension level allows the reader to propose relevant additional information by connecting personal information like prior knowledge and experience to the written text. in addition, this comprehension refers to understanding what an author meant, drawing a general conclusion, sequencing, predicting outcomes, etc. last, the critical comprehension level encourages the reader to judge the author's style and other text components. this level is related to evaluating and making a fair judgment for these issues: language style, publishing time, and logic used to conclude. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi regarding the discussion above, it can be concluded that reading comprehension is the activity to understand and gain information from a text by connecting it to personal information in a simultaneous way. this process involves three components: reader, text, and activity. hence, the level of reader comprehension (literal, inferential, and critical) is well affected by those three components. teaching reading comprehension a strategy in teaching reading comprehension may be different among teachers. it depends on some related factors: learning goal, students need, facilities, and so on. teaching reading comprehension activities do not only help students to be easier to comprehend the text but also avoid obstacles in reading. generally, there are three phases of teaching reading comprehension concerning classroom activities proposed by kawabata (2007). this includes the pre-reading phase, while-reading phase, and post-reading phase. pre reading phase, pre-reading activities are interactional activities carried out before students conduct the actual reading activities. these activities are expected to prepare the students before reading the text. for example, crawford (2005, p.29) suggested brainstorming activities relevant to the topic. in this activity, students can call out words, knowledge, and experience related to the text. furthermore, brown (2001, p.299) believed that encouraging the student to predict and activate their schemata are helpful to make them familiar with the text. while-reading phase, teachers can select appropriate activities to help students comprehend text in this reading phase. scholars have proposed some strategies that could be implemented during the reading stage. like hancock (2006, p.33), he recommended that reading aloud activity could attract students' attention, leading to class cohesion into the text. another activity that teachers can implement is finding the main idea, which was confirmed by brown (2001, p.308). this activity could assist the students to analyze and distinguishing critical information and supporting information. the next activity that can be instructed during the reading stage is recognizing text patterns (mukhroji, 2011). this idea is also confirmed by kawabata (2007), who stated that teachers could lead students to find the structure and language features of the text. it will be helpful for the students to comprehend the text by understanding it as a whole. brown (2001, p.309) also suggested a guessing activity at this point. students could predict anonymous information like a new word by connecting it with their prior knowledge. in vibe with brown, mukhroji (2011) asserted that inferring from the text activity could promote the student to utilize their experience to understand the idea of the text by using their own words. post reading phase, for this phase, most activities evaluate students' comprehension of particular tasks. as kawabata (2007) suggested, a comprehension question activity could help students recall what has been read earlier. question sheets containing various questions like true or false questions and wh questions could assist teachers to monitor students' comprehension of the text. meanwhile, bergeron and bradbury (2002, p.10) proposed summarizing activity at this stage. the teacher could ask students to analyze critical points or essential information to check students' comprehension. post-reading activity can also be in the form of discussion (mukhroji, 2011). this activity could trace back students' understanding of the text and relate it with their own experience. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi strategies in teaching reading comprehension there are some scholars proposed some strategies that teachers in teaching reading comprehension can be applied as follows: translating and sq3r translating, or well-known as grammar translation method (gtm), is considered old fashioned in teaching english nowadays. even so, translating strategies is still reliable to be implemented in teaching reading comprehension for teachers. beltran (2006) pointed out that translating and related exercises are beneficial for foreign language learner as follows: (1) expanding learner's vocabulary in the second language, (2) expanding language style, (3) improving understanding of how language work and (4) enhancing comprehension in the second language. using translation in foreign or second language learning has also saved time (alrefaai, 2013). he also added that translation in english class provides enough time to exercise using english more since the comprehension is already acquired earlier. besides, he also added that concerning text comprehension, most language learners use mental translation to encounter constraints, especially the new vocabulary and sentence structure. sq3r is a systematic reading strategy to help students organize the reading process into manageable units. it was developed by robinson (baier, 2011). it contains five steps: survey, question, read, recite, and review. the first step, survey (s), is surveying through the title, pictures, introductory paragraph, headings, subheadings, and concluding paragraph to construct the text's general ideas and main points (baier, 2011). by doing this activity, the reader could activate their prior knowledge and help them better understand the text. in other words, students should have a general understanding related to the content of the text. the second step is question (q), transforming heading and subheading into questions (baier, 2011). the purpose of this text is to read the text in more detail in order to answer the questions made earlier. to put it simply, it will encourage readers' curiosity about the text to increase their comprehension of the text. the third step is read (r-1) that is reading to find the answers to the questions created from the previous step (baier, 2011). he also describes that this reading step of sq3r is an active search for the answers in which the students read the text to find answers to the questions in step 2. the fourth step is to recite (r-2), restating the answers in step 3 using readers' own words (baier, 2011). this is the crucial step for readers that prove their understanding of the text. finally, the readers may write down a brief note in their notebook for study and the last step, review. the last step of sq3r is the review (r-3), scanning the written notes and observing the main points and the supporting details (baier, 2011). in this step, the students also write a summary of the text. summarizing activity is one of the activities inactiveness of a good reader (brown, 2001, p.315). this last step is helpful for long term remembering. question-answer relationship (qars) bos and vaughn (1994, p.182) stated that question-answer relationships (qars) is a reading strategy through understanding and analysis of questions. in other words, this strategy edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi guides students to understand the questions to get a piece of information in reading itself. bos and vaughn (1994, p.182) also categorized the types of questions: 1. right there. words used to create the question and words used for the answer are in the same sentence. in other words, it is a textually explicit question, and the answer is textually explicit written in the text. the questions of this type can be as "who is the main character? where is the setting of the story?" 2. think and search. the answer is in the text, but words used to create the question and appropriate answers would not be in the same sentence. in other words, it is a textually implicit question, and the students need to rearrange the words from the text to answer the question. the questions of this type can be as "what is the problem and how is it resolved? what are the important events?" 3. author and you. the answer is not in the text. readers need to think about what they already know, what the author tells you in the text, and how it fits together. in other words, it is an implicit question and needs students' relevant prior knowledge and the information from the text to answer the question. the questions of this type can be as "from the title or illustration, what might this text talk about? what is the moral lesson of the story?" 4. on my own. the answer is not in the text. the reader can even answer the question without reading the text. readers need to use their own experience. this question could help the teacher activate students' prior knowledge to be familiar. the questions could be "from the picture/ title of the text, what do you know about….?" e-learning the information and communication technology that rapidly developed for the past few years encourages various educational institutions to involve electronic learning (e-learning) systems to enhance the effectiveness and flexibility of learning. through e-learning, learning material can be accessed from anywhere and anytime. besides, the fascinating e-learning layout through certain multimedia could be used by teachers to attract students' attention to learn. particularly in responding covid 19 outbreak, the e-learning system is to be held to accommodate the teachinglearning process from home since this pandemic forces students and teachers to stay at home, avoiding the covid 19 spread. rosenberg (2002) defined e-learning as the utilization of internet technology for distributing learning so that students can access it. more specifically, khan (2005) asserted that elearning refers to delivering learning material to anyone, anywhere, and anytime using various technologies in an open, flexible, well-distributed learning environment. furthermore, the terms of learning are open, flexible, and well-distributed refers to students' freedom in terms of time, place, speed, content material, type of evaluation, collaborative or independent learning. from some definitions above, it can be concluded that e-learning can be implemented anywhere and anytime using available technology so that students can access what they want to learn. e-learning models e-learning implementation varies greatly, but it is based on a principle that the e-learning is hosted to disseminate information in the form of learning material through electronic or internet media so that students can access it anytime and anywhere. the characteristic of e-learning is edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi creating a flexible and distributed learning environment. according to munir (2009, p.222), elearning can be divided into three models, namely: web-based learning is a remote learning system based on information technology and communication with the web interface (munir, 2009, p.223). in web-based learning, learners do online learning through a website. they can communicate with colleagues or learners through the facilities provided by the website. the famous examples of this model are google classroom, edmodo, and moodle. computer-based learning can be defined as a self-learning activity that can be done by learners using a computer system. munir (2009, p.223) suggests that computer-based learning is a learning program used in the learning process using computer software containing titles, goals, learning materials, and learning evaluations. dyned software is an example of this model used to learn english autonomously. according to munir (2009, p.223), virtual learning refers to a learning activity in a learning environment where teachers and learners are separated by distance and time. the teacher provides learning materials through several methods such as lms (learning management system) applications, multimedia materials, internet utilization, or video conferencing. learners receive the material and communication by utilizing the same technology. the widespread applications of this type are zoom, google meet, and cisco webex. methodology research design, site, and respondents this study employed a qualitative approach under case study design (erlina et al., 2019; marxulina et al., 2019; mukminin et al., 2017). a case study was chosen because this study observed and explored the teachers' strategies in teaching reading comprehension using e-learning during pandemic covid 19. creswell (2012, p.16) asserted that qualitative is used to understand the context or settings where the study participants address a case or an issue. in addition, he added that the focus of qualitative is not to generalize to other populations but to develop a deeper exploration of the phenomenon. therefore, the result of this study principally was not to be generalized to other settings. this study was a single case, focusing on teachers' strategy in teaching reading comprehension in e-learning during covid 19 pandemic. the present study attempted to capture the natural phenomenon of teacher strategy in teaching reading comprehension using elearning in a particular school, in this case, sman 8 kota jambi. therefore, this study presents how efl teachers teach reading comprehension using e-learning during the pandemic covid 19. the participants of this study were two teachers of english in sman 8 kota jambi. the reason for choosing this school was grounded on writer accessibility. regarding the participants, there were criteria of the participants who were involved in this study: (1) having five years or more teaching experience, (2) using virtual e-learning, and (3) being willing to participate in this study. based on those criteria, two teachers were selected to be involved in this study. the participants' identities remained pseudonyms and were addressed as participant no 1 (p1) and participant no 2 (p2). p1 has been teaching english for 11 years. on the other hand, p2 has six years of experience in teaching english. both of them used virtual e-learning in teaching reading comprehension during pandemic covid-19. it was not to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi compare these two teachers but to get factual information as much as possible about strategies in teaching reading comprehension through virtual e-learning. data collection and analysis the study utilized two data collection techniques: observation and interview. the observation frequency in this present study depended on the reading material that the participants taught. the observation was conducted three times in this present study. the first observation was carried out on april 20th 2021, in p1's class. the other two observations were on april 21st and april 27th 2021, in p2's class. the duration of observation was around 30 to 50 minutes for each observation. all observations were recorded to help the writer analyze the data. in this present study, the interview was used to support the data from the observation. for that reason, the interview's questions in this present study were constructed based on the data found in the observation. the interview was addressed to the participants to explore their reasons for applying reading comprehension strategies. the interview questions also covered the weaknesses in implementing the strategies and challenges in using virtual e-learning. the interviews were conducted by using bahasa indonesia in order to avoid misunderstanding. the interviews were conducted in the teachers' room of sman 8 kota jambi on may 4th with p1 and may 5th 2021 with p2. the duration of the interviews was about 15 to 20 minutes for each participant. all of the data were analyzed using four significant stages of analysis: coding, data reduction, data display, and concluding (miles and huberman, 1994; habibi et al, 2018; ). in order to maintain the validity of the data, the present study utilized the triangulation technique. the writer used data triangulation. the data sources triangulation was carried out by comparing the result of classroom observation and interviews. this study also employed member checking to check how far the findings were matched to the data source, in this case, the participants. in this study, member checking was conducted after gaining the data to ensure validity. findings based on the data collected from the three observations, three strategies were implemented in teaching reading comprehension through virtual e-learning. they were translating, sq3r and qars. the writer tried to figure out why the teachers used those strategies by doing interviews with them. the data from the observations and field notes were underlying the interview questions. the interview questions also cover the constraints in implementing the strategies in teaching reading comprehension through virtual e-learning. finally, the result of the interview was presented into each strategy as can be seen as follows: translating from the interview result with participant no 1, she explained why she implemented translating strategy in teaching reading comprehension through virtual e-learning. she used this strategy because she wanted the students to understand what they read. in addition, translating words could make her assess students' vocabulary. then, she could make follow up treatment for those with poor vocabulary. as stated in the interview, data from the p1 is translated belows. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p1: "the reason why i asked them to translate the words into bahasa indonesia was i wanted to make them understand what they read. i can also assess them directly to recognize strong students, less and poor. for those categorized as less and poor students, i could give them treatment." in addition, she also claimed that translating strategy helped save time for students to comprehend the text. moreover, she added that this advantage was helpful for poor students to understand the text. the quote from p1 is translated as follows. p1: "this strategy was saving the time for students to understand the text. it was suitable with the current situation (pandemic covid 19) since the lesson hours were reduced to 30 minutes each period. translating also helped poor students to comprehend the text faster since they knew what they read." p1 also added that this strategy had some constraints in teaching reading comprehension. she asserted that translating strategy sometimes did not work well for specific words, especially words with more than one meaning. the quote from p1 is translated as follows. p1: "translating strategy sometimes make students confused, especially when they translate words that have more than one meaning, like a word bat that means an animal, and the stick to hit the ball." sq3r based on the observation, participant no 2 employed the sq3r strategy. he asked the students to survey the text at the beginning of the reading activity. he considered that this activity could let him know what information students could get from the text. he also added that this activity could help students predict the text's content. as illustrated, the data of the interview from p2 is translated as follows. p2: "the reason i asked students to survey the text is that i want to see how far the information that students got from the text, what the point of the text. the students could guess the text or not." p2 also argued that showing pictures in a survey of the sq3r stage could stimulate students' background knowledge related to the topic of the text. besides, showing pictures helps students predict what will be discussed in the text. the quote from the p1 is translated as follows: p2: “the reason i showed picture to the students because i want to build background knowledge concept for students so that it could stimulate and students could guess what topic discussed.” p2 also stated that the topic of the text played an essential role in using pictures at the survey activity of the sq3r strategy. as stated in the data of interview from p2 is translated as follows. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p2: “showing picture in the survey activity, it depends on the topic, whether it could show the picture or not.” after that, p2 applied the next step of the strategy, which was the question. he asked the students questions that related to the text. he did this activity in an effort in order to recall the students' prior knowledge. the quote from the interview with p2 is translated as follows: p2: "i expected my students to understand the text by asking them questions that related to the text which hopefully make them familiar to the text first." he also added that it was not easy to invite students to respond to the questions. some of the students were shy and afraid of making mistakes to answer the questions. as illustrated, the data of the interview from p2 is translated as follows. p2: "sometimes, the students were reluctant to answer the questions that related to the text. they were shy and afraid of making mistakes. so, i always encourage them to get involved by giving them extra credit points, which affects their scores. then, some of them wanted to respond to the questions." next, p2 applied to recite of sq3r step. he discussed the previous questions after reading the text. he stated that this activity confirmed students' previous answers to the information that they recently read. the quote from the interview with p2 was as follows: p2: “it was important to show the students whether their previous answer was correct or not by comparing the information from the text.” at the end of this strategy, p2 implemented a review of the sq3r strategy by leading the class to review the text since he believed that this activity could make students summarize the text with their own words. besides, this activity encouraged the students to express their arguments related to the text. the data of the interview reveals from p2 as translated as follows. p2: "because i want to see from a reading passage, the students could summarize it or not what topic discussed in the text holistically. plus, there should be an ability to summarize in reading comprehension with their own words. thus, i want to make the students argue by summarizing what the text means." in addition, p2 also asserted that there was a challenge in implementing this activity in the class. it was students reluctant to involve in this activity. the data of the interview from p2 is translated as follows. p2: "it is only a few students who were active to participate because they had lack of confidence, they were afraid that their english was wrong, so most of them were afraid to express their ideas." edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi qars another strategy that appeared in this present study was question answer relationships (qars) strategy. p2 implemented it in teaching reading comprehension through virtual e-learning. two kinds of questions appeared on the observation: specific information question (right there type of question) and personal experience question (on your own type of question). he asked specific information questions to students because he wanted to practice students' comprehension. he also added that this strategy could relate to students' real-life experiences by asking them questions related to the text. besides, this activity could see students' points of view about the text. he also hoped that this activity would make students engaged with reading activities since they could connect the text to their daily lives. the quote from p2 is translated as follows. p2: "first, the reason i asked about specific information is that i want them to practice their reading comprehension by searching detailed information through scanning activity. second, i asked an experienced personal question because i want to relate to their daily activities; they got information about entrepreneurship, right? so i want to see their perspective toward the text and the implementation in daily life. thus, these things could make students be engaged learning and studying reading without any burden or pressure and motivate them as well." this participant also noticed that there is a challenge in implementing qars activity. some of the students were afraid to make mistakes in delivering their arguments. the others were shy to participate in the activity. that was the challenge in applying this strategy. the data of the interview from p2 is translated as follows. p2: "on that day, they were afraid to be active, they were afraid to speak, afraid of making a mistake in speaking, yet that moment was their opportunity to argue how far they understood about the text. most of them were afraid and shy. it was a challenge for me as a teacher that i encounter". table 1 advantages and challenges in implementing teaching reading strategies themes sub-themes advantages in implementing translating sq3r make students understand time saver easier for the teacher to assess the students build students’ background knowledge (survey) make students predict the content of the text (survey) make students familiar with the text (questions) to check students’ previous answers (recall) students make a summary of the text (review) practice students’ comprehension (right there) relate students' real-life experience (on your own) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi qars challenges in implementing translating sq3r qars sometimes did not work well for specific words, especially the words that have more than one meaning using pictures depends on the topic (survey) students were shy and afraid of making mistakes (questions) students were reluctant to participate because of a lack of confidence (review) students were afraid to make a mistake in delivering their arguments. discussion as illustrated during the observation, the writer found three strategies used by the teachers in teaching reading comprehension through virtual e-learning. they were: translating, sq3r and qars. those are presented below. translating, the first strategy in teaching reading comprehension in this present study was translating. both participant no 1 and no 2 utilized this strategy. participant no 1 applied this strategy during post-reading to ensure the students understood what they read. according to the data of the observation of p1 class, the teacher asked the students to translate some words into bahasa indonesia. she also added that this activity could also check students' vocabulary. meanwhile, participant no 2 employed translating strategy in a while reading stage. he asked students to translate some problematic words into bahasa indonesia. however, he encouraged students to check the synonym of the problematic words first rather than directly translating them into bahasa indonesia. based on the data from the interview, he believed that searching the similar words of the problematic words first, would enrich students' vocabulary. in line with those findings, beltran (2006) argued that translating exercise benefits language learners. this is because they were (1) expanding learners' vocabulary in the second language, (2) expanding language style, (3) improving understanding of how language work and (4) enhancing comprehension in the second language. in addition, richard (2006, p.3) stated that translating activity usually moves from l2 to l1 to give a clear communicative goal. therefore, it can be inferred that translating activities expand students' vocabulary and is also beneficial in students' comprehension since they understand well what they read. furthermore, the p1 also added that translating activity was beneficial in saving time for students in comprehending the text. the data from the interview revealed p2's consideration in using translating activity in teaching reading comprehension. she claimed that it was suitable for the current situation. for example, it is known that the lesson hour is reduced to 30 minutes per hour during pandemic covid 19. plus, it helps slow students to comprehend the text faster since they know what they read. similarly, alrefaai (2013) asserted that translating activity was a time saver for second and foreign language learners. he also added that this spare time in learning could be an exercise in english since the comprehension was achieved earlier. besides, he said that about text comprehension, most language learners used mental translation to encounter constraints, especially that related to the new vocabulary and sentence structure. this present study finding also has some similarities in some previous studies. like pouya (2012), she found that translation tasks effectively promoted students' reading comprehension. in other words, this strategy could assist students to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gain an understanding of the text. it is also confirmed that megawati's (2017) previous findings show that translating strategies helps students improve students' comprehension in smk tapos depok. moreover, even though it is considered an old-fashioned strategy, translating activity is still relevant to be implemented nowadays, as confirmed by as'ari and budiman (2020). they found that translating activities assisted students' reading comprehension through digital learning. they also claimed that university students got positive responses to translating activity in comprehending the text. however, the findings also discovered a challenge in using translating strategy in teaching reading comprehension. p1 argued that sometimes, translating confused students, especially when they encounter words with more than one meaning known as homonyms. in line with that, brown (2001, p.18) argued that one of the characteristics of translating implementation in the classroom was teaching new vocabulary in list isolated words. this is a challenge for teachers to make students understand the real meaning of the words in the context. if it is neglected, the students will misunderstand the new words, which affect their comprehension of the text. in order to avoid this issue, the teacher should take a role in guiding students to see the context of the new words in the text. as a result, misunderstanding new words could be evaded during translating activities. meanwhile, the status of english as a foreign language in indonesia also took a role in selecting a strategy in teaching reading comprehension. one of the activities that could enhance students' vocabulary in second language acquisition is reading activities. lightbown & spada (2011, p.100) pointed out the best source of vocabulary growth in reading. they also mentioned that reading is a significant potential source of vocabulary development for second language learners as it is for first language learners. they added that the second language learners' vocabulary development could improve reading by implementing good learning strategies. one of them is translating or looking words up in a dictionary. in terms of translation in second language acquisition, izumi (1995) argued that students are not expected to undertake the process of translation but to understand the product of translation itself. he also suggested that language teachers should adopt an alternative view of translation, one that is different from the traditional view, which could help teachers focus on meaning based on the context. in other words, the wise use of translation is beneficial in language learning. furthermore, translating activities could complement other language learning activities, making them meaningful. sq3r, the second strategy found in this present study was the sq3r strategy. this strategy was employed by p2 as illustrated in observations 2 and 3. based on the result of the observation, p2 did not apply the question step. the question stage is when the readers construct questions after the survey step. baier (2011) stated that questions in the second stage of sq3r require the readers to create questions related to the text. in other words, it will encourage readers' curiosity about the text to increase the readers' comprehension of the text. in the pre-reading stage, p2 instructed the students to survey the text and predict the text. he asked students to take pictures, titles, and sub heading s of the text. in the interview, he argued that he could ask students what information they could grab after the survey by doing the survey. he also added that this activity could help students predict the text's content. in line with that, baier (2011) argued that by doing a survey, the reader could activate their prior knowledge and help them to get a better understanding of the text. plus, brown (2001, p.299) said that surveying the text in a glance or skimming could assist the students to predict the purpose of the text and the main topic of the text. moreover, kawabata (2007) added that a skimming strategy is introduced to get an overall picture and ascertain the text's genre. in other words, students should have a general understanding related to the content of the text. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi then, after doing the survey, p2 did not ask students to create questions about what they had skimmed about the text. instead, he created questions about the text for students. it probably happened since the lesson hours during pandemic covid 19 was reduced to 30 minutes per hour. plus, it would take much time for students to construct the questions. besides, it is not suggested to have screen time (using gadgets) for an extended period since virtual e-learning was the teaching platform in this present study. so, p2 took the role in the question of sq3r step to adjust the current time policy. during the question of sq3r stage, p2 asked questions related to the topic using a title or picture. he considered that this activity could stimulate students' background knowledge about the text. in line with that, bos & vaughn (1994, p.176) asserted that activating the students' relevant prior knowledge can be done by using a single word, a phrase, a picture or a poem. in addition, kawabata (2007) argued that this activity could confirm and measure the students' understanding of the topic through students' responses. in short, asking text-related questions was helpful to make students ready and be familiar with a topic. in addition, p2 also provided some questions that required students to read detailed information from the text during the question sq3r stage. he argued that this activity helped students practice important scanning information from the text from the interview. in line with that, kawabata (2007) argued that scanning activities are introduced to teach strategies of finding appropriate information in the text that would be necessary for successful reading comprehension. next, p2 employed read of sq3r in whilst reading stage. he asked students to read the text and searched the answers to the previous questions. he also allowed the students to take notes on some important points about the text. after that, he employed recite of sq3r by asking the question: "what information do you still remember about the text?". p2 asserted that this question was meant to check students' understanding by answering the question in their own words. similar to baier (2011), who stated that recite step was crucial for readers to check to understand the text. during the observation, most of the students were challenged to point out their ideas in english since they have limited vocabulary so that they used mixed english and bahasa indonesia. even so, most of their answers showed that they understood the text. in the post-reading, p2 applied a review of sq3r by guiding the class to review the text since he believed that this activity could make students summarize the text with their own words. baier (2011) asserted that in the review step of sq3r, the students also write a summary about the text. concerning this, brown (2001, p.315) proposed that reviewing is one step in the strategy in reading text used to assess the importance of what one has just read. it is also supported by bos & vaughn (1994, p.187), who defined reviewing as an activity that requires the students to generate the main idea and important details from the text. moreover, brown (2001, p.315) added that summarizing activity is one of the activities inactiveness of a good reader. it is also helpful for long term memory. qars, the last strategy found in this present study was qars. this strategy was implemented by participant no 2. this strategy helped the teacher in teaching reading comprehension. using this strategy, the teacher knew how far their students understood what he taught them. he mainly employed this strategy at pre-reading and post-reading. during pre-reading, he employed this strategy by asking my type of question, which required students' prior knowledge to answer the questions. the questions were, "what object can you see in the picture? do you agree with this picture? what comes to your mind when you see this picture?". those questions required students' prior knowledge to answer them. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in addition, those questions helped the teacher to trigger students' background knowledge related to the topic. in line with that, bos & vaughn (1994, p.182) asserted that my types of questions are not in the text. therefore, the reader can answer the questions without reading the text. instead, the answer is based on readers' personal experiences related to the text. they also added that these questions help the reader activate their schemata to make the reader familiar with the text. p2 also asked right there type of question in the pre-reading stage. when discussing cacao text, he asked five right there types of questions. they were "where does cacao tree grow? how long the beans are fermented? what the closest meaning is of shipped? where are the beans shipped? how big is the cacao tree? what should chocolate maker do to bring out the flavor?". the answer to the questions is primarily found in the text. according to bos & vaughn (1994, p.182), the answer to right there type of questions is explicitly written in the text. therefore, the reader needs to scan the text to figure out the answer. plus, they also mentioned that this type of question is beneficial for setting the purpose of reading before reading itself. besides, brown (2001, p.306) stated that stating the purpose of reading helps the reader search what information they need and avoid potential distracting information. in line with that, kawabata (2007) argued that setting the purpose of reading plays a role in choosing what to do next, either skimming or scanning. since right there type of questions asked specific information explicitly stated in the text, scanning activity is the best way to do it. scanning activities are introduced to teach strategies of finding appropriate information in the text that would be necessary for successful reading comprehension. with this exercise, the students might be able to locate specific information about the topic of the text. (kawabata, 2007) in post-reading, p2 applied the author and you type of question. for example, he asked the students about new information when discussing cacao. the question was, "what new information that you learn from the text?". even though most of the students answered it in mixed english and bahasa indonesia, most of their answers show that they understood the point of the text. meanwhile, when p2 explored the entrepreneurship text, he also asked another author and you question in the post-reading stage. the question was, "what lesson can you learn for your real life?". again, the students' answers were quite surprising that said some of them were inspired to start their own business and added that they learned about struggling in life and never giving up. according to bos & vaughn (1994, p.182), the answer of the author and you type of question is not in the text. the readers need to think about what they already know, what authors tell you in the text, and how it is arranged together. in other words, students' prior knowledge is as essential as the information provided in the text to answer this type of question. the finding of qars strategy in teaching reading comprehension through virtual e-learning in this present study confirmed previous related studies. like nurhayati (2017), she investigated teachers' strategies in teaching reading comprehension in a public junior high school. one of the findings was the qars strategy. even though the qars strategy in this present study was implemented in virtual e-learning, the same strategy also appeared in nurhayati's finding who studied in a regular classroom situation. she also found that the teacher's consideration in implementing that strategy was to check the students' comprehension. the present study also revealed a similar reason for employing this strategy in teaching reading comprehension. p2 explained that through qars, he wanted the students to practice reading comprehension by asking right there type of questions by searching detailed information from the text. on the other hand, author and you type questions were asked to relate students' real life to the text. bos & vaughn (1994, p.182) also coined out that qars can be useful for both teachers to develop comprehension edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi questions and students as a tool in locating information in the text and relating to the background of knowledge. qars also helps students to understand that information from the text and their prior knowledge are essential in answering the questions. moreover, the qars strategy required students to apply reading strategies: skimming and scanning to answer right there and think search types of questions. it also stimulates students to think critically about what they read in answering author and you and on my types of questions. those questions encourage students to activate their prior knowledge and employ their idea or opinion to answer the questions. conclusion and recommendation/implications based on the result and analysis from virtual classroom observations, it can be concluded that teachers used some strategies to encourage the students in comprehending the text. however, the variety of implemented strategies shows that teachers' backgrounds and circumstances affect teachers' choices of teaching strategies. moreover, the current circumstances, pandemic covid 19, have changed the teaching-learning process in many ways. changing physical classrooms into the virtual classroom and pandemic covid 19 also reduces lesson hours to 30 minutes per one period, affecting teachers' choice of strategy in teaching reading comprehension. the teachers' must be selective in choosing the suitable strategy so that the learning goals are achieved in these current circumstances. concerning the time limitation, teachers encountered the challenge with some adjustments. nevertheless, the findings showed that teachers chose a translating strategy to make students understand what they read faster. the limitation of time also affected teachers in implementing the sq3r strategy in well-formed steps. as a result, teachers take over students' roles in the question of sq3r step. in short, those strategies had a good impact on both students and teachers. using those strategies, students were supposed to be active in involving reading activities, which helped them comprehend the text discussed. in addition, it helped teachers to achieve learning goals by applying those strategies. based on the conclusion above, some suggestions are proposed to stakeholders as follows: 1. teachers hopefully, the strategies found in this study could be a reference for teachers who have similar circumstances, especially in teaching reading comprehension through virtual e-learning. plus, teachers are expected to be more adaptive when engaging students in reading activities. 2. teachers association (mgmp) referencing the data found in this study, it is suggested that teachers association is regularly involved in teachers' enhancement. consequently, teachers could choose the appropriate strategy meant for students, and the learning goal is also achieved. 3. future researcher for future researchers interested in a similar topic, especially teaching strategies through the e-learning area, it is suggested to conduct a study investigating teaching strategy in asynchronous elearning or web-based learning, which was not covered in this present study. references alrefaai, i. k. (2013). suggested guideline for using translation in foreign language learning and teaching. educational research, issn: 2141-5161, vol 4. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi as’ari, m.d. & budiman, r.a. (2020). the implementation of grammar translation method (gtm) in the digital learning of reading comprehension. proceeding international conference on education of suryakancana 2021. baier, k. (2011). the effect of sq3r on fifth grade students’ comprehension level. unpublished graduate thesis. bowling grade state university. beltran, b.p. (2006). rethinking translation in second language classroom. unpublished thesis. university of massachusetts. bergeron, b.s. & m. bradbury. (2002). teaching reading strategies in the primary grades. new york: scholastic, inc. bos, c.s & vaughn, s. (1994). strategies for teaching students with learning and behaviour problems. massachusetts: a division of paramount publishing. brown, h.d. (2001). teaching by principles: an interactive approach to language pedagogy. second edition. new york: pearson education company. crawford, a. (2005). teaching and learning strategies for the thinking classroom. new york: the international debate education association. creswell, j. w. (2012). research design qualitative, quantitative, and mixed methods approaches. america: sage publications. cook, v. (2008). second language learning and language teaching. london: hodder education, an hachette uk company. dean, g. (2013). teaching reading in the secondary schools, 2nd ed. london: david fulton. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 grellet, f. (2001). developing reading skills. cambridge: cambridge university press. habibi, a., mukminin, a., najwan, j., sofwan, m., haswindy, s., marzulina, l., sirozi, m., harto, k. (2018). investigating efl classroom management in pesantren: a case study. qualitative report, 23(9), 2105-2123. hancock, j. (2006). the explicit of teaching reading. adelaide, south australia: the international reading association. harmer, j. (2007). how to teach english, england: addison wesky longman. izumi, k. (1995). translation-aided approach in second language acquisition. jalt journal, vol 17 no. 2 november 1995. kawabata. (2007). teaching second language reading strategies. retrieved at http://iteslj.org/techniques/kawabata-readingstrategies.html khan, b.h. (2005). the global e learning framework. retrieved at https://www.academia.edu/2478564/the_global_e_learning_framework_by_badrul_h_ khan klingner, j.k. (2007). teaching reading comprehension to students with learning difficulties. new york: guilford press. lightbown, p.m. & spada, n. (2011). how languages are learned. oxford: oxford university press. megawati. (2017). the improving of students’ reading comprehension through grammar translation method. journal of english teaching and research volume 2 number 2. miles, m.b & a.m. huberman. (1994). qualitative data analysis. london: sage publications. http://iteslj.org/techniques/kawabata-readingstrategies.html https://www.academia.edu/2478564/the_global_e_learning_framework_by_badrul_h_khan https://www.academia.edu/2478564/the_global_e_learning_framework_by_badrul_h_khan edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukhroji, m. (2011). the importance of teaching reading strategies to improve students reading comprehension. malang: state university of malang press. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.070902 mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. qualitative report, 22(1), 309-326. munir. (2009). pembelajaran jarak jauh berbasis teknologi informasi dan komunikasi. bandung: alfabeta. nurhayati. (2017). strategies on teaching reading comprehension for the eighth grade students at smp pgri 01 singosari. unpublished thesis. brawijaya university. pouya, f. (2012). on the effect of translation on promoting reading comprehension in esp. journal of basic and applied scientific research vol 2 no. 7, 6495-6502. richards, j.c. (2006). approaches and methods in language teaching. cambridge: cambridge university press. rosernberg, m.j. (2002). e-learning: strategies for delivering knowledge in the digital age. the internet and higher education volume 5 issue 2: 185-188. seok, s. (2008). the aspect of e-learning. international journal on e-learning, proquest, 7(4), 725-741 patel, m.f. (2008). english language teaching. jaipur: sunrise publisher & distributors. 53 teaching listening comprehension through tqlr (tune in, question, listen, review) strategy to the twelfth grade students of sma negeri 2 tebing tinggi linda herlina uin raden fatah palembang e-mail: lindaherlina35@yahoo.com abstract: this study was to find out whether or not (1) there was a significant difference on the twelfth grade students’ listening comprehension between those who are taught by using tqlr strategy and those who are not at sma negeri 2 tebing tinggi, and (2) there was a significant impovement on the twelfth grade students’ listening comprehension between those who are taught by using tqlr and those who are not before and after the treatment at sma negeri 2 tebing tinggi. the result showed that (1) there was a significant difference on the twelfth grade students’ listening comprehension between those who are taught by using tqlr strategy and those who are not at sma negeri 2 tebing tinggi, and (2) there was a significant impovement on the twelfth grade students’ listening comprehension between those who are taught by using tqlr and those who are not before and after the treatment at sma negeri 2 tebing tinggi it means that there was significant difference on students’ listening comprehension taught by using tqlr strategy than students who are taught by using strategy used by teacher. keyword: listening comprehension. tqlr (tune in, question, listen, review) strategy. introduction one of the languages that is used as a tool of communication is english, which has a role as an international language. as an international language, english is very important and has many interrelationships with various aspects of study of life owned by human being. in line with this, brown (1987, p. 1) states that english is important to be learned and taught almost in all countries in the world. in indonesia english is taught as a foreign language. it is taught as a compulsory subject starting from elementary school to university level. the aim of teaching and learning english is that students are able to respond it well in the classroom based on teacher’s instruction. there are four skills that students need to learn. they are listening, reading, speaking, and writing. students need those skills not only to communicate with foreigners but also to pursue higher education or to enter the workplace, especially in sectors that require english skills. listening skill is the first skill in english, according to patricia (2010, p. 11), listening is an active process of hearing and comprehending what is said. it means that listening is the proccess mailto:lindaink12@gmail.com 54 of listening and understanding what speaker said. furthermore, sha (2002, p. 27) adds that listening is a voluntary process that through training and experience produces culture listening is directed attention to what is heard, gathering, meaning, interpreting, and deciding on action. there are many factors that affect listening skill. firstly, the facilities of the teaching listening whether using media or not; and secondly, most of the students of senior high school have just known english when they are in there. according to samy (2000, p. 2) the signs of poor listening skills are: failing to allow others the opportunity to speak, not making proper eye contact with the speaker, not paying attention to the speaker and interrupting, ignoring what is discussed and focusing on their own views, asking question that show they are not listening and demonstrating through their body language that they are not listening. however most senior high school students have difficulties to comprehend the material. based on the researcher’s interview with one of the teachers of english and students of sma negeri 2 tebing tinggi, some problems in listening comprehension accrued. for instance, the students were lack of motivation in learning listening skill. the students could not interpret what they heard, the teacher just read the materials and the students listened to their teacher, so they could not understand about the texts or conversations well. the teacher seldom use interesting media such as recorder, sound system and laptop to attract their listening interests. to overcome these problems, it is suggested that a teacher has to use a good and interesting method in teaching and learning process. one of the strategies is tqlr strategy. tqlr strategy consists of: tune in ( mobilized mental process and be ready to give full attention), question (teachers ask students to ask about themselves some question related to the text that they will listen), listen (teachers ask the students to listen carefully in order to get answer the question), review ( is rechecking of the passage received against what is anticipated and evaluating the main point for their benefit and meaning). according to manzo, (1995, p. 282) tqlr strategy is a simple strategy of unknown origin. in this strategy, a different task targeting a specific listening skill goes with each repetition text. the advanteges of the tqlr is effective for students’ listening comprehension. the applying tqlr strategy is to make students can improve their listening comprehension. the students feel more focus, enjoy the teaching and learning process and more interested when they learn listening using tqlr strategies. 55 according to catherin (2005, p. 3) tqlr strategy is appropriate and beneficial for students k12. to solve the reality faced in teaching listening of sma negeri 2 tebing tinggi, the researcher is interested in doing the research entitled “teaching listening comprehension through tqlr (tune in, question, listen, review) strategy to the twelfth grade students’ of sma negeri 2 tebing tinggi” concept of teaching according to brown (2007, p. 7), teaching is a process of transferring knowledge which is done between teacher and student. its related to brown’s opinion. he says that “teaching is showing and helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. an article from al-quran also mentions that: “you who have believed, when you are told, “space yourselves” in assemblies, then make space; allah will make space for you. and when you are told, “arise,” then arise; knowledge, by degrees. and allah is acquainted with you do” (surah al-mujaadilah verse:11). concept of listening listening is a student is ability to understand the meaning of the words they hears and to relate to them in some way. when the students hear a story, for instance, good listening comprehension enables them to understand, remember, discuss, and even retell in their own words. this is an important skill to develop even at an early age, because good listener grows up to become good communicator. patricia (2010, p. 11) adds that listening is an active process of hearing and comprehending what is said. moreover, fleteher, et. al (2006, p. 188) states that listening 56 comprehension is the terms that needs to be unpacked and refers to s process as hard to measure as reading comprehension. in addition, richards (2008, p. 3), states that “listening as comprehension is the traditional way of thinking about the nature of listening. indeed, in most methodology manuals listening and listening comprehension are synonymous”. moreover, brock & fawcett (2013, p. 17) states that listening is an active process by which the helper shows respect for the client and demonstrates interest in the problems presented. from the previous definitions, the researcher can infer that listening plays the important roles in teaching english as a second or foreign language, as communi cation, as the listener’s active participation of strategies and as a manipulation of strategies. in addition, listening comprehension is the core of listening process, if the students are not able to comprehend the listening material. concept of tqlr strategy tqlr strategy consists of tune in, mobilized mental process and be ready to give full attention. question, teacher asks students to ask about themselves some question related to the text that they will listen. listen, teacher asks the students to listen carefully in order to get answer the question. review, is rechecking of the passage received against what is anticipated and evaluating the main point for their benefit and meaning. according to manzo (1995, p. 282), tqlr is simple strategy of unknown origin. in his strategies, a different task targeting a specific listening skill goes with each repetition text. in addition, tqlr strategy is strengthens language devolepment, improve access to prior knowledge, builds awarences of learning, reduces confusion in locus of control. this strategy assists with listening comprehension (collier, 2005, p. 22). furthermore, in tqlr teacher helps students make useful notes about their experience by modeling strategies for active listening, a skill that helps students focus on the content of oral presentation of all kinds (popp, 1997, p. 162). teaching procedures by using tqlr strategy for listening manzo (1995, p. 282) adviced four procedures in tqlr strategy, they are as follow: 57 1. tune in in this process the teacher informs the students to listen the instruction by giving motivation. 2. question in this step the teacher asks students to make some questions based on the text that they are going to listen. 3. listen the teacher plays recorder and ask students to listen recorder carefully. 4. review the teacher asks students to summarize what they have listen about the text. research method in this study, quasi experimental designs was used specifically, pretest-posttest nonequivalent-groups design. this design provides control of when and to whom measurement is applied with a non-random assignment to experiment and control treatment. there are two groups, that are experimental group and control group. the experimental group was taught by using tqlr (tune in, question, listen, review) strategy. the figure of pretest-posttest nonequivalent groups design is suggested by cohen, manion & marrison (2007, p. 283) as follows : treatment : o1 x o2 control : o3 o4 where: = the dashed line separating the parallel rows in the diagram of the non-equivalent control group indicates that the experemental and control groups have not been equated by randomazation-hence the term ‘non-equivalent. o1 = pretest in experimental group o2 = pretest in control group o3 = posttest for the experimental group 58 o4 = posttest for experimental group x = treatment to experimental group taught using tqlr strategy. this study includes two groups mainly experimental group and control group. the experimental group were a given treatment by using tqlr strategy. meanwhile, the control group were not given any treatment. according to frankel, wallen & hyun (2012, p. 92), the population is the group of interest to the researcher, the group of whom the researcher would like to generalize the result of study. meanwhile, in this study, the population was the twelfth grade students of sma negeri 2 tebing tinggi of the first semester in academic year of 2015-2016. the total number of students are 137 students which consists of 58 male and 79 female. in this study, the researcher used purposive sampling technique. according to fraenkel et. al. (2012, p. 100), purposive sampling is different from convenience sampling in that researchers do not simply study whoever is available but rather use their judgment to select a sample that they believe, based on prior information, will provide the data they need. the purposive sampling was used, class xii ips 2 and xii ips 3 were selected as the sample of the study. class xii ips 2 and xii ips 3 were chosen based on observation and interview to english teacher, xii ips 2 and xii ips 3 have the same background knowledge and difficulties of listening ability. after the pretest, the result of class xii ips 3 was higher than class xii ips 2. therefore, class xii ips 3 was selected as the control group and class xii ips 2 as the experimental group. the total sample of the this study is fifty-four students out of 137 populations. findings and discussion research instrument is designed for students’ pretest and posttest activities. the test question items which are used for students’ pretest is the same as it is given for students’ posttest activities. the instrument that should be analyzed or checked are validity and reliability a. validity test validity has been defined as referring to the appropriateness, meaningfulness and usefulness of the specific inferences researchers make based on the data they collect (fraenkle, et. al., 2012, p. 147). in this part, there are three kinds of validity test to be administered for 59 research instrument. they are construct validity, validity of each question items and content validity. b. construct validity the researcher asked her lecturer as validators to estimate the instruments they were beni wijaya, m.pd, eka sartika, m.pd, and amalia hasanah m.pd who are lecturers of uin raden fatah palembang. they measured including such things as the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on regardless of the adequacy of the question in an instrument that it must be measured by giving test or tryout to students later on. after measuring the format of the instrument test, the three validators accepted it to continue doing tryout to the twelfth grade students. c. validity test of each question item to find out the validity of the test question items, analyzed the items of the tests by doing try out in order to find out the validity of each question items. d. content validity fraenkle, et. al. (2012, p. 148) state that content validity refers to the content and format of the instrument. the content and format must be consistent with the definition of the variable and sample of subjects to be measured. comprehension. reliability test according to fraenkel, et. al (2012, p. 154), reliability refes to consistency of the scores obtained, how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. the concept of reliability is related to the consistency of the measurements when the testing procedure is repeated on a population of individuals or groups. reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. to find out the reliability of the test, split half analysis was used. then, the score in test is analysis using pearson product moment correlation found in spss 20 (statistical package for the social science) program. the test consist of twenty five each question item and this question is test to thetwelfth grade students of sma negeri 2 tebing tinggi. 60 normality test normality test is used to measure whether the obtained data normal or not. martin, et. al. (2012, p. 22) argue that the data can be classfied into normal when the p-output is higher than 0.05. in measuring normality test, the writer used one sample kolmogorov smrinov in spss program. the normality test is used to measure students’ pretest scores in control and experimental groups, and students’ posttest scores in control and experimental groups. homogeneity test homogeneity test is used to measure the scores is obtained whether it is homogen or not. martin, et al. (2012, p. 24) stated that the score is categorized homogen when the p-output was higher than mean significant difference at 0.05 levels. in measuring homogeneity test, the writer used levene statistics in spss program. the homogeneity test is used to measure students’ pretest and posttest scores in control and experimental groups. hypothesis testing first, in measuring a significant improvement on students’ listening comprehension paired sample t-test was used. significant improvement was found when the p-output (sig.2 tailed) is lower than 0.05 and t-value is higher than t-table (1.675). second, in measuring a significant difference on students’ listening comprehension score by using tqlr strategy and strategy that used by teacher independent t-test was used. it used to compare between the mean score of two independent groups on a given variable. significant difference was found when the p-output was lower than 0.05 level and t-obtained was higher than t-table (1.675). from the table analysis, in measuring significant improvement it was found that the poutput is 0.000 with df=26 (1.675), and t-value= 12.500. it can be stated that there is a significant improvement from students’ pretest to posttest scores in experimental group taught using tqlr startegy since p-output is lower than 0.05. it can be stated that the null hypothesis (ho) is rejected, and the alternative hypothesis (ha) is accepted. then, in measuring significant difference it was found that the p-output is 0.000 and the t-value is 5.597. since the p-output was lower than 0.05 level and t-value was higher than value of t-table (1.675) at the significance level 61 p-output is smaller 0.05, so that the null hypotheses (ho) was rejected and alternative hypotheses (ha) was accepted. it can be stated that there was significant difference on students’ listening comprehension taught using tqlr strategy at sma negeri 2 tebing tinggi. conclusion based on the findings and interpretations presented in the previous chapter, the reseacher concluded that (1) there was a significant different on students’ listening comprehension achievement taught by using tqlr strategy and (2) there was a significant impovement on the twelfth grade students’ listening comprehension between those who are taught by using tqlr and those who are not before and after the treatment at sma negeri 2 tebing tinggi. the result could be seen from the improvement of the twelfth grade students, as follows: the students became more active in learning proccess, the students were motivated to learn especially in listening skill, the students were interested to learn especially in listening comprehension, the students were able to comprehend the text and dialog. therefore, it could be assumed that tqlr strategy was effective to the twelfth grade students of sma negeri 2 tebing tinggi. the students got improvements or benefits from the implementation of tqlr strategy. it also could be seem from the result of the test, it implied that tqlr strategy could be used as an alternative strategy in teaching listening. references azer, samy. 2008. navigating problem based learning. australia: churchill living stone. brock, l. e & fawcett, s. b. 2013. learning counsling and problem solving skills. new york, ny: routledge. brown, h. douglas. (2007). principle of language learning and teaching (5th edition). new york, ny: pearson education. brow, h douglos. 1987. principle of language learning and teaching (4th ed). san francisco state university, logman. cohen, louis. lawrence manion, & keith marison. 2007. research method in education. new york, ny: routledge. collier, catherine. 2005. strategies for learning suport & intervention of diverse learners: fletcher, jack m. 2007. learning disabilities: from identification to intervention. new york, ny: the guildford press. 62 fraenkel, jack r, norman e. wallen, and helen h. hyu. 2012. how to design and evaluate reseacrh in education (8th-ed). new york, ny: mcgraw hall, inc. hamaguchi, patricia mcaleer. 2010. childhood speech, language & listening problems (3rd ed). usa : simultaneously. manzo, anthony. 1995. a heuristic approach. usa: merrill publishing company. martin, w. e., & bridgman, k. d. (2012). quantitative and statitical research method from hypothesis to result. san francisco: john wiley & sons, inc. popp, marcia s. 1997. learning journal in the k-8 classroom: exploring ideas and information in the content areas. new york, ny: rutledge. sari, engla lia. 2013. teaching listening through tqlr (tune in, question, listen, review) strategy for junior high shool students. retrieved march 15, 2015, from. http: //www.jurnal.stkip-pgri-sumbar.ac. tin, sha. 2002. culture and humanity in the new millennium: the future of human values.hongkong: the chinese university press. >><< edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 57 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching narrative writing by using roundtable strategy to islamic junior high school students muammar khadafi state islamic university of raden fatah, palembang, south sumatra muammark083@gmail.com abstract the objectives of this study were to find out whether or not (1) there was a significant improvement on the eighth grade students’ writing achievement between those who were taught by using roundtable strategy, and (2) there was a significant difference on the eighth grade students’ writing achievement between those who were taught by using roundtable strategy. the population of this study consisted of 147 students. in this study, quasi experimental design, especially pretest-posttest non-equivalent groups design was used. the instrument used in collecting the data was writing test. the result showed that (1) there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using roundtable strategy since the p-output (0.000) was lower than 0.05 and t-obtained is higher than t-table df=31 (2.042) and (2) there was a significant difference from students’ posttest scores in control and experimental groups, since p-output (0.000) was lower than (0.05) and t-obtained is higher than t-table (df 62 = 2.000). so, the ho (the null hypothesis) was rejected and ha (the alternative hypothesis) was accepted. it means that there was significant difference on students’ narrative writing achievement taught using roundtable than those who are not. keywords: writing achievement, roundtable strategy introduction english is one of languages that used for communication all over the world; therefore english has become a global language. english has become the dominant language of science, technology and commerce, and universal language. it is the main language of books, newspapers, airports and air-traffic control, international business and academic conferences, science, technology, medicine, diplomacy, sports, international competitions, pop music, and advertising. therefore, reality encourages many countries to put english as a subject that must be learned in world education, one of those countries is indonesia, english is used as first language, second language, or foreign language and also it can become a lingua franca (mukminin, ali, & fadloan, 2015; mukminin, muazza, hustarna, & sari, 2015; makmur, ismiyati, mukminin, & verawaty, 2016). in learning english there are four language skills learned by students. one of the four skills of english is writing, a system to record language meaning and word symbol (coulmas, 2003). writing is one of difficult skills in learning english because there are many aspects to be considered in writing such as, word choices, grammar, punctuation, spelling, coherence and still many others. those should be integrated to produce meaningful and good coherence writing. in addition, heaton (1988) states that writing skills are complex and sometimes difficult to teach, requiring mastery was not only of grammatical and rhetorical devices but also of conceptual and judgmental elements. likewise, asaro (2008) states that writing is difficult because of student’s inability to organize, start, and thoughts, or write essays that forced them to rely on previous knowledge. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 58 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it can be concluded that writing is not an easy skill because there are many components that should be assessed; unfortunately, mastering the skill of writing in english is not an easy job for almost all of students, especially in schools, which suffer from limited, resources, facilities, equipment and possibilities. there are four kinds of texts in junior high school to be learned, such as narrative text, descriptive text, and recount text. narrative is a kind of genre aimed to entertain, to gain and to hold the readers’ interest in a story. narrative is text type that tells about story whether true story (problematic personal experience) or fictional that has purpose to entertain or amuse the readers with the story. langan (2005) explains that narrative is storytelling, whether relating a single story or several related ones. through narration, a statement can be clear by relating in detail with something that has happened. practically, there were difficulties in writing narrative text. the difficulties were stated by teacher english of mts patra mandiri palembang. first, some of the students had difficulties to start writing because they only translated their thoughts from their native language into english. besides, some of the students were lack of grammar and knowledge. second, they were also lack of vocabulary and the students did not know what they had to write, so they made many mistakes when they wrote. these problems make the students dislike writing and get some difficulties in starting writing and making composition. and the last, they were still confused to start writing narrative text based on the generic structure of narrative text; orientation, complication and resolution. one teaching strategy that could help the students in writing subject is roundtable strategy. according to lie (2000), learning cooperative strategy of roundtable can be used in all the subjects and for all levels of students, roundtable is technique of writing that apply in learning with pointed each group members to participate in turn in its group by forming the roundtable or sits around in a circle. based on background above, the aims of this study are to find significant improvement on the eighth grade students’ achievement in writing narrative text before and after the treatment at mts patra mandiri palembang, and to find significant difference on the eighth grade students’ writing achievement between those who are taught by using roundtable strategy and those who are not at mts patra mandiri palembang. concept of writing writing is the most difficult subject in the school since the students have to produce a text by using english. they have to write about what they think in their mind and state it on a paper by using the correct procedure. meyers (2005) states that writing is a way to produce language you do naturally when you speak, writing is speaking to other on paper – or on a computer screen. writing is also an action – a process of discovering and organizing the ideas, putting them on a paper and reshaping and revising them, then another step will be followed by another mistake connected to the previous step. hedge (2000) states that: “writing is the result of employing strategies to manage the composing process, which is one of gradually developing a text. it involves a number of activities: setting goals, generating ideas, organizing information, selecting appropriate language, making a draft, reading and reviewing it, then revising and editing. it is a complex process which is neither easy nor spontaneous for many second language researchers”. concept of narrative paragraph langan (2005) explains that narrative is storytelling, whether relating a single story or several related ones. narrative text is a story conveyed to entertain the reader or listeners. according to wardiman (2008) narrative text is a true or an imaginary story containing conflict edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 59 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and resolution which function to entertain listener or readers. in addition, dietsch (2006) states that: “narrative paragraph tell a story or relate an event or anecdote. the researcher often sets the scene first, telling who or what when and where. description, dialogue, or illustrations may be included to kindle interest and to clarify. action verbs keep the story moving. narratives often build suspense, reversing a surprise for the end”. according to wardiman (2008) there are generic structures of narrative text: 1) orientation, this part introduces the characters of the story, the time and the place of the story happened. 2) complication, in this part, tells the beginning of the problem which leads to the crisis (climax) of the main participants. 3) resolution, this part tells the problem (the crisis) is resolved, either in a happy ending or a sad (tragic) ending. 4) re-orientations, this is the closing remark to the story and it is optional. concept of roundtable strategy according to heartland (2006) states that roundtable strategy where one paper and pencil are systematically pass around the group, each member writes an idea and then pass it into the person on their left who then writes an idea. utilizing different colors for each person reinforces that all team members are contributing equally. in addition, from roundtable activity , the students can explore their ideas as much as possible in the group, in writing the students need the ideas to write. through roundtable strategy, in this study the researcher used the step in roundtable strategy in planning and writing process. advantages of roundtable strategy according to trys (1999) mentions some benefits of roundtable as follows: the responsibility of each group, the contribution idea in the group, more than just learning in group, expressed opinion, views as well as the results thought, the thought some students better than one student, build and regulate emotional. kagan (1990) has opinion roundtable technique will achieve some advantages in terms of academic and social point of view. the advantages of roundtable strategy are: assessing prior knowledge, practicing skill especially writing skill, recalling information, creating cooperative art, teambuilding, and participation of all groups. procedure by using roundtable strategy according to lie (2000) proposed the following steps for teaching writing by using roundtable as follows: 1.students are formed in some groups, each group consists of four to six students in heterogeneous. each student sits in accordance with the group to the position of form a small circle around the table. 2) students discuss in its group on a theme and equalize perception. each member group gives the idea related to the theme in turn the paper that has been distributed. 3) the first student, donates the idea, continued next students, and so on until the last student. the compiling of the ideas should be made in collaboration.4)ideas accumulated used as group members to draw up a wreath individually, each story of students has been created be exchanged and discussed in the group to repairing or editing.5)each group asked to choose and determine one of the story or theme its group to be shown on the front of the class 6.the representation of each group should read the best writing that had been made by each group as well as to determine one to three of the best writing in each large groups (class),7)under the guidance of teachers, writing that is best used as the large group discussions (class). edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 60 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology in this study, the writer used a quasi-experimental design. specifically, one of the quasi experimental designs used in this research was pretest-posttest non-equivalent group design. there were two groups, they were experimental and control group which both were given the pretest and posttest. the writer did the treatments by using roundtable strategy to the experimental group only. the population in this research was the students of the eighth grade students of mts patra mandiri. based on the data, there were 147 students consisting of four classes. furthermore, the sample of this study was taken by using convenience sampling technique. in other words, the total numbers of students as the sample in this study were 64 students. it would be the students in viii.c as an experimental group and viii.d as control group. in this research, the test-question items used for students’ pre-test was the same as it was given for students’ post-test activities and the result of students’ work was checked and scored by three raters. before they implemented as research instrument, it had tobe analyzed or checked for their validity and reliability tests. the writer had consulted the instrument with three validators to evaluate whether the components of the instrument are valid or not to be applied in research activities. the result from the validators showed that the test instrument and lesson plan are appropriate to be used in this research study. after the try out, to measure the test, the writer calculated the students’ score from the three raters using inter-rater reliability with spearman rank order in internal consistency reliability. the result of reliability test was 0.93. from the score it can be stated that the reliability of the test was reliable since the reliability was higher than 0.70. findings in distribution of frequency data, score, frequency, and percentage were analyzed. the scores were got from; (1) pretest scores in control group; (2) posttest scores in control group; (3) pretest scores in experimental group; and (4) posttest scores in experimental group was described in table 1. table 1. distribution of frequency data score intrval category pre-exp post-exp pre-ctrl post-ctrl freq perc freq perc freq perc freq perc 91 100 excellent 0 0 % 0 0 % 0 0 % 0 0 % 81 – 90 very good 0 0 % 0 0 % 0 0 % 0 0 % 71 – 80 good 0 0 % 8 24.9% 0 0 % 4 12.4% 61 – 70 fair 0 0 % 22 68.8% 0 0 % 25 78% 51 – 60 poor 4 12.5 % 2 6.2% 7 21.8% 3 9.4% 0 – 50 very poor 28 87.5 % 0 0 % 25 78% 0 0 % total 32 100.0 % 32 100.0% 32 100.0% 32 100.0% based on the result analysis of students’ pretest scores in control group, it shows that thirty two students (78%) got the score between 50 or below in category very poor, and seven students (21.8 %) got the score between 51-60 in category poor, after showed the result above in analysis edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 61 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of students’ posttest scores in control group, it shows that three students (9.4%) got the score between 51-60 in category poor, twenty five students (78 %) got the score between 61-70 in the category fair, and four students (12.4 %) got the score between 71-80 in category good, and then on the result analysis of students’ pretest scores in experimental group, it shows that twenty eigh students (87.5 %) got the score 50 or bellow in category very poor and four students (12.5 %) got the score in poor category, after showed the result analysis of students’ posttest scores in experimental group, it shows that,two students (6.2%) got the score between 51-60 in category poor, twenty two students (68.8%) got the score between 61-70 in category fair, eigh students (24.9%) got the score between 71-80 in category good. furthermore, the writer analyzed the normality and homogeneity of students’ pretest and posttest scores in experimental and control group. the result analysis of descriptive statistics in experimental group was described in table 2 table 2. descriptive statistics of the students both of group n minimum maximum mean std. deviation pretest_exprmnt 32 36.67 51.67 44.6875 4.34691 pretest_control 32 38.33 60.00 46.3021 5.46633 posttest_expermnt 32 60.00 76.67 69.2187 4.03800 posttest_control 32 60.00 75.00 66.5104 3.67495 valid n (listwise) 32 to compute homogeneity test, levene statistics in spss 20 was applied. in the pre-test of experimental and control group were found that the p-output is 0.184. from the result, it could be stated that the obtained score from students’ pretest in experimental and control groups are homogenous, because it is higher than 0.05. furthermore, in the posttest of experimental and control group were found that the p-output was 0.400. from the result, it could be stated that the obtained score from students’ post-test in experimental and control groups are homogenous, because it was higher than 0.05 table 3. one sample kolmogorv-smirnov pretest_exp pretest_ctrl posttest_exp posttest_ctrl n 32 32 32 32 normal parameters a mean 44.6875 46.3021 69.2187 66.5104 std. deviation 4.34691 5.46633 4.03800 3.67495 most extreme differences absolute .128 .175 .173 .185 positive .128 .175 .173 .185 negative -.096 -.136 -.170 -.173 kolmogorov-smirnov z .722 .991 .980 1.046 asymp. sig. (2-tailed) .675 .280 .292 .224 test distribution is normal. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 62 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in this result of hypothesis testing, paired sample t-test was measuring means significant improvement and independent sample t-test was measuring means significant difference on student’s writing narrative score by using roundtable of mts patra mandiri, showed on the table analysis, it was found that the p-output was 0.000 with df=31 (2.042), and t-value = 42.956. it could be stated that there was a significant improvement from students’ pretest to posttest scores in experimental group taught by using roundtable strategy since the p-output was lower than 0.05. it can be stated that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. the analysis result of paired sample t-test is figured out in table 6 below. table 6. result analysis in measuring significant improvement on students’ narrative writing by using roundtable strategy roundtable strategy paired sample t-test ha t df sig. (2tailed) 42.95 6 31 0.000 accepted after analysis data siginifcant improvement next, independent t-test was used to measure a significant difference on students’ narrative writing score taught by using roundtable strategy and those who were not at mts patra mandiri palembang. the analysis result of independent sample t-test is figured out in table 7 below. table 7. result analysis of independent sample t-test using roundtable strategy and those who are taught using teacher’s method independent sample t-test ha t df sig.(2-tailed) 2.806 62 0.007 accepted from the table analysis, it was found that the p-output was 0.007 and the t-value was 2.806. it could be stated that there was significant difference on students’ narrative writing score taught by using roundtable strategy and those who were not at mts patra mandiri palembang since the p-output was lower than 0.05 and the t-value was higher than t-table (df 62 = 2.000). so, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. discussion based on the findings above, some interpretation were made as follows: in doing this research, the samples of study were given the pretest by two reasons, the first was to know the mean score of their narrative writing before the treatments given and the second was to know which the group would become control and experimental groups. the researcher chose viii.d as a control group and viii.c as experimental group. it was because the students’ scores in control group was higher than the students’ scores in experimental group. it was also proved that the mean of pretest in viii.d was higher than viii.c. table 4. test of homogeneity of variances ss_score2 levene statistic df1 df2 sig. .400 1 62 .530 table 5. test of homogeneity of variances ss_score levene statistic df1 df2 sig. 1.807 1 62 .184 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 63 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi during the pretest in control and experimental groups, the researcher found students’ difficulties in writing, such as the students could not write the narrative text well based on the generic structure, the tense of narrative text, sometimes the students used the other tenses such like simple present tense, and they get bored in writing because their teacher seldom asked them to write composition, especially narrative text. these factors made them less motivated in writing. then, the researcher did treatments in experimental group by using roundtable strategy to help students in narrative writing. first, there was significantly achievement in experimental group through roundtable strategy during the treatment in 12 meetings include pre-test and posttest. in the first to third meeting, when the researcher implemented roundtable strategy in experimental group, the students’ difficulty was found such as they got confused to follow the steps of roundtable strategy. to overcome this problem, the researcher had to explain them again to stimulate their critical thinking. nevertheless, the media such as pictures used by the students made them interested to learn. in the fourth to sixth meeting, the students could adapt in using this strategy. the students began to use the carried out concepts to create their narrative story. in the seventh to ten meetings, they used to apply roundtable strategy as their new strategy in learning writing skill. they also felt the advantages when they used the strategy, such as there was responsibility each group, the contribution idea in the group build, regulate emotional and the students got motivation to write and learn. the students also produced the narrative story easily. it is supported by kagan (1990, p. 21) roundtable create cooperative art and team building participation of all, so the students in produced narrative text make easier. those findings could be supported by the differences between the students’ pretest and posttest scores in experimental group from category poor to category good. nevertheless, there were some students could not reach the minimum criterion. it was because they did not focus and learn seriously during the treatment. second, the significant difference scores in both groups could be drawn from result of the pretest scores (before treatment) and post test scores (after treatment) got better narrative writing achievement progress. although, these two groups of students progressed, the progress of the students in control group was not as high as the progress of the students in experimental group. it was because the teacher also taught narrative writing which became the focus on the eighth grade classes. as a result, it could be interpreted that there was a significant difference on students’ writing scores between the students who were taught by roundtable strategy and those who were taught by teacher’s strategy. third, based on the result in the research, roundtable strategy was successfully applied to the eighth grade students of mts patra mandiri palembang. the researcher hope interpreted that the strategy for teaching narrative writing was appropriate to english foreign learners setting in indonesia. it was in line to beers (2003) who emphasizes that the struggling readers are faced whether native or students use english as a foreign language such as vietnam, or cambodia, russia or mexico, etc and roundtable was the solution. it was also supported by two previous studies adityawati (2014) and ambarawati (2013) that had proven the strategy enabled to apply to english foreign learners in indonesia. finally, this research revealed that there was a significant difference on students’ writing scores between the students who were taught by roundtable strategy and those who were taught by teacher’s strategy. it was because the benefits from the implementation of roundtable strategy. the benefits of this strategy were; they got more interested to learn english and they felt exited to write narrative text because this strategy provided the key concepts (keywords) or vocabularies for students to help them easier in composing narrative text. in addition, the pictures of roundtable strategy were given for make them in writing narrative easily. these statements are supported by barkley, cross and major (2005) who mention that roundtable strategy involved students to take turn responding to a prompt by writing one or two words before passing paper edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 64 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi along to others who do the same. therefore, the teacher of english can use roundtable strategy in teaching and learning process to improve the students’ english writing achievement. conclusion there are some conclusion of this research referred to the findings and interpretation presented in the previous chapter. first, based on the result of pretest to posttest, roundtable strategy significantly improved students’ writing narrative score to the eighth grade students of mts patra mandiri palembang. second, there was significant difference on students’ writing narrative score to the eighth grade students who were taught by using roundtable strategy and those who were taught by using strategy that usually used by the teacher of mts patra mandiri palembang. therefore, it can be inferred that the teaching writing in narrative text by using roundtable strategy can be considered as one of alternative strategy to be used. references algeo, j. (2010). the origins and development of the english language (6th ed): wads worth, city, state: public. asaro. k. (2008). the effect of planning instruction and self-regulation training on the writing performance of young writers with autism spectrum disorders. (unpublished dissertation) new york university, new york. ny. barkley, e, cross, k and major, c. 2005. collaborative learning techniques: a handbookforcollegefaculty,(online),(writingcenter.utk.edu/files/2012/04/round-tablesmall-group-writing, retrieved on february, 10th 2015). beers, kylene. (2003). when children can’t read. what teacher can do. portsmouth, uk: heinemann. brown, h. d. (2000). principles of language learning and teaching. san francisco, ca: academic press. coulmas, f. (2003). writing systems : an introduce to their linguistic analysis. new york, ny: cambridge university press. dietsch, b. m. (2006). reasoning and writing well (4th ed). new york, ny : mcgraw hill,inc. frankel, j r, norman e. w & hellen h. h. (2012). how to design and evaluate research in education. new york, ny: mcgraw-hill companies, inc. harmer, j. (2007). the practice of english language teaching (3th edition). cambridge, uk: longman, inc. heartland. (2006). strategies and tools for group processing. chicago: area education agency. heaton, j. b. (1988). writing english language tests. new york: longman,inc hedge, t. (2000). teaching and learning in the classroom. oxford, uk: oxford university press kagan, s. (1990). kagan cooperative learning. ca. langan, j. (2005). college writing skills with readings. (7th ed.). new york, ny: mcgraw hill. lie, anita. (2000). cooperative learning. jakarta: pt. grasindo. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 meyers, a. 2005. gateways to academic writing: effective sentences paragraph an essay. new york, ny: longman. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 65 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085 moore, k. d. (2005). effective instructional strategies from theory to practice. los angeles, ca: sage publication. tyrs. (1999). model pembelajaran round club atau keliling kelompok. retrieved from.https://tiestrysna.wordpress.com/2014/09/24/model-pembelajaran-round-club-ataukeliling-kelompok/ wardiman, a. (2008). english in focus for grade vii junior high school (smp/mts). jakarta: pusat perbukuan depdiknas. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 168 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning english at home: exploring indonesian efl students’ online learning experiences during the covid-19 pandemic dairabi kamil institut agama islam negeri kerinci, jambi, indonesia e-mail: drbkml@gmail.com abstract this study seeks to, first, explore indonesian efl students’ experiences in online learning during covid-19 pandemic; second, reveal how the online learning impacted on their learning of the four language skills; and third, enlist their preferred modes of learning in the aftermath of the pandemic. drawing on a qualitative design and phenomenological approach, the data were collected through online interviews with purposely selected 12 english department students of a state islamic university in indonesia and analyzed using thematic analysis technique. the findings showed that the majority of the students had unpleasant experiences in online learning due to internet access problems, lack of interaction, stress and demotivation, and difficulty in understanding the lesson. the online learning provided more opportunities for them to develop their reading, listening, and writing skills but significantly reduced the space for practicing speaking. most of the students preferred going back face-to-face classroom learning in the aftermath of the pandemic. few preferred a combination of offline and online learning. nevertheless, they acknowledged that online learning trained them to be a more independent learner, raised awareness of the use of technology for language learning, and offered a mode learning that was flexible, handy, rich of sources, and selectable to their learning needs. keywords: covid-19, efl, experience, indonesian, online learning manuscript submitted: june 1, 2022 manuscript revised: october 1, 2022 accepted for publication: december 1, 2022 mailto:drbkml@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 169 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction covid-19 pandemic impacted on many aspects of human life. education is one of those that were fundamentally affected. particularly, social distancing policies imposed in many countries to minimize the spread of the pandemic while keeping the education process running resulted in sudden implementation of online learning. a great number of studies have been conducted in many different parts of the world to explore students’ and teachers’ experiences in it. many came up with a list of problems experienced by both students and teachers. among the major problems shared across different contexts of study are unstable internet connection, lack of interaction, information technology incompetency, and psychological problems (van & thi, 2021; barrot, llenares & del rosaria,2021; heng & song 2021; bordoloi, das & das, 2021; aboagye, yawson, & appiah 2021; bacher-hicks, goodman, & mulhern, 2021; yulianti & mukminin, 2021). pertaining to the impact, indonesian education is no exception. since mid-2020, the government of the republic of indonesia has issued social distancing and movement restriction policies. the policies resulted in the closing of schools and universities and introduction of online learning with emergency curricula. studies on online learning in indonesia also reported similar problems outlined above (irawan, dwisona, & lestari, 2020; susilana, hutagalung, & sutisna, ). 2020; rulandari, 2020 despite the abundance of the studies, most of them, however, looked at the impacts of online learning on education in general. while, general accounts may be beneficial for an overall understanding of the phenomena, they could possibly overlook important specific variables that distinguish one context to another. therefore, exploring the issue in a particular context is as important as a general overview. however, so far, only few such studies are available. in the area of efl teaching and learning, the phenomenon of studies on the impact of online learning that were drawn in efl contexts but resulted in overarching reports is also common. so far, only few studies, i.e. has particularly explored how karataş and tuncer (2020), online learning impacted on efl students’ learning of the four language skills (reading, listening, speaking, and writing). the study reported that the participating turkish efl students perceived the lack of interaction in online significantly reduced the opportunity to practice and improve their english speaking skill. such a context specific phenomenon may be common across different online efl learning contexts, but seemed to have been overlooked. in the indonesian context, such a study is still absent. in light of the above mentioned scarcity, the present study seeks to answer the following research questions: 1. how do indonesian efl learners experience online learning during covid-19 pandemic? 2. how does online learning impact their english learning? 3. what are their preferred modes of learning in the aftermath of covid-19 pandemic? literature review this section presents some concepts central to online learning and online language learning as well as studies that have been conducted on it. the review presents the definition, types, and advantages and disadvantages of online learning, and then proceeds to online language learning and research on this type of language learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 170 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi definition of online learning online learning has been referred to with several terms, for example, virtual learning,elearning, online education, online instruction and distance learning. according to rogers, berg, boettcher, howard, ), those definitions were mostly “based on the delivery of justice and schenk (2009 materials over the internet rather than defining online learning from the learner’s perspective” (p.580). they argued that any conception of online learning should consist of two aspects: interaction and support. as such online learning, being conducted using the internet, must be interactive and supportive for different learners. drawing on these principles, the present study refers to online learning as an activity that “...involves the learner’s use of the internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience” ( ) ally, 2004a, p.17 types of online learning online learning takes several forms. but, they are mostly performed in two modes, i.e. synchronous and asynchronous. synchronous online learning refers to one that occurs simultaneously, while asynchronous online learning is one in which there is no need for either the teacher or the student to be simultaneously present at the same time ( ). in addition, bansal, 2021 online learning essentially replicates two general categories of education, i.e. formal and informal learning ( ). formal online learning is intentional and mainly characterized by stated carliner, 2004 learning objectives and seeks to achieve predetermined outcomes. learners’ achievements are assessed and the course designer has a great control over the learning. examples of this type of online learning are online classrooms and online courses. mostly, this type of online learning is synchronously conducted ( ). informal online learning, on the other hand, is carliner, 2004 characterized by its flexibility and selectability in providing learning for learners in terms of time, place, and method in an asynchronous manner. it has no predetermined objectives, and learners have the control over the learning and the outcomes they want to achieve. the forms of this type of online learning are knowledge management and performance support ( ). carliner, 2004 advantages and disadvantages of online learning just like other modes of learning, online learning comes with advantages and disadvantages. among the advantages are financial affordability, flexibility of scheduling, ease of resources sharing, adjustability to individual needs, self-discipline, and self-motivation ( ). the disadvantages zaki, 2022 include lack of interaction with teachers and other students,high possibility of connection problems, psychological and psychological health caused by lack of interaction and lack of movement for a long time, lack of teacher control, lack of motivation, and environmental disturbances ( ). zaki,2022 online language learning the growth of online language learning has been closely linked to the development of computer technology and the internet. the impetus for online language learning was the introduction of computers into language learning in the 1960s which was then termed as computer assisted language learning (call). suggests that the development of call warschauer (2000) can be divided into three stages which are characterized by the sophistication of the technology edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 171 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi used and pedagogical paradigm it was attached to. the first phase is termed behaviouristic call ( ) which was popular from 1970s to early 1980s. as the term implies, warschauer & healey, 1998 this mode of call drew on behavioristic view of language learning and contained grammar and drills presented in various computer tutorial systems. the second phase was called communicative call which was based on the principles of communicative approach. this mode of call stressed more on usage of the language than learning the forms. computer programs of this type of call facilitated learners’ creativity in generating and discovering genuine language both independently or in groups. the third phase is called integrative call. this type of call uses networked computers and incorporates the multimedia ( ) and, later, the internet. warschauer & healey, 1998 the evolution of integrative call, furthermore, made it possible for mass forms of online learning, including online language courses. the open university in the united kingdom, for example, started such a course in 1995 ( ). nowadays, online language learning hockly, 2015 comes in many forms, such as formal courses, virtual worlds, and language learning communities, of which language learners can suit their choice with their individual language learning needs. technologically, call has currently evolved into mobile assisted learning learning (mall) which provides a wider flexibility for language learners to learn from anywhere and at any time using their mobile gadgets. research on online efl learning during covid-19 pandemic since the outbreak of the pandemic in early 2020, a considerable number of studies on the impacts of online learning on students’ foreign language learning, especially in efl contexts, have been conducted and yielded mixed findings. for example, study by on saudi mahyoob (2020) arabian university efl learners showed that, due to technical and communication problems, the students were not satisfied with the progress they made with their english. university efl learners in kosovo ( ), vietnam ( ). however, study by rakaj, 2022 pham, luu, mai, thai, & ngo, 2022 jiang, reported that online learning brought positive effects on namaziandost, azizi, and razmi, (2022) iranian efl students’ motivation, anxiety, and attitude in efl learning. similar findings were also reported on chinese efl learners ( ). furthermore, zou, huang, ma, & qiu, 2021 thai and afgan respectively efl students in sukman and mhunkongdee (2021) and rahim and chandran (2021) indicated positive attitude toward online learning and preferred face-to-face classroom learning. in the indonesian context, studies on how online learning impacts efl students also showed mixed findings. for example, lengkanawati, wirza, and alicia (2021), nartiningrum and recorded similar nugroho (2020), atmojo and nugroho, a. (2020), and famularsih (2020) problems and preference for face-to-face classroom learning experienced and opted for by efl students in other parts of the world reported above. nonetheless, despite having the same problems, other indonesian efl students also showed positive attitudes toward and perceived online learning as a better alternative for face-to-face classroom learning (anwar, & wahid 2021; . pasaribu, & dewi, 2021) the mixed findings of studies reviewed in this subsection seem to suggest that, first, students’ experiences in online learning are, to some extent, context specific in nature. this is indicated by the fact that not all of the efl students were reported to have unpleasant experiences in online learning. second, the review also shows that most studies on the issue were focused on general online learning experience. this signifies the need to specifically explore how efl students experience learning english through online learning which is the objective of the present study. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 172 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology this study sought to explore the students’ experience in online learning during the covid19 pandemic and elicit their preferences of modes of learning for the pandemic aftermath. given these objectives, the present study draws on qualitative design and a phenomenological approach. this section details the setting, the participants, the data collection and data analysis techniques of the study. setting of the study this study was conducted at the english department of a state university in indonesia during the implementation of full online learning due to covid-19 pandemic. specifically, it took place in the second semester of the implementation of the online learning policy. as such, at the time of the study, the students had had more than two one-long experiences of online learning through several platforms, mainly zoom meeting, google meet, learning management system (lms) and whatsapp. the participants twelve students of the english department of various phases of their study trajectory, i.e. semester, voluntarily participated in the study. the recruitment of the participants was initiated by sending an invitation message for participation in the study through several student whatsapp groups. 25 students responded to the invitation and expressed their willingness to participate. considering the scope and delimitations of the study, and the representation of participants from across different semesters, 12 of them were selected as the participants of the study. they consisted of 5 male and 7 female students. before data collection, they were then sent a concern form to fill out and signed ensuring their voluntary participation and protection of their rights as participants of the study. in this report, the participants are denoted with codes. brief summary of their demographic information is presented in table 1. table 1. participants’ codes and demographic information no code gender semester 1 student 1 male 2 2 student 2 male 2 3 student 3 female 2 4 student 4 male 2 5 student 5 female 4 6 student 6 female 4 7 student 7 female 4 8 student 8 female 4 9 student 9 female 6 10 student 10 male 6 11 student 11 male 6 12 student 12 female 6 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 173 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection the data of the present study were collected through online semi-structured interviews with the participants using google meet online video conference application. the interviews were conducted individually on each of the twelve participants on a schedule that they agreed. the interview questions centered on their experience in online learning and their preferred mode of learning after covid-19, i.e. online, offline, or a combination of the two. on average the interviews lasted between fifteen to twenty minutes and were audio recorded. as a compensation for their participation that cost them some amount of internet data, with their permission, before the interviews the researcher topped up each of the participants’ internet data quota to the amount that was deemed sufficient for the interviews to be effectively conducted. data analysis the data obtained from the interviews were analyzed following the steps for thematic analysis techniques suggested by braun and clarke (2006). first, the audio records of the interviews were transcribed verbatim; second, the transcriptions were read for several time for the purposes of familiarization with the data while at the same time assigning initial codes for parts of the data that revealed the information sought in the study; third, data that had the same code were then collated; fourth, the potential themes for the collated codes were identified and data that were relevant to the themes were collated; fifth, the potential themes were checked for the extent to which they fit the entire data set which was then followed by generating a thematic map; seventh, the themes were reviewed and refined for a clearer ones; and sixth, a description for each of the themes were finally developed. trustworthiness to ensure the trustworthiness of the study, a member checking technique (creswell, 2005) was conducted. for this purpose, the participants were asked to evaluate the accuracy findings of the study in written form. this included the accuracy of the interpretations of the accounts from the interviews quoted in the research report and the representativeness of the themes. some revisions on the report were then made based on the participants’ feedback. findings this section presents the findings of the study organized following the order of the research questions. themes identified in the thematic data analysis and relevant interview excerpts are presented to describe the findings. the students’ experiences in online learning during covid-19 pandemic almost all the participants narrated their stressful and uncomfortable experiences in online learning. mainly, they highlighted their inability to fully understand the learning materials and online lectures. such an experience was shared by 9 out of the 12 participants. they associated the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 174 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi inability with the prevailing internet connection problems and the nature of online learning that limited their interaction with the lecture and their fellow students. student 1, 4, and 5, for example, described: “...learning material becomes quite difficult to understand...it is because students cannot interact directly with the lecturer. especially if the internet network is bad.” (student 1). “the drawback of course is that the learning process does not run well because it is more difficult to understand what lecturers mean in delivering material when the internet network is not good.” (student 4) “i found it a little difficult to understand online learning, because there were many obstacles at that time that could make students feel overwhelmed, one of which was an unstable internet network connection.”(student 5). two of the students also mentioned that they felt stressed with the problems they were having with online learning. they recalled that online learning that tended to results in more assignments while observing the outdoor activity restriction impacted on their mental condition. this, furthermore, also impacts on their psychological readiness for online learning. one of the students also described that learning from home, not having to go to classrooms, might put them at ease compared to that in normal situation. however, they also felt that the comfort of learning from home caused demotivation. “based on my personal experience when doing lectures online during covid-19, i felt the lack of passion for learning because i was too comfortable with the situation at home so i felt a little lazy when lectures took place.” (student 11) in addition, they felt that home is not a conducive place for learning. “the situation in my house which was never quiet always made it difficult for me to focus on the lesson explained by my lecturer because it was disturbed by the atmosphere behind my cellphone camera.” (student 7) “i don’t think i can learn better from home. there are so many distractions. i just cannot focus. let alone the connection problems.” (student 12) despite all the negative experiences they had in online learning, some of the students also recognized the positive aspects of it. they particularly highlighted the ease and flexibility that online learning offers. “but online learning it also makes it a little easier for us as students to submit assignments, by only sending them, such as via wa, google classroom and others.” (student 9) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 175 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “students can learn many things with their gadgets... better than what they get in the class. they can learn new things, for example from youtube. but it depends on how they use the technology.” (student 10) “if there were no covid-19, we would never really know and experience online learning. i would not know that there are actually so many online resources i can use to learn english.” (student 6) overall, the findings regarding the students’ experiences in online learning presented above can be categorized into two main themes. first, negative experiences that are related to the subtheme of the problems of internet access, lack of interaction, the problems of understanding the lessons, le learning stress and demotivation. second, positive experiences that evolve around the sub-themes of ease of assignment submission and flexibility of learning. the following figure depicts the themes and sub-themes. figure 1. themes and sub-themes in the students’ experiences in online learning how online learning impacts on the students’ english learning online learning not only impacts on the students’ learning in general, but also specifically on the students’ english learning. first they highlighted how the absence of face-to-face interaction significantly reduced the opportunity for them to practice english with their colleagues and impact on their learning of the four language skills, i.e. reading, listening, speaking, and writing. online learning exposed them more to listening and reading but limited their chance to speak english. “on campus i usually practice my english with my friends. now, i cannot. especially with speaking.” (student 10) “during online learning it’s hard to find friends to practice english with. i don’t think online learning experience negative experience positive experiences internet access ease of assignment problems submission lack of interaction flexibility of learning understanding the lesson problems stress and demotivation online learning experience negative experience positive experiences internet access ease of assignment problems submission lack of interaction flexibility of learning understanding the lesson problems stress and demotivation edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 176 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi my speaking improves a lot during online learning.” (student 9) “we do more listening and reading on online learning....some lectures send videos or ask us to watch youtube videos...materials to read. but i had to do it alone. of course, i can discuss them with my friends on whatsapp, but it’s different. we don’t speak english a lot. not like in offline learning.” (student 11). more challenging experiences were particularly shared by lower semester students, i.e. semester 2 and semester 4. this was due to the fact that they already had to do online learning since their first semester. the students experienced uncertainty, anxiety, and lack of confidence as the results of having to adapt to learning english online. “imagine, as a first semester student, with minimal knowledge of english i had to study it online. sometimes, i felt lost...whether i would make it or not....my english. let alone there are other subject that are not related to english that i had to take.”(student 2) “although i had already had online learning just before i finished my high school...but it was not about learning english. now, i am an english department student...i will be an englishteacher. i mean... can i really master english with online learning?” (student 3) “i felt very anxious...stressed the first time we had to do online learning. i never learned english that way before.yes...there are lecturers, but i cannot ask questions directly on things i don’t understand like in classrooms. i feel more unconfident with my english.” (student 6). nonetheless, few of the students also mentioned that online learning made them aware of the other ways to learn english and the need to be able to learn it independently. “when i decided to go to the english department i didn’t expect to learn it online. i wanted to learn it face-to-face from the lecturers. but during online learning when the lecturers showed us online resources we can learn english with, i realized what i have missed so far. to be frank, i rarely used my gadget for learning english before.” (student 7) “sure...in online learning i can’t depend on the lecturers. the time is limited. i can’t discuss a lot with my friends. so, i have to be able to study independently.” (student 8) it can be summarized that the students’ accounts on the impacts of online learning on their english learning centered on two themes (figure 2). first, the impacts the felt on their mastery of the four language skills which include the sub-themes of stress on reading and listening, reduced opportunity to practice speaking and low self-confident in learning english. second, accounts on how online learning showed them the potential of using technology to assist the in learning english and the need to embrace independent learning suggest changes in the conception of language learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 177 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2. themes and sub-themes on impacts of online learning on the students’ english learning the students’ preferred mode of learning in the aftermath of the covid-19 when asked whether they prefer to keep going on online learning, going back to classrooms for face-to-face lectures, or a combination of the first and the second, ten of the students confirmed their preference for the second mode of learning. their reasons centered on the issues of ease of understanding, efficiency, interaction, and learning responsibility. “face-to-face learning is more efficient and students understand better what the lecturers explains, they are also understood more quickly without obstacles, student and teacher interactions can take place better, and also reduces the burden on parents about internet quota.” (student 12) “with the face-to-face lecture students can interact with their friends and reduce boredoms or stress. in addition, students can directly practice and be guided by lecturers directly.” (student 8) “the face-to-face learning process requires us to come to campus, students will feel more responsible.” (student 2) the two students who preferred the combination between offline and online learning mode reflected on their views that learning can be successfully carried out through online media and lecturers were not the only resource for learning. they also suggested that online learning offers greater possibilities to suit learning with student’s needs. in my opinion covid-19 doesn’t make education hard to get. nowadays, technology and the internet are easier to get and use. teacher can teach the student with video conference like zoom, google meet and so on, the student can talk to each other and discuss about their class topic via group whatsapp and so many way to do it.” (student 10) impacts of online learning on the students’ english learning mastery of the four skills conception of language learning stressing on reading raising awareness on and listening the uses of technology reduced opportunity need for independent to practice speaking study skills low self-confidence in learning english edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 178 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “lecturers are not the only resources who should provide all materials. there are many websites and applications that provide thousands of worksheets, quizzes, videos, flash cards or online games to support online learning. students can select some online resources based on their needs and simply combine some media and materials to create interactive activity.” (student 5) figure 3. themes for reasons for preferred learning mode in the aftermath of covid-19 discussion the problem of access to the internet connection identified in the present study is shared by many other students in many parts of the world, particularly those who live in disadvantaged areas in term of technology infrastructures. studies by in vietnam; van and thi’s (2021) barrot, in the philippines, in cambodia, llenares and del rosaria (2021) heng and song (2021) bordoloi, and in ghana, for example, show that das and das (2021), aboagye,yawson, and appiah (2021) students living in such a such situation had unpleasant experiences in online learning. in fact, gaps in the intensity of participation in online learning between areas with good and limited internet access in relation to income and geographical position of education institutions were also apparent in a developed country such as the united states ( ). this bacher-hicks, goodman, & mulhern, 2021 concurrence further weights the vital role of infrastructure and facilities in online learning. the findings of present study on the students’ experience with the lack of interaction and lack of motivation in online learning concurred with in their survey of means and neisler (2021) 1.008 of u.s undergraduate students. they found that students of all backgrounds experienced such phenomena. similar findings were also identified among university students in turkey and nepal ( ). in addition to the lack of motivation, the (özüdoğru, 2021) khati & bhatta, 2020 participants of the present study also voiced that they were experiencing other psychological problems such as stress and anxiety. other researchers who also found the same problems in their participants suggest the psychological phenomena seemed to result from an accumulation of problems, such as those related to internet access ( ), and bacher-hicks, goodman, & mulhern, 2021 instant changes from face-to-face interactive learning to socially restricted and isolated online prefered modes of learning in the aftermath of covid-19 pandemic offline combination of offline and online ease of understanding availabililty of online sources of learning efficiency meeting student’s interaction needs learning responsibilty edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 179 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning ( ). drawing on this accumulation of problems, the present study’s garcia et al., 2012 participants’ difficulty to understand online lessons, despite their mentions of ease of assignment submission and flexibility of learning, was not unexpected. the participants of the present study perceived that the nature of online learning that led them more into reading and listening activities had, at the same time, reduced the opportunity for them to practice speaking. in addition, they were also experiencing low self-confidence to learn english. as argued in the introduction of this report, as far as the issue is concerned in the indonesian context, no similar previous studies have drawn attention to these phenomena. in the global context, so far, only have identified that their turkish efl karataş and tuncer (2020) learners perceived speaking as the skill that received the least advantage from online learning. such a scarcity might be due to the foci of other similar studies that were more on the general impacts of online learning. concerning the unpleasant experiences they went through in online learning, the majority of the students’ preference for going back to face-to-face mode of learning in the aftermath of covid-19 pandemic was expectable. the preference also reflected their disbelief on the effectiveness of online learning. however, apart from the issue of internet access and infrastructure, the reasons for their preference that centered on the notions of ease of understanding, efficiency, interaction, and learning responsibility seem to suggest their need for instructor’s direct guidance and support and their colleagues’ presence in learning. this highlights research findings that, in efl contexts, instructors are still the main source of learning and classrooms are the place where the students practice their english the most (jayusna, asih, & suhatmad, 2022; al bzour & smadi, ). nonetheless, preference for a combination of offline and online learning voiced by the two 2017 students and their accounts on how online learning changed their conceptions about language learning showed the students also saw the positive impacts of online learning. conclusion and implications the present study shows that the efl students had unpleasant experiences in online learning during covid-19 pandemic. their experiences were also shared by other students in general regardless of their majors. however, the study reveals that the students also experienced issues that specifically related to their status as efl students where lack of interaction both with lecturers and fellow students had limited the opportunity for them to develop their english speaking skills. furthermore, the unpleasant experiences had led the majority of them to prefer going back to faceto-face classroom learning in the aftermath of the pandemic. however, although small in number,a few of the students saw the positive impacts online learning had had on their perceptions of the role of lecturers and the importance of autonomous learning as well as how the practices of language learning could possibly be conducted online. based on the findings and the discussion, the followings are recommended: (1) although all of us do not expect a similar pandemic to happen in the future, it is still important for education authorities to improve infrastructure and facilities that support e-learning. efl teachers and students are also suggested to continuously improve and update their information technology literacy. the reason being is the fact the advance of technology suggests that online learning will be a significant part of education in the future. online learning experiences during covid-19 pandemic could serve as references for the improvements. 2. online learning technology that sufficiently edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 180 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi facilitates interactive speaking skill practices needs to be developed and, therefore, research on this issue is highly recommended. disclosure statement no potential conflict of interest was reported by the authors references aboagye, e., yawson, j. a., & appiah, k. n. (2021). covid-19 and e-learning: the challenges of students in tertiary institutions. social education research, 2(1). 1-8. https://doi.org/10.37256/ser.212021422. https://doi.org/10.37256/ser.212021422 al bzour, m. w., & smadi, o. (2017). the role of efl teachers in the jordanian schools. journal of al-quds open university for educational & psychological research & studies, 6(19), 26-43. https://platform.almanhal.com/files/articles/111485 anwar, i. w., & wahid, j. h. (2021). learners' perception on online learning implementation during covid-19 pandemic. journal of languages and language teaching, 9(2), 126-138. https://doi.org/10.33394/jollt.v9i2.3576 atmojo, a. e. p., & nugroho, a. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal, 13(1), 4976.https://doi.org/10.18326/rgt.v13i1.49-76 bacher-hicks, a., goodman, j., & mulhern, c. (2021). inequality in household adaptation to schooling shocks: covid-induced online learning engagement in real time. journal of public economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 bansal,v. (2021). virtual and classroom learning in higher education: a guide to effective online teaching. united arab emirates: bentham science publishers. barrot, j. s., llenares, i. i., & del rosario, l. s. (2021). students’ online learning challenges during the pandemic and how they cope with them: the case of the philippines. education and information technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x bordoloi, r., das, p., & das, k. (2021). perception towards online/blended learning at the time of covid-19 pandemic: an academic analytics in the indian context. asian association of open universities journal. https://www.emerald.com/insight/content/doi/10.1108/aaouj-09-20200079/full/html braun, v., & clarke, v. (2006). using thematic analysis in psychology. qualitative research in psychology, 3(2), 77-101. .https://doi.org/10.1191/1478088706qp063oa carliner, s. (2004). an overview of online learning. united states: hrd press. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). upper saddle river, nj: pearson famularsih, s. (2020). students’ experiences in using online learning applications due to covid-19 in english classroom. studies in learning and teaching, 1(2), 112-121. https://doi.org/10.46627/silet.v1i2.40 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 181 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi garcia, a., powell, g. b., arnold, d., ibarra, l., pietrucha, m., thorson, m. k., verhelle,a., wade, n.b., & webb, s. (2021, may). learned helplessness and mental health issues related to distance learning due to covid-19. in extended abstracts of the 2021 chi conference on human factors in computing systems (pp. 1-6). https://doi.org/10.1145/3411763.3451526 heng, k., & sol, k. (2021). online learning during covid-19: key challenges and suggestions to enhance effectiveness. cambodian journal of educational research, 1(1), 316.https://www.academia.edu/download/69318685/cjer_1_1_final.pdf#page=9 hockly, n. (2015). developments in online language learning. elt journal, 69(3), 308313.https://doi.org/10.1093/elt/ccv020 irawan, a. w., dwisona, d., & lestari, m. (2020). psychological impacts of students on online learning during the pandemic covid-19. konseli: jurnal bimbingan dan konseling (e-journal), 7(1), 53-60. https://doi.org/10.24042/kons.v7i1.6389 jayusna, s. r., asih, y. u., & suhatmady, b. (2022). depiction of role and power in efl teachers’ lesson plans. eduline: journal of education and learning innovation, 2(3), 242247. https://doi.org/10.35877/454ri.eduline1122 jiang, p., namaziandost, e., azizi, z., & razmi, m. h. (2022). exploring the effects of online learning on efl learners’ motivation, anxiety, and attitudes during the covid-19 pandemic: a focus on iran. current psychology, 1-15. https://doi.org/10.1007/s12144022-04013-x karataş, t. ö., & tuncer, h. (2020). sustaining language skills development of pre-service efl teachers despite the covid-19 interruption: a case of emergency distance education. sustainability, 12(19), 8188. https://doi.org/10.3390/su12198188 khati, k., & bhatta, k. (2020). challenges of online education during covid-19 pandemic in nepal. international journal of entrepreneurship and economic issues, 4(1), 45-49. https://doi.org/10.32674/ijeei.v4i1.45 lengkanawati, n. s., wirza, y., & alicia, d. (2021, january). efl learners’ view on online learning implementation during covid-19 outbreaks. in 4th sriwijaya university learning and education international conference (sule-ic 2020) (pp. 351-357). atlantis press. https://doi.org/10.2991/assehr.k.201230.130 mahyoob, m. (2020).challenges of e-learning during the covid-19 pandemic experienced by efl learners. arab world english journal, 11 (4) 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23 means, b., & neisler, j. (2021). teaching and learning in the time of covid: the student perspective. online learning, 25(1).8-27. https://doi.org/10.24059/olj.v25i1.2496 nartiningrum, n., & nugroho, a. (2020). online learning amidst global pandemic: efl students’ challenges, suggestions, and needed materials. english franca: academic journal of english language and education, 4(2), 115-140. http://dx.doi.org/10.29240/ef.v4i2.1494, özüdoğru, g. (2021). problems faced in distance education during covid-19 pandemic. participatory educational research, 8(4), 321-333. https://doi.org/ 10.17275/per.21.92.8.4 pasaribu, t. a., & dewi, n. (2021). indonesian efl students' voices on online learning during covid-19 through appraisal analysis. learn journal: language education and acquisition research network, 14(1), 399-426. https://files.eric.ed.gov/fulltext/ej1284575.pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 182 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pham, m. t., luu, t. t. u., mai, t. h. u., thai, t. t. t., & ngo, t. c. t. (2022). efl students’ challenges of online courses at van lang university during the covid-19 pandemic. international journal of tesol & education, 2(2), 1-26. https://doi.org/10.54855/ijte.22221 rahim, m. n., & chandran, s. s. c. (2021). investigating efl students’ perceptions on elearning paradigm-shift during covid-19 pandemic. elsya: journal of english language studies, 3(1), 56-66. https://doi.org/10.31849/elsya.v3i1.5949 rakaj, d.(2022). efl students’ perceptions of online learning during the covid-19 pandemic: a case study. international journal of educational management and innovation, 3(1), 23-29. https://doi.org/10.12928/ijemi.v3i1.4643 rogers, p. l., berg, g. a., boettcher, j. v., howard, c., justice, l., & schenk, k. d. (eds.). (2009). encyclopedia of distance learning. igi global. rulandari, n. (2020). the impact of the covid-19 pandemic on the world of education in indonesia. ilomata international journal of social science, 1(4), 242-250. https://doi.org/10.52728/ijss.v1i4.174 sukman, k., & mhunkongdee, t. (2021). thai efl learners’ voices on learning english online during the covid-19 pandemic. international journal of english language teaching, 9(2), 1-9. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3829077 susilana, r., hutagalung, f., & sutisna, m. r. (2020). students’ perceptions toward online learning in higher education in indonesia during covid-19 pandemic. elementary education online, 19(4), 9-19. https://doi.org/10.17051/ilkonline.2020.04.101 van, d. t. h., & thi, h. h. q. (2021). student barriers to prospects of online learning in vietnam in the context of covid-19 pandemic. turkish online journal of distance education, 22(3), 110-123.https://doi.org/10.17718/tojde.961824 warschauer, m. (2000). the death of cyberspace and the rebirth of call. english teachers’ journal 53, 61-67. retrieved from http://education.uci.edu/uploads/7/2/7/6/72769947/cyberspace.pdf warschauer, m., & healey, d. (1998). computers and language learning: an overview. language teaching, 31(2), 57-71. https://doi.org/10.1017/s0261444800012970 yulianti, k., & mukminin, a. (2021). teaching and learning during covid-19 pandemic: a qualitative study on elementary school teachers in indonesia. qualitative report, 26(12), 3900-3910. zaki, m. s. (2022). advantages and disadvantages of online learning. journal of international social research, 15(92).1-12. https://www.sosyalarastirmalar.com/articles/advantagesand-disadvantages-of-online-learning.pdf zou, b., huang, l., ma, w., & qiu, y. (2021). evaluation of the effectiveness of efl online teaching during the covid-19 pandemic. sage open, 11(4), 21582440211054491. https://doi.org/10.1177/2158244021105449 http://education.uci.edu/uploads/7/2/7/6/72769947/cyberspace.pdf https://doi.org/10.1017/s0261444800012970 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editor amirul mukminin, universitas jambi, indonesia assistant editors vahid nimechisalem , university putra malaysia, malaysia dedi rahman nur, widya gama mahakam university, east kalimantan, indonesia akhmad habibi, faculty of teacher training and education, universitas jambi, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://scholar.google.co.id/citations?hl=en&user=9-skib8aaaaj https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international editorial board prof. karim sadeghi, ph.d, urmia university, iran prof. stephen krashen, ph.d, university of western florida, usa prof. judit navracsics, ph.d, pannon egyetem, veszprem, hungary prof. erdogan bada, ph.d, hakkari university, turkey prof. florante p. ibarra, ph.d, central luzon state university, munoz, philippines prof. john sivell, ph.d, brock university, canada mohd faiz mohd yaakob, universiti utara malaysia, sintok, malaysia dr hassan soodmand afshar, university of hamedan, iran dr. ricky lam, hongkong baptist university, hongkong dr. jhon i. liontas, university of south florida, usa dr farah ghaderi, urmia university, iran mohd afifi bahurudin setambah, institut pendidikan guru, malaysia dr is'haaq akbarian, university of qom, iran hadiyanto, m.ed., ph.d, jambi university, jambi, indonesia yunisrina qismulla yusuf,m ling., ph.d, syiah kuala university, aceh, indonesia failasofah, phd. (scopus id: 57195244114), jambi university and university of pannonia, hungary dr. masbirorotni, (scopus id: 57204809540), jambi university, jambi, indonesia dr. umar fauzan, m.pd (scopus id: 57205097271), state islamic institute of samarinda, indonesia dr. dairabi kamil, m.pd, state islamic institute of kerinci, jambi, indonesia dr. dian erlina, s.pd., m.hum, (scopus id: 57168893300), universitas islam negeri raden fatah palembang, palembang, indonesia dr. siti rahma sari, iai nusantara, jambi, indonesia https://www.scopus.com/authid/detail.uri?authorid=54881358300 https://scholar.google.co.id/citations?hl=en&user=brdymc0aaaaj https://www.scopus.com/authid/detail.uri?authorid=57036826700 https://scholar.google.co.id/citations?user=b2vkscuaaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57193909163 https://www.scopus.com/authid/detail.uri?authorid=55288012100 https://www.scopus.com/authid/detail.uri?authorid=57203537360 https://scholar.google.co.id/citations?user=bxuz4yeaaaaj&hl=en http://educ.hkbu.edu.hk/?page_id=5788 http://educ.hkbu.edu.hk/?page_id=5788 https://www.usf.edu/education/faculty/faculty-profiles/john-liontas.aspx https://www.scopus.com/authid/detail.uri?authorid=55535409400 https://scholar.google.com/citations?user=baznvjqaaaaj&hl=en https://scholar.google.com/citations?user=z5hzkn0aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=55351138500 https://scholar.google.co.id/citations?hl=en&user=lgmkzc0aaaaj https://scholar.google.co.id/citations?user=f_cpy30aaaaj&hl=en https://scholar.google.co.id/citations?hl=en&user=mlcgwogaaaaj https://www.scopus.com/authid/detail.uri?authorid=57193135293 https://scholar.google.com/citations?user=txczia8aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57203321918 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: education in general, english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi indexing we are proud to announce that edukasi: jurnal pendidikan dan pengajaran is currently indexed by: the indonesian minister of research, technology and higher education, sinta 3 (science and technology index), delivers access to citations and expertise in indonesia, web-based research information system offering fast access, easy and comprehensive to measure the performance of researchers, institutions and journals in indonesia. sinta provides benchmarks and analysis, identification of research strength of each institution to develop collaborative partnerships, to analyze the trend of research and expert directories. doaj on 29 april 2018. doaj's mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language. doaj will work with editors, publishers and journal owners to help them understand the value of best practice publishing and standards and to apply those to their own operations. doaj is committed to being 100% independent and maintaining its primary services and metadata as free to use or reuse for everyone. google scholar provides a simple way to broadly search for scholarly literature. from one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. google scholar helps you find relevant work across the world of scholarly research. moraref (ministry of religious affairs' reference) in an academic portal under the initiative of the ministry of religious affairs of indonesia run by the association of journals, universities' publishers, and research centers under the administration of higher education division in the ministry. this portal is made with the aim at enhancing, facilitating digitalization and indexation of academic journals published by the institutions under the coordination of the ministry of religious affairs of indonesia. these journals focuses not only on islamic studies or religious studies, but also on other sciences or discipline related to these studies. https://doaj.org/toc/2580-5711?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22terms%22%3a%7b%22index.issn.exact%22%3a%5b%222580-5711%22%5d%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22size%22%3a100%2c%22_source%22%3a%7b%7d%7d edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 78-82 editorial 83-96 learning culture in islamic boarding schools: the exploratory and confirmatory factor analysis robin pratama, okky wulandari, robi hendra, siti amanah 97-105 problem-based learning, character education approach, and the impacts on the students’ entrepreneurial attitudes and critical thinking skills dewi maulinda 106-120 efl students’ digital literacy: barriers to development and effective web application programs annisa luthfia dayu rahmah, eryansyah eryansyah, sary silvhiany 121-135 course review horay, explanation, and critical thinking skills: their interaction effect on efl learners’ grammar competence mukminatus zuhriyah, maskhurin fajarina 136-146 teaching english to visually-impaired students: an analysis of teacher’s problems lenny marzulina, dian erlina, muhamad holandiyah, kasinyo harto, herizal herizal, rizqy dwi amrina, nopalia nopalia 147-161 students’ perceptions on the use of google classroom in writing activities: a case study adeliya lestari, manalulaili manalulaili, winny agustria riznanda 162-168 teaching speaking through story telling: the case of a junior high school yelia yelia, vera wahyuni, rachmawati rachmawati, dony efriza edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 169-180 measuring indonesian efl learners’ english vocabulary knowledge: a rasch analysis approach dairabi kamil 181-191 efl students' course content practices between conventional and blended learning hadiyanto edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the role of parents in online learning assistance for elementary school students azolla afifah kusuma wardani universitas muhammadiyah surakarta corresponding author: azollaakw@gmail.com ika candra sayekti universitas muhammadiyah surakarta abstract this research was aimed to explore the role of parents in online learning assistance, identify problems parents encounter, and find a solution. the method used in this research was descriptive qualitative method and case study design. data collection techniques were conducted by interview, observation, and documentation. the data validity of this research was a triangulation of sources and techniques. the research data analysis technique used interactive analysis; they were data reduction, data presentation, and drawing conclusions. the location of this research was conducted at public elementary school of 01 girilayu. the results of this study were: 1) most of the respondents' parents have carried out their roles as educators, mentors, motivators, and facilitators; 2) the problems faced by parents come from the parents themselves, students, and the environment; 3) most of the parents can overcome the existing problems, even though, a small number of parent respondents are indifferent to the existing problems. the implication could be concluded that the maximum role of parents in online learning assistance will make student learning at home fun and achieve the desired goals. keywords: elementary school, online learning, the role of parents manuscript submitted: dec 30, 2021 manuscript revised: march 29, 2022 accepted for publication: may 15, 2022 mailto:azollaakw@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction education describes human efforts to get a better life. one form of business that can be done to get a better life is by taking education at school. school is a formal educational institution that has the goal of increasing the knowledge and competence and attitudes of students to improve the current and future standard of living (irwandi et al., 2016). the existence of the covid-19 pandemic has brought changes to the current education system in indonesia. following with circular number 4 of 2020 concerning the implementation of education policies in the emergency period of the spread of covid-19, it is stated that: learning activities are carried out at home with an online learning system to prevent the spread of covid-19. the consequence of closing schools is that there is learning from home as per government policy so that it has an impact on the transformation of the learning system (arora & srinivasan, 2020). learning from home or often referred to as online learning or online or e-learning is a learning that uses internet technology with accessibility, flexibility, connectivity, and skills by providing distance between students to learn from anywhere and anytime to avoid crowds (yuliani et al., 2020; handarini & wulandari, 2020). for this reason, teachers as the frontline of education must be able to adapt to the changes in the education system above to achieve the true goals of education. teachers play an important role in assisting students in school because basically, students need teachers in the process of developing their potential and abilities. educators or teachers must have academic competencies and qualifications in carrying out their roles as learning agents, have a healthy body and spirit and have ability to achieve the goals and ideals of national education (amalia & sayekti, 2016). one of the competencies possessed by teachers is being able to adapt to current educational situations and conditions. strong coordination between teachers and parents can maximize the implementation of online learning. based on an initial survey with grade 1 teachers at public elementary school of 01 girilayu explained that there were problems in student learning activities during the pandemic, including poor internet network connections, students finding it difficult to learn, and assignments given by teachers were not completed on time. so that students need parental assistance in the implementation of online learning. this is in line with prasetyo & m.s., (2021) stated that the role of parents "inevitably" must participate in the real online learning process. parents have a very important role in educating children. parents are the most frequently met with children, thus, parental assistance is needed to coordinate with teachers when children study at home (epstein & becker, 2018). parents are required to be able to provide tutoring for children at home and carry out their role as substitute teachers at school, so, the role of parents in achieving online learning goals is currently very important. thus, that guidance and direction in the child's learning process at home is a manifestation of the function and role of parents. during learning at home, it was found that several obstacles resulted in less than optimal student learning outcomes. based on an initial survey with one of the parents of students at sd negeri 1 girilayu who works as a batik maker, it was found that parents have difficulty dividing time between work and accompanying their children to study which makes the parents were not optimal in implementing online learning from home. reinforced findings from purwanto et al., (2020) mention that during online learning teachers, students, and parents experienced difficulties during the learning process during the pandemic. the obstacle found such as the lack of mastery of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi technology, an increasing cost of data packages, and increase in work for parents in the process of mentoring their children's learning, and an increase in working hours for teachers because they have to communicate and work together with parents, teachers, and school principals. this is in line with wardani & ayriza (2021) describe some of the obstacles that parents encounter while accompanying children's learning from home, namely: the difficulty of parents in increasing children's learning interest, the lack of mastery of children's lessons by parents, less time in accompanying children because they have to work, low patience in learning assistance, the reach of internet facilities are still lacking, and the difficulty of parents in applying the device. based on the background of the problem above and until now there have been no research results on the role of parents in assisting students' online learning, especially at public elementary school of 01 girilayu. the purpose of this research is to describe the role of parents in online learning assistance, identify problems faced by parents, and find solutions. literature review the role of parents a role is something that is played or carried out (departemen pendidikan nasional, 2014). roles are defined as behaviors that are expected to be possessed by people who are domiciled in society (torang, 2013). meanwhile, parents are people who are older or older people. parents are the first and foremost educators for their children. it is said to be the first educator because children get education for the first time before children receive other education. it is said to be primary because it has a deep influence on the child's life later in life (abdullah, 2014). parents should educate their children. the role of parents is the methods used by parents that are closely related to the views of parents regarding the tasks that must be carried out in raising children (abdullah, 2014). the role of parents is very influential in the family to create emotional bonds with children, create a safe atmosphere at home so that the home is a place to return to, provide discipline and improve children's behavior, create good communication between family members (wahib, 2015). harjati (2013) explains that the role of parents in the family consists of an educator, motivator, a friend, supervisor, and counselor. based on the explanation above, it can be concluded that the role of parents is a function or part of the main task held by parents to carry out in educating their children. in this study, the role of parents is limited to the role of parents as educators, mentors, motivators, and facilitators when students learn at home. online learning the covid-19 pandemic is the first and foremost health crisis in the world. lately, the whole world is being shocked by the emergence of a pandemic outbreak caused by a virus known as covid-19 (corona virus diseases). this virus initially began in wuhan, china, and spread to various parts of the world. so that on march 11, 2020, who declared the covid-19 outbreak a global pandemic? impact the spread of covid-19 in indonesia continued to increase until the government issued circular letter number 4 of 2020. based on the circular, it was stated that: that learning activities are carried out at home with an online learning system. online learning is an alternative provided by the government so that the learning objectives set by the school can still be carried out edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi even though learning activities are carried out from home. even learning carried out in elementary school during the pandemic uses online learning through parental guidance. online learning is learning that utilizes networks for interaction, reading, and writing which are carried out at the same time but in different spaces with the help of various technologies and multimedia (sanjaya, 2020). the characteristics of online learning are allows students to learn without having to go to the classroom, and learning can be scheduled according to an agreement between the instructor and students, or students can determine the desired study time for themselves (mahnun, 2018). the covid-19 condition that continues to improve makes an indirect impact on parents who can always accompany their children's learning, especially for elementary school-aged children. in practice, online learning has many complaints from students, parents, and teachers. some of the obstacles that parents experience while accompanying children to learn from home, namely: lack understanding of the material by parents, parents' difficulties in fostering children's interest in learning, not having enough time to accompany children because they have to work. , parents are impatient in accompanying children while studying at home, parents' difficulties in operating gadgets, and obstacles related to internet service coverage (wardani & ayriza, 2021). therefore, efforts must be made to minimize the obstacles faced by parents in assisting children to learn from home, so that online learning can run optimally. the role of parents in online learning assistance there are four roles of parents in mentoring distance learning models (efendi, 2020). the first role is educator, parents as educators in distance learning can be understood as mentors and teachers for their children during the pandemic. as mentors/teachers in learning at home, parents must understand the characteristics of their children, children's learning styles, and learning strategies that make it easier for children to understand the material being taught, besides that parents need to develop cognitive, social, and skill aspects. there are three learning styles of children, namely visual where the learning model is by showing or visualizing, audio, namely the child prefers to use the sense of hearing to learn, and kinesthetic is a learning model with movement (bobby in mulia, 2019). the second role is a motivator; parents can provide continuous motivation in distance learning. motivation can arise with rewards, a conducive learning environment and interesting activities. the third role is a facilitator; parents must provide facilities or conveniences for their children in distance learning, such as providing necessities or equipment that supports learning such as preparing a comfortable learning place, adequate learning equipment (hp/computer, internet network, books, and writing utensils). parents must be able to present various learning resources that support learning such as textbooks, magazines, newspapers, youtube, or videos from teachers. the fourth role is an inspiration, parents at home being a model for their children who can be nurtured and imitated. parents can be the originator of creative and innovative ideas that can be done by children. through parents, children can learn how to speak, act and do their daily lives at home. therefore, the explanation of the role of parents above, in this study the role of parents is limited as an educators, mentors, motivators, and facilitators when mentoring students' online learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design, site, and respondents this research used a descriptive qualitative approach. descriptive qualitative research is research that is focused on describing and analyzing phenomena, events, social activities, behavior, beliefs, understandings, and views of a person individually or in groups (sukmadinata, 2012). this study used descriptive qualitative research to find the widest possible data with online research efforts, followed by collecting the data obtained, compiling, classifying, and interpreting the meaning of the data related to the role of parents in mentoring students' online learning. thus, the general objectives of this study can be achieved. the research design used in this research is a case study. the case study was defined as a type of approach in research that examines one case and is carried out intensively, in-depth, in detail and comprehensively (sutama, 2019). the reason for using this design is we want to know, describe, analyze, and identify the form of the role of parents in mentoring online learning for students, especially in elementary schools during the covid-19 period. the location of this research was girilayu village which was located in the school and the house of the respondent who attends in public elementary school of 01 girilayu. the research respondents consist of students' parents or guardians as the first informant, teacher as the second informant, and students as the third informant. data collection and analysis data collection techniques were carried out by interview, observation, and documentation. the interview is a data collection technique by asking questions to respondents and recording respondents’ answers (mahmud, 2011). in-depth interviews were conducted with all research sources. this interview was conducted to obtain more in-depth information about the form of the role of parents in assisting children's online learning from home during the pandemic that has been carried out by parents, identifying problems encountered by parents, and finding solutions in the online learning mentoring process. observations are carried out to control and check how far the results of the interviews were following the facts. documentation is carried out to provide strong evidence of the research findings. test the validity of research data used triangulation of sources and techniques. triangulation in credibility testing can be interpreted as checking data from various sources in various ways and at various times (sutama, 2019). the triangulation of sources in this study was data from parents of students, teacher of grade 1, and grade 1 students of public elementary school of 01 girilayu. while triangulation techniques used in this study are interviews, observation, and documentation. the data analysis technique used interactive analysis from miles & huberman in sutama (2019) these include: a) data reduction, which is derived from raw data collected and then reduced by researchers, b) the stage of presenting data, researchers do it in the form of a narrative text, which is then adjusted to the research results with relevant theories and research, and c) drawing conclusions, namely looking for the meaning of the data collected as the research findings according to the research topic. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi findings based on the data collection that we conducted at public elementary school of 01 girilayu related the role of parents in online learning assistance for grade 1 students during the pandemic. the findings showed that the online learning that has been carried out has used whatsapp application on the device as a learning tool based on the results of interviews with two informants who stated: "the online learning system in this school is carried out without direct face-to-face meetings between teachers and students, ms. in line with one informant who stated that: "electronic learning facilities for children using an android phones with the whatsapp group application". reinforced again with a statement from informant three who stated that: "learning is no longer done at school, but using handphone with the whatsapp group application". thus, the research findings at public elementary school of 01 girilayu could be concluded that online learning is carried out using android phone with the whatsapp group application as a learning tool because it is more universal and simple to use than other applications. in addition, most parents carried out their duties as a companion for online learning for students. research at public elementary school of 01 girilayu showed that there are 4 forms of parental roles when students learn from home, including parents as educators, mentors, motivators, and facilitators. the role as an educator showed in understanding children's characteristics, children's learning styles, and children's learning strategies, instilling positive behavior, maintaining and ensuring children to implement a clean and healthy life as well as being a role model for children. the role as a mentor showed in assisting to children when experiencing difficulties, guiding children in learning, and assisting children in doing school assignments. the role as a motivator showed in giving encouragement/motivation to children to learn, giving rewards when children succeed in learning, and giving punishment when children get unsatisfactory results. the role as a facilitator showed in providing good learning facilities for children, providing learning resources, creating a comfortable environment for children, and facilitating joint activities while at home. there were problems and solutions or efforts made by parents when accompanying children to study at home that makes children can learn optimally. there were three indicators problems faced by parents when carrying out their roles, they are: 1) problems from the parents themselves, namely time constraints, lack of parental patience, lack of parental understanding of the subject matter, lack of knowledge of children's character and learning styles, and availability limited gadgets; 2) the problems of the students are the lack of focus and enthusiasm for learning and always want to play; 3) problems from the environment are signal/network constraints and wasteful internet quota. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on findings in the field, efforts that can be carried out are always patient with children's behavior, understanding character, giving advice and understanding to children, understanding subject matter, inviting children to discuss, and consulting with teacher, taking children to tutoring centers, not getting bored to continue motivating in persuading children to learn, providing the best facilities for children, temporary cellphones are used to take turns while the children are studying and waiting for the internet network to improve. the findings of the research on the role of parents in online learning assistance at public elementary school of 01 girilayu will be presented in diagram 1. diagram 1. results of research on the role of parents in online learning at public elementary school of 01 girilayu discussion edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi forms of the role of parents in online learning assistance for grade 1 students during the pandemic period at public elementary school of 01 girilayu based on the research findings, it was illustrated that online learning at public elementary school of 01 girilayu used the whatsapp application on the device as a learning tool because more universal and simpler in use than other applications. in line with the results of research from prasetyo & m.s., (2021) showed that the online learning process by elementary school teachers in bogor uses whatsapp as the teacher's main online learning application. the advantage of online learning using whatsapp group made parents accompanied their children to study so that the relationship between parents and children is closer (dewi & laelasari, 2020). however, according to daheri et al., (2020), the whatsapp group application is less effective for online learning. therefore, efforts that can be made by teachers, parents, and students can re-evaluate the use of the application. thus, it could be maximized by using other applications to support more effective learning activities. in diagram 1 the results of the research on the role of parents in online learning at public elementary school of 01 girilayu showed that there are 4 indicators of the role of parental assistance, namely as educators, mentors, motivators, and facilitators. first, as an educator, parents are expected to be able to understand the character and learning style of children and know the right learning strategies for children. this was in line with mulia (2019) revealed that learning will be more effective and efficient if you understand the character and learning style of children or students. similar things from wardani & ayriza (2021) who stated that knowing and providing appropriate learning strategies for students will be able to encourage improving their learning outcomes. therefore, it was hoped that parents knowing the character, learning style, and strategies of children in learning can maximize their learning outcomes. respondents' parents have instilled positive behavior and provided religious education to children, such as instilling disciplined and consistent behavior, obeying non-formal rules made by parents, reminding prayer times, studying, and involving children for tpa/recitation in the local environment. this statement was reinforced by wardani & ayriza (2021) which said that as an educator, parents can provide discipline and improve children's behavior, religious and moral values, encourage children to participate in positive activities. in addition, the respondent's parents also instilled in the students themselves to get used to living healthy and clean. for example, following health protocols, they were washing hands with soap, keeping a distance and using a mask every time you leave the house. this statement was the same as safitri & harun (2021) showed that implementing a clean and healthy life for children can be done through regular exercise and adequate rest, providing them with nutritious food, and adhering to health protocols when leaving the house. research findings also described parents as role models or role models for children. for example, parents exemplify discipline, study on time, pray five times a day, be polite, and can show empathy to others. this was in line with rakhmawati (2015) which said that children will imitate the behavior habits and attitudes of parents shown to children, both positive and negative which parents do repeatedly. this was reinforced by kurniati et al., (2021) who stated that parents are models or living examples for their children, so that the dominant activity of children in the house, children will always see the role model of the parents. second, the role of parents in accompanying online learning is to be a mentor, such as edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reading material that is not understood, writing down, and explaining according to the ability of parents. this was in line with umar (2015); winarti (2020) parents are expected to always guide learning continuously for their children. efforts to assist children in doing school assignments can be done in various ways, including helping children when learning difficulties, helping the learning process, and even exploring learning through online tutorials (kurniati et al., 2021). parents were also supervisors of children's learning activities by measuring how much children understand the subject matter. if the child did not understand the lesson, then the actions given by the parents are playing the learning video, re-explaining the material, and re-evaluating the tasks the child is doing. this finding was in line with yulianingsih et al., (2021) stated that parents also have a role as supervisors during online learning. the findings were also reinforced by wardhani & krisnani (2020) parental supervision during the online learning process is very important to achieve satisfactory learning outcomes. so, parents could provide supervision and attention to their children before, during learning, and after learning. third, providing motivation or encouragement to learn for children cannot be separated from the role of parents both during offline and online learning. but, the role of parents as motivators during online learning will be higher than when children study at school. this was in line with lilawati (2020); rumbewas et al., (2018) stated that parents are expected to always motivate and encourage children's learning, and be able to divide study time, and parents must provide motivation for children to do assignments at home so that the work is maximized. the form of giving parental motivation to children for the spirit of learning can be through the provision of rewards or prizes. this finding was in line with nurhasanah (2020); wahidin (2019) which stated that parents can provide continuous support such as giving gifts, creating a comfortable learning environment, and activities that attracted children's interest in learning. parents also give warnings and punishments when children's learning outcomes are not satisfactory, such as reducing pocket money, and confiscation of cellphones for a certain period. this finding was in line with wahidin (2019); mannan & rahman (2020); abdillah (2020) who stated that punishment is an alternative to open children's enthusiasm for learning during a pandemic. so it could be said that punishment or punishment can improve the learning outcomes of children or students during parental assistance in the online learning process of the current pandemic. fourth, as a facilitator, they tried to provide various facilities to support children's learning programs, including stationery, worksheets, theme book packages, and electronic devices used to access the internet such as cellphones, laptops, etc. this was in line with umar (2015) which mentioned that the role of parents, namely providing adequate children's learning facilities to support learning outcomes. similar things from iftitah & anawaty (2020); anggraeni et al., (2021) concluded that the role of parents as facilitators during online learning is that parents assist to children, bridge the interaction between children and teachers, and provide online learning support facilities. parents also have a responsibility to create a conducive home environment so that children can learn comfortably. this is also in line with raraswati (in kurniati et al., 2021) revealed that one of the roles or parents is to create comfortable learning conditions for children to study at home, instill good morals, and improve children's learning outcomes. in addition, parents and children can do activities together such as cleaning the house, studying together, telling stories, doing assignments and playing together while at home. this finding is also reinforced by kurniati et al., (2021) said that the fun activities that parents do with their children can keep their children's interest and mood in learning while at home. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi problems encountered by parents in assisting online learning for grade 1 students during a pandemic at public elementary school of 01 girilayu in diagram 1, the research findings showed that there were three problematic indicators that parents encounter in assisting children's online learning. first, problems that came from the parents themselves, such as the lack of time to accompany children to study. this was in line with wardani & ayriza (2021) showed that the demands of having to work so that they do not have enough time to guide children to learn. in addition, the lack of patience of parents in accompanying children to study makes the role of parents as online learning companions not maximized. children who tend to be active and unruly require a higher level of parental patience. this was in line with primasari & zulela (2021) which showed that parents become more saturated, emotional, and irritable when accompanying children to learn. so that by understanding the characteristics and learning styles of children beforehand, parents could condition the child's mood in participating in online learning. furthermore, parents' lack of understanding of the subject matter became an obstacle in assisting children in learning. the breadth of understanding of children's learning materials by parents would help the implementation of the child's online learning. this was in line with anggraeni et al., (2021); irma et al., (2019) who stated that the lack of understanding of parents' material results in nonoptimal education at home. so as a form of parental effort in dealing with these problems, namely by looking for other learning resources such as using google or asking the teacher. lack of knowing the character and learning style of children also affected the weakness of growing children's interest in learning. this was related to the good or bad mood of the child in participating in learning at that time. this finding was reinforced by wardani & ayriza (2021); mulia (2019) which stated that the teaching and learning process will be effective and efficient if parents understand the character and learning style of children or students. another problem that parents felt in assisting their children to learn online is the limited number of gadgets. not a few parents have not provided a personal cellphone for their children because still underage, even for school purposes. this caused the cellphones owned by parents to be used together or interchangeably for children's online learning. similar to prasetyaningtyas (2020) who stated that the existence of an online learning policy causes the use of android cellphones to become the main media for learning and the emergence of new learning obstacles due to the limited number of cellphones for children. for this reason, parents are expected to be wiser in making decisions that are tailored to the needs of children in online learning. the second problem came from students, including lack of focus and enthusiasm for learning. the level of focus and enthusiasm for learning for each student was different. this relates to being aware and independent of children in understanding the importance of learning. this was in line with wardani & ayriza (2021) stated that growing and creating children's interest in learning is an important role in carrying out learning activities, especially at home. here, parents can play an active role in growing awareness and independence of children's learning from within. in addition, the feeling of children who always want to play is also an obstacle for parents in accompanying online learning. the most dominant factor in this problem is the psychological condition of children who feel bored and bored when they are at home. this finding is also reinforced by prasetyaningtyas (2020); wardani & ayriza (2021) said that the cause of the decline in children's enthusiasm for learning is feeling bored and thus reducing children's interest in learning. the third problem came from the environment, namely signal or network constraints. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi online learning policies cannot be separated from the network conditions around the students' homes. this was in line with wardani & ayriza (2021); rigianti (2020) stated that the obstacle in online learning is the lack of internet service coverage. looking back on policies from other countries, namely the chinese government has established and developed several national projects to prepare online learning infrastructure in schools and create school projects or online formal education wang et al., (2009). for this reason, it is hoped that the government can immediately act in overcoming network problems for online learning. another problem that parents encounter in their efforts to assist children in online learning is the waste of quota/internet. without a quota or internet, cell phones cannot be used to support students' online learning. this was in line with daheri et al., (2020); anggraeni et al., (2021) who showed that online learning requires a large internet quota and must be stable so that learning can run smoothly. reiterating that parents have an obligation as facilitators, they are required to provide a sufficient quota for children to learn online. this finding is also reinforced by wardhani & krisnani (2020) stated that to carry out online schooling which is not known for sure how long, parents should provide a stable and sufficient internet quota, or even subscribe to a wifi network even though it is not cheap so that the online learning process can be carried out by their children smoothly. efforts to overcome problems in online learning assistance for grade 1 students during a pandemic period at public elementary school of 01 girilayu in diagram 1, the research findings showed that there are several efforts to overcome the problems of assisting children's online learning. first, parents as educators, namely parents are always patient with their behavior that is not stable or fast-changing. this was in line with lilawati (2020) who stated that impatience is an error in educating children, and until now not a few parents are impatient to educate their children, this is very concerning because one of the responsibilities of parents is to shape, direct, educate, and guide children fully love and patience. parents also always try to understand the character, learning style, and learning strategies of their children. this finding is reinforced by mulia (2019) which revealed that the effectiveness and efficiency of learning will increase if parents understand the character and learning style of children or students. in addition, parents can also provide direction or advice and understanding to children regarding the importance of learning. it would be nice for parents not only to tell their children to study who don't know what learning is for, but parents can instill in their children how important it is to study and go to school even from home. this finding is reinforced by wardani & ayriza (2021) who stated that fostering interest in learning in children plays an important role in carrying out learning activities or activities, especially studying at home. second, parents as mentors, namely parents can try to understand the child's subject matter as well as possible. this was in line with irma et al., (2019) who stated that the lack of understanding of learning materials by parents causes non-optimal education at home. so as a form of parental effort in dealing with these problems, namely by understanding the child's subject matter first, looking for other learning sources such as using google or asking the teacher. another effort to deal with parental problems when accompanying children to learn online is to invite children to discuss. this finding was reinforced by kurniati et al., (2021) who stated that through interaction, parents can understand the child's preferences, parents can also voice their intentions and desires and encouragement to the child. so that with this communication, children can be more open to their parents, or parents are also more open to their children. furthermore, the efforts made by parents in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi maximizing their role as mentors for children when learning online are consulting with the homeroom teacher/teacher. parents and teachers are important agents in the success of children's growth and development during the pandemic through a collaborative learning process at home (khadilkar et al., 2020). parents also take their children to tutor or private lessons at home. this finding is reinforced by toresano (2020); wardhani & krisnani (2020) shows that online learning requires cooperation between parents and their children, when parents are less than optimal in accompanying children to study, they will include children in tutoring or can bring private teachers to their homes. so that by involving children in tutoring or calling private lessons at home, the assistance of children when studying is not lacking. third, parents as motivators, namely most parents have tried to provide full motivation in persuading children to learn, and a small proportion just let it go when children are reluctant to learn. this was in line with rumbewas et al., (2018) who stated that parents can always encourage to learn and divided study time, and parents must provide motivation for children to do assignments at home so that the work was maximized. in addition, research findings show that there are a small number of parents who let their children be lazy to study. this shows that the self-awareness of parents to always motivate children is somewhat lacking. one effort that can be done is as a teacher/school party to encourage and advise parents to continue to provide encouragement or motivation for children to continue learning by utilizing social media such as whatsapp video calls, google meet, and zoom. the importance of teacher coordination with parents would also have an impact on the implementation of online learning. this finding is reinforced by wardhani & krisnani (2020) stated that coordination or cooperation between teachers and parents is very important to avoid misunderstandings in providing the best education. so hopefully with good coordination between teachers and parents can make parents aware that giving encouragement and motivation to learn is very necessary for their children. fourth, parents as facilitators. efforts that could be made by parents when there were limitations on gadgets or android cellphones in facilitating children's online learning are using cellphones interchangeably. a similar thing by prasetyaningtyas (2020) stated that the existence of an online learning policy caused the use of android mobile devices to become the main media for learning and the emergence of new learning obstacles due to the limited number of cellphones for children. parents could also gave personal cellphones to their children, where their use remained under parental supervision. so that children can be more flexible in updating learning resources through these media, both from e-books, google, videos, and others. in addition, regarding network constraints when learning online, which can be overcome by providing wifi at home. this finding is reinforced by daheri et al., (2020); wardhani & krisnani (2020) stated that to carry out online schooling, which is not known for certain for how long, parents should provide a stable and sufficient internet quota, or even subscribe to a wifi network even though it is not cheap so that the online learning process can be carried out by their children well. conclusion and recommendations based on the explanation above, research on the role of parents in assisting students' online learning during the pandemic can be concluded that most parent respondents have carried out their roles as educators, mentors, motivators, and facilitators. the problems faced by parents came from the parents themselves, students, and the environment. efforts that can be carried out are always edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi patient with children's behavior, understanding character, giving advice and understanding to children, understanding subject matter, inviting children to discuss, and consulting with teacher, taking children to tutoring centers, not getting bored to continue motivating in persuading children to learn, providing the best facilities for children, temporary cellphones that used to take turns while the children are studying, and waiting for the internet network to improve. the limitation of this research is we did not use a large number of research subjects and the result of the documentation are not maximized due to the impact of the pandemic. the implication for students is in the maximum role of parents to accompany the learning process, they will be able to create a pleasant learning atmosphere so that they can achieve the desired academic achievement. parents are expected to provide good assistance and provide motivation to students then makes learning takes place as expected. suggestion for school principals should be able to provide socialization about the importance of the role of parents as a companion for children's online learning through whatsapp video calls, google meet, zoom, or other social media. for parents, they should be able to consult with the teacher and are expected to guide children according to their needs and provide the best facilities in the implementation of online learning. for teachers to be able to provide interesting and fun learning innovations. suggestions for further researchers if they want to do relevant research to continue and develop research using research subjects in greater numbers, expand the object of research, and explore widely research documentation to strengthen research data. acknowledgment we say thanks to the principal, class teachers, parents, and students at public elementary school of 01 girilayu who have contributed to the smooth implementation of the research. we would also like to thank mrs. ika candra sayekti, s.pd., m.pd as a research supervisor who has provided direction, motivation, guidance, and advice in completing the research. references abdillah, r. h. (2020). efektivitas bion (bintang online) dalam meningkatkan motivasi belajar siswa pada masa pandemi covid 19 di kelas v sdn 1 ngembel. jurnal pendidikan dasar nusantara, 6(1), 184–198. https://ojs.unpkediri.ac.id/index.php/pgsd/article/view/14674 abdullah, f. (2014). psikologi agama. palembang: noer fikri offset. amalia, t. f., & sayekti, i. c. (2016). pengembangan program pendidikan di sd islam internasional al-abidin surakarta dalam menghadapi mea. profesi pendidikan dasar, 3(1), 51–57. https://journals.ums.ac.id/index.php/ppd/article/view/2423 anggraeni, r. n., fakhriyah, f., & ahsin, m. n. (2021). peran orang tua sebagai fasilitator anak dalam proses pembelajaran online di rumah. jurnal ilmiah pendidikan dasar, 8(2), 105–117. http://jurnal.unissula.ac.id/index.php/pendas/article/view/15464 arora, a. k., & srinivasan, r. (2020). impact of pandemic covid-19 on the teaching–learning process: a study of higher education teachers. prabandhan: indian journal of management, 13(4), 43–56. http://indianjournalofmanagement.com/index.php/pijom/article/view/151825 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi daheri, m., juliana, j., deriwanto, d., & amda, a. d. (2020). efektifitas whatsapp sebagai media belajar daring. jurnal basicedu, 4(4), 775–783. https://jbasic.org/index.php/basicedu/article/view/445 departemen pendidikan nasional. (2014). kamus besar bahasa indonesia edisi keempat. jakarta: pt. gramedia pustaka utama. dewi, n. p., & laelasari, i. (2020). penerapan pembelajaran daring berbasis whatsapp group untuk siswa madrasah ibtidaiyyah di tengah pandemi covid-19. jurnal penelitian, 14(2), 249– 268. https://journal.iainkudus.ac.id/index.php/jurnalpenelitian/article/view/8447 efendi, d. (2020). peran orang tua dalam pembelajaran model distance learning di sekolah dasar kota jayapura. al-madrasah: jurnal pendidikan madrasah ibtidaiyah, 5(1), 54–66. https://jurnal.stiq-amuntai.ac.id/index.php/al-madrasah/article/view/400 epstein, j. l., & becker, h. j. (2018). teachers’ reported practices of parent involvement: problems and possibilities. in school, family, and community partnerships, student economy edition: preparing educators and improving schools (vol. 83, issue 2). https://www.journals.uchicago.edu/doi/abs/10.1086/461298?journalcode=esj handarini, o. i., & wulandari, s. s. (2020). pembelajaran daring sebagai upaya study from home (sfh) selama pandemi covid 19. jurnal pendidikan administrasi perkantoran (jpap), 8(1), 496– 503. https://journal.unesa.ac.id/index.php/jpap/article/view/8503 harjati. (2013). peran orang tua dalam kepribadian anak. jakarta: permata pustaka. iftitah, s. l., & anawaty, m. f. (2020). peran orang tua dalam mendampingi anak di rumah selama pandemi covid-19. journal of childhood education, 4(2), 71–81. https://journalfai.unisla.ac.id/index.php/jce/article/view/256 irma, c. n., nisa, k., & sururiyah, s. k. (2019). keterlibatan orang tua dalam pendidikan anak usia dini di tk masyithoh 1 purworejo. jurnal obsesi : jurnal pendidikan anak usia dini, 3(1), 214–224. https://obsesi.or.id/index.php/obsesi/article/view/152 irwandi, s., ufatin, n., & sultoni. (2016). peran sekolah dalam menumbuhkembangkan perilaku hidup sehat pada siswa sekolah dasar (studi multi situs di sd negeri 6 mataram dan sd negeri 41 mataram kota mataram nusa tenggara barat). jurnal pendidikan: teori, penelitian, dan pembagunan, 1(3), 492–498. http://journal.um.ac.id/index.php/jptpp/article/view/6178 khadilkar, h., ganu, t., & seetharam, d. p. (2020). optimising lockdown policies for epidemic control using reinforcement learning. transactions of the indian national academy of engineering, 5(2), 129–132. https://link.springer.com/article/10.1007/s41403-020-00129-3 kurniati, e., alfaeni, d. k. n., & andriani, f. (2021). analisis peran orang tua dalam mendampingi anak di masa pandemi covid-19. jurnal obsesi: jurnal pendidikan anak usia dini, 5(1), 241–256. https://obsesi.or.id/index.php/obsesi/article/view/541/pdf lilawati, a. (2020). peran orang tua dalam mendukung kegiatan pembelajaran di rumah pada masa pandemi. jurnal obsesi : jurnal pendidikan anak usia dini, 5(1), 549–558. https://obsesi.or.id/index.php/obsesi/article/view/630 mahmud. (2011). metode penelitian pendidikan. bandung: cv pustaka setia. mahnun, n. (2018). implementasi pembelajaran online dan optimalisasi pengelolaan pembelajaran berbasis online di perguruan tinggi islam dalam mewujudkan world class university. ijiem: kajian teori dan hasil penelitian pendidikan, 1(1), 29–36. http://ejournal.uinsuska.ac.id/index.php/ijiem/article/download/5240/3088 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mannan, a., & rahman, a. (2020). penerapan reward and punishment dalam meningkatkan semangat belajar siswa di sdi-terpadu al-azhar kelurahan kowel kecamatan pamekasan kabupaten pamekasan. mubtadi: jurnal pendidikan ibtidaiyah, 2(1), 36–50. http://ejournal.iainmadura.ac.id/index.php/ibtida/article/view/3532 mulia, h. r. (2019). pembelajaran berbasis multimedia: dalam memahami keberagaman gaya belajar anak. jurnal penjaminan mutu, 5(2), 144–154. http://ejournal.ihdn.ac.id/index.php/jpm/article/view/857 nurhasanah. (2020). peran orang tua dalam pembelajaran daring di masa pandemi covid 19 pada kelompok b.5 tk kemala bhayangkari bone. educhild, 2(2), 58–67. https://jurnal.iainbone.ac.id/index.php/yaabunayya/article/view/1318 prasetyaningtyas, s. (2020). pelaksanaan belajar dari rumah (bdr) secara online selama darurat covid-19 di smp n 1 semin. jurnal karya ilmiah guru, 5(1), 86–94. https://jurnaldikpora.jogjaprov.go.id/index.php/jurnalideguru prasetyo, t., & m.s., z. (2021). proses pembelajaran daring guru menggunakan aplikasi whatsapp selama pandemik covid-19. jurnal elementaria edukasia, 4(1), 138–150. http://jurnal.unma.ac.id/index.php/jee/issue/view/309 primasari, i. f. n. d., & zulela. (2021). kendala pembelajaran jarak jauh (pjj) secara online selama masa pandemik covid-19 di sekolah dasar. jikap pgsd: jurnal ilmiah ilmu kependidikan, 5(1), 64–73. https://ojs.unm.ac.id/jikap/article/view/16820 purwanto, a., pramono, r., asbari, m., santoso, p. b., wijayanti, l. m., choi, c. h., & putri, r. s. (2020). studi eksploratif dampak pandemi covid-19 terhadap proses pembelajaran online di sekolah dasar. edupsycouns: journal of education, psychology and counseling, 2(1), 1– 12. https://ummaspul.e-journal.id/edupsycouns/article/view/397 rakhmawati, i. (2015). peran keluarga dalam pengasuhan anak. jurnal bimbingan konseling islam, 6(1), 1–18. https://journal.iainkudus.ac.id/index.php/konseling/article/view/1037 rigianti, h. a. (2020). kendala pembelajaran daring guru sekolah dasar di kabupaten banjarnegara. elementary school, 7(2), 297–302. https://journal.upy.ac.id/index.php/es/article/view/768/0 rumbewas, s. s., laka, b. m., & meokbun, n. (2018). peran orang tua dalam miningkatkan motivasi belajar peserta didik di sd negeri saribi. jurnal edumatsains, 2(2), 201–212. http://ejournal.uki.ac.id/index.php/edumatsains/article/view/607 safitri, h. i., & harun. (2021). membiasakan pola hidup sehat dan bersih pada anak usia abstrak. jurnal obsesi : jurnal pendidikan anak usia dini, 5(1), 385–394. https://obsesi.or.id/index.php/obsesi/article/view/542 sanjaya, r. (2020). 21 refleksi pembelajaran daring di masa darurat. semarang: universitas katolik soegijapranata. sukmadinata, n. s. (2012). metode penelitian pendidikan. bandung: pt remaja rosdakarya. sutama. (2019). metode penelitian pendidikan kuantitatif, kualitatif, ptk, mix method, r&d. sukoharjo: cv jasmine. torang, s. (2013). organisasi dan manajemen; perilaku, struktur, budaya & perubahan organisasi. bandung: alfabeta, cv. toresano, w. o. z. z. (2020). orang tua sebagai benteng terakhir pendidikan di masa pandemi covid-19. maarif institute for culture and humanity, 15(2), 340–353. http://jurnalmaarifinstitute.org/index.php/maarif/article/view/120 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi umar, m. (2015). peranan orang tua dalam peningkatkan prestasi belajar anak. jurnal ilmiah edukasi, 1(1), 20–28. https://jurnal.ar-raniry.ac.id/index.php/cobabk/article/view/315 wahib, a. (2015). konsep orang tua dalam membangun kepribadian anak. jurnal paradigma, 2(1). http://ejournal.kopertais4.or.id/mataraman/index.php/paradigma/article/view/898 wahidin. (2019). peran orang tua dalam menumbuhkan motivasi belajar pada anak sekolah dasar. jurnal pancar, 3(1), 232–245. https://ejournal.unugha.ac.id/index.php/pancar/index wang, q., zhu, z., chen, l., & yan, h. (2009). e-learning in china. campus-wide information systems, 26(2), 77–81. https://www.emerald.com/insight/content/doi/10.1108/10650740910946783/full/html wardani, a., & ayriza, y. (2021). analisis kendala orang tua dalam mendampingi anak belajar di rumah pada masa pandemi covid-19. jurnal obsesi : jurnal pendidikan anak usia dini, 5(1), 772–782. https://obsesi.or.id/index.php/obsesi/article/view/705 wardhani, t. z. y., & krisnani, h. (2020). optimalisasi peran pengawasan orang tua dalam pelaksanaan sekolah online di masa pandemi covid-19. prosiding penelitian & pengabdian kepada masyarakat, 7(1), 48–59. https://jurnal.unpad.ac.id/prosiding/article/view/28256 winarti, a. (2020). implementasi parenting pada pendidikan anak usia dini di masa pandemi covid-19. jurnal pendidikan pembelajaran pemberdayaan masyarakat, ii(2), 131–145. http://ejournal.uicm-unbar.ac.id/index.php/jp3m/article/view/272 yuliani, m., simarmata, j., susanti, s. s., mahawati, e., sudra, r. i., dwiyanto, h., irawan, e., ardiana, d. p. y., muttaqin, m., & yuniwati, i. (2020). pembelajaran daring untuk pendidikan: teori dan penerapan. medan: yayasan kita menulis. yulianingsih, w., suhanadji, nugroho, r., & mustakim, m. (2021). keterlibatan orangtua dalam pendampingan belajar anak selama masa pandemi covid-19. jurnal obsesi : jurnal pendidikan anak usia dini, 5(2), 1138–1150. https://obsesi.or.id/index.php/obsesi/article/view/740 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 1 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the relationship between reading anxiety and reading strategy used by efl student teachers wilta purnama sari state islamic university of raden fatah, palembang, south sumatra wiltapurnamasari94@gmail.com abstract this study investigated the relationship between reading anxiety and reading strategies use, and explored the influence of reading anxiety on reading strategies use of undergraduate english major students of uin raden fatah palembang. a total of 103 students participated in this study. the two questionnaires were used to collect the data. for this purpose, the foreign language reading anxiety scale (flras) developed by saito, horwitz, and garza (1999) measured students’ reading anxiety, and the survey of reading strategies (sors) designed by mokhtari and sheorey (2002) was used to know students’ reading strategies use. high anxiety readers (har), low anxiety readers (lar), and medium anxiety readers (mar) were classfied based on the results of the flras. descriptive stastistics, pearson product moment correlation and regression anlaysis were employed to analyze the data. based on the data analysis, it was found that r (.022) < rtable (.207) with significant level 0.842 which was higher than 0.05. thus, it indicated that there was no significant relationship between reading anxiety and overall reading strategies use. it was implied that high anxiety did not cause lower reading strategies use. because of that finding, there was no need to conduct regression analysis to check the influence of the reading anxiety on reading strategies use. moreover, several suggestions for students, english foreign langauge (efl) instructors, and future research are addressed in the present study. keywords: reading anxiety, reading strategies, and undergraduate english major students introduction reading is an essential skill for second or foreign language learners in academic context. it is the most important skill of language among the four major skills. students’ success in academic life depends on the ability to read and understand written english. with regard to this, anderson (2004) states that reading is an essential skill for students to have a good command of a second or foreign language. he adds that reading is the most important skill to be mastered in order to have greater progress and attain greater development in all academic areas. through reading, students can access to a lot of information concerning the target language and culture (chen & intaraprasert, 2014). it is absolutely true for university students because most of their time is spent to read academic material and textbook (badariah, noor, yah, & adeena, 2011). in indonesia, curriculum developers of english department emphasize reading course as compulsory subject for students. students are required to be able to read different texts in literature, science, social studies, etc. in order to transfer the information about modern science or technology from other countries (habibi et al., 2017; hamra, 2003 in hamra & syatriana, 2012; mukminin, rohayati, putra, habibi, & aina, 2017; yusuf et al., 2017). based on the data of unesco in 2012, it was reported that the index reading interest in indonesia reached 0,001 (kemdikbud; 2016; kabar 24, 2016). it means that from 1,000 populations, only one resident who was interested in reading. low reading interest can be explained by the fact that indonesians prefer to receive information from spoken form to written edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 2 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi form (pangestuti, mistianah, corebima, & zubaidah, 2015). furthermore, the central bureau of statistics survey in 2012 showed that more than 91% indonesians aged above ten years old prefer to watch tv and around 17% of them prefer to read from different sources such as book, newspaper and magazine (badan pusat statistik, 2014; kompas, 2016; banjarmasin post, 2016). in addition, the data from programme for international student assessment (pisa), a worldwide study by the organization for economic co-operation and development (oecd) which survey 15-yearold school students’ ability in mathematics, reading, science and problem-solving minor area of assessment, revealed that indonesian students’ literacy skill ranked 61 fst from 65 countries participating in pisa 2012 (oecd, 2014).the result of study conducted by hamra and syatriana (2012) revealed that low reading ability of indonesian students was caused by some difficulties resulted from different sources such as poor interpretation of the text, lack of vocabulary, the use of inappropriate reading strategy, and poor grammar competence. the literature on foreign language reading suggests that individual differences such as anxiety is one of contributing factors in reading. and most studies have recognized that anxiety as one of the main factors can hamper second or foreign language reading process (saito, garza & horwitz, 1999; jafarigohar & behrooznia, 2012; mukminin & mcmahon, 2013; naghadeh, persa, naghadeh, & naghadeh, 2014; barzegar & hadidi, 2016). saito et al. (1999) first revealed the issue of foreign language reading anxiety, the anxiety that learners experience when reading foreign language. a student experiencing reading anxiety will have interfering thoughts that will reduce his or her working memory (eysenck, santos, derakshan, & calvo, 2007). as a result, a reducing in working memory may restrain student from using reading strategies, drawing on background knowledge, or monitoring comprehension (hou, 2013; shoa, 2014; mohammadpur & ghafournia, 2015). anxious students diminish their curiosity which decreases cognitive abilities and capacities like logical thinking, keen observation, and questioning (naghadeh et al., 2014). the other essential contributing factor regarding the quality of reading is leaners’ usage reading strategies. reading strategies are very important to help reader comprehend the text in the act of reading (ghonsooly & loghmani, 2012; kurugonen, 2015) and the implementation of special reading strategies enable more efficient use of time (sen, 2009). moreover, it is effective way to solve reading problems encountered by students while reading academic material (lien, 2011). research studies on second/foreign language have consistently proven the importance of reading strategies on enhancing students’ reading comprehension achievement (medina, 2012; bolukbas, 2013; zare & othman, 2013; zare, 2013). since reading anxiety and reading strategies use are two essential variables related to reading achievement, these two variables should be examined. therefore, this present study aimed to investigate the relationship between reading anxiety and reading strategies use, and explore the influence of reading anxiety on reading strategies use of undergraduate english major students of uin raden fatah palembang? literature review foreign language reading anxiety in its basic terms, anxiety is associated with negative feeling such as apprehension, uneasiness, self-doubt, worry and, its extreme fear (rachman, 2004; hu & wang, 2014; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015; mukminin, noprival, masbirorotni, sutarno, arif, & maimunah, 2015; abrar & mukminin, 2016). many researchers had conducted a study to investigate the existence of anxiety in foreign language reading. the result shows that fl reading anxiety really exists and differs from general fl anxiety and varies to the target language (saito et al., 1999; kurugonen, 2007; guimba & alico, 2014). foreign language reading anxiety (flra) refers to feelings of uneasiness, apprehension or stress one suffers from while one is reading a text in fl (capan & pektas, 2013). moreover, foreign language reading anxiety seems to be related to the perceived difficulty level of reading materials edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 3 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and reading task types (brantemeier, 2005; mills, pajares & herron, 2006).in early work of saito et al. (1999) proposed that there are two aspects that can give great potential provoking anxiety; (1) unfamiliar scripts and writing system, (2) unfamiliar cultural material. furthermore, it is stated that when the scripts, writing system and cultural materials are familiar with the students, they will have less anxiety in the act of reading. reading strategies use in recent years, types of strategies and effects on language learning have been drawn researchers’ attention. one of strategies is reading strategies. anderson (1991) posits that reading strategies are ―deliberate, cognitive steps that readers can take to assist in acquiring, storing and retrieving new information. it can be concluded that reading strategies are an actions that readers applied in order to comprehend the text. mokhtari and sheorey (2002) developed survey of reading strategies (sors) that was adopted to this current study and they classified reading categories into three broad categories. these categories are: (1) the global reading strategies (glob) refers to intentional techniques by which readers monitor their reading, such as previewing the text for its organization, (2) the problem solving reading strategies (prob), are localized, focused problem-solving or repair strategies used when problems develop in understanding textual information; example includes guessing the meaning of unknown words and rereading the text to improve comprehension, and (3) the support reading strategies (sup) are basic support mechanisms intended to aid the readers in comprehending the texts such as using dictionary, taking notes, and underlining (mokhtari & sheorey, 2002). methodology this study was a correlation research in the term explanatory design. a correlational study investigates the possibility of the relationship between two variables or more than two variables (fraenkel, et al., 2012). the population of this research was all active students of english education study program of uin raden fatah palembang. the sample was fifth semester students selected through purposive sampling. the reasons were fifth semester students had more experience in reading because they had already taken all the reading courses (from reading i to reading iv); thus their reading strategies were representative. in addition, it was because the higher the students’ education levels more difficult tasks or the level of reading materials. the total samples were 103 students. however, only 88 students participated and fifteen others did not attend when conducting this study. to collect the data, foreign language reading anxiety scale (flras) developed by saito et al. (1999) was used to assess students’ reading anxiety. the flras is composed of 20 items which consists of fivepoints likert scale, ranging from five points “strongly agree” to one point “strongly disagree.” to score each item in questionnaire depends on the negative wording or positive wording. the internal consistency of flras was.86 (n = 383). then, survey of reading strategies (sors) designed by mokhtari and sheorey (2002) was used to investigate learners’ applied strategies while reading english. sors consists of 30 items on five-point likert scale, ranging from one point (i never or almost never do this) to five points (i always or almost always do this). the internal consistency of sors was .89 (n= 147). moreover, to analyze the data, the statistical analysis used included descriptive statistics, pearson product moment correlation coefficient, and regression analysis. pearson product moment correlation coefficient was employed to find out the relationship between students’ reading anxiety and reading strategies use. regression analysis was used to see the influence of reading anxiety on reading strategies use. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 4 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi findings descriptive statistic of students’ reading anxiety the descriptive statistical analysis of flras reported the maximum score was 85, and the minimum score was 33. the mean of flras score for the participants was 57.26, and the standard deviation was 9.304. the range of flras score in the current study was 33 to 85. according to kurugonen’s formula (2007), 65 students were indicated as medium anxiety reader, 14 students were categorized as low anxiety readers, and 9 students were high anxiety readers. table 1. distribution of students’ reading anxiety category range of scores frequency percentage low anxiety reader (lar) 1-48 14 15.90% medium anxiety reader (mar) 49-66 65 73.86% high anxiety reader (har) >67 9 10.22% total 88 100% descriptive statistics of students’ reading strategies use the descriptive statistical analysis of sors for the participants is indicated that the maximum score of participants’ overall reading strategies use was 135, and the minimum score was 82. the range of sors score in this study was 82 to 135. the mean of the sors score was 109.64 and the standard deviation was 12.562.for overall category, the result of sors reported that 56 students were indicated as high strategy user, 32 students were categorized as medium strategy user, and there was no low strategy user. the distribution is presented in the following. table 2. distribution of students’ reading strategies use category range of mean scores frequency percentage low medium 2.7 – 3.4 32 36.36% high 3.5 – 4.5 56 63.63% total 88 100% the relationship between reading anxiety and reading strategies use in table 3, the results of correlation analysis between the flras scores and the sors scores, did not show any significant relationship (r. 022< rtable207; pvalue .842 > 0.05)it means there was no significant relationship between reading anxiety and reading strategies use of undergraduate english major students of uin raden fatah palembang. table 3. relationship between reading anxiety and the overall reading strategies use reading_anxiety reading_strategies_use reading_anxiety pearson correlation 1 .022 sig. (2-tailed) .842 n 88 88 reading_strategies_ use pearson correlation .022 1 sig. (2-tailed) .842 n 88 88 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 5 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussions the result of flras indicated that the level of reading anxiety of undergraduate english major students of uin raden fatah palembang was medium anxiety reader. the possible explanation to support this finding is that from the first semester the participants had been engaged in english reading assignments and exercises or explored to english reading materials from printed textbooks or texts on the internet (e.g. online journals and articles) in their reading courses (from reading i to reading iv). in addition, they are already accustomed to the types of tasks given by lecturer after nearly two and half years of studying english in uin. for that reason, they may not feel highly anxious any more when they face various reading texts. furthermore, the result of sors showed that fifth semester students of english education study program at uin raden fatah palembang were aware of their reading strategies. the majority of participants were high users, which meant that they almost always used reading strategies while reading academic materials. the plausible explanation to support this finding is because they have been trained and exposed to use various reading strategies by lecturers in reading courses (from reading i to reading iv). it was because lecturers had a lot of time to give explanation to their students how and when to use effective reading strategies. also, the participants experienced in learning english make them as effective strategies user. based on the result of pearson product moment correlations, it was found that students’ reading anxiety did not relate to their reading strategies use. the result indicated r correlation coefficient was .022 and the level of probability significance (sig.2-tailed) was .842 (p= .842 > .05). it means there was no significant relationship between reading anxiety and reading strategies use of undergraduate english major students of uin raden fatah palembang. the conclusion shows that the higher participants’ reading anxiety level does not guarantee the lower participants’ reading strategies use. it may reveal an assumption that anxiety is not the only factor affecting students’ reading strategies use. as mentioned by zarei (2014), motivation levels have a pervasive influence on students’ strategies use. moreover, the finding of li (2010) revealed that proficiency level as another factor that caused differences in both the type and frequency of reading strategy use. similarly, most studies (bookongsaen, 2014; chen & chen, 2015) have confirmed that reading strategy use related to gender. as well, another factor that should not be ignored was the uncontrolled situation in which the questionnaires were completed. although, there is not much research on fl reading anxiety and strategy use support this findings of the study. the result of this present study was in accordance with ghonsooly and loghmani (2012). the similar result of this present study is because they have the same major and level (i.e. senior english major students). moreover, tramizi (2014) also found that there was no correlation between reading anxiety and overall reading strategy use. one possible explanation is the participants’ english proficiency may be not much different. on the other hand, this finding was inconsistent with the result of tsai (2013) and lien (2011), whose study found that negative relationship between reading anxiety and reading strategy. in other words, the higher reading anxiety is felt, few strategies are chosen by readers, or the more strategies learners use during their reading process, the lower learners’ anxiety degree is. although, the relationship exists, the degree of the relationship is not strong enough. it can be said that the negative relationship obtained from this study is due to the fact that the different learners of various levels. hence, it is possible that there may be actual differences in their reading ability. lastly, this study indicated that there was no relationship and influence reading anxiety and reading strategies use of undergraduate english major students of uin raden fatah palembang. conclusion the major findings of this study are summarized as follows. first, there was no significant relationship between reading anxiety and reading strategies use of undergraduate english major edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 6 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students of uin raden fatah palembang (r .022). the result indicated that the null hypothesis (ho) was accepted and the alternative hypothesis (ha) was rejected. it means that the higher participants’ reading anxiety level does not guarantee the lower participants’ reading strategies use. second, students’ reading strategies use did not seem to be influenced by reading anxiety. it is because there are other factors that give a dominant effect. references abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. anderson, n. j. (1991). individual differences in strategy use in second language reading and testing. modern language journal, 75(4), 460-472. retrieved from https://www.jstor.org/stable/329495 anderson, n.j. (2004). metacognitive reading strategy awareness of esl and efl learners. the catesol journal, 16(1), 11-27. retrieved from http://www.catesoljournal.org/wpcontent/uploads/2014/07/cj16_ande rson.pdf badariah bt sani, noor, m. b. wan chik, yah bt awg nik., & adeena, n. bt. raslee. (2011). the reading motivation and reading strategies used by undergraduates in university teknologi mara dungun, terengganu. journal of language teaching and research, 2(1), 32-39. doi:10.4304/jltr.2.1.32-39 badan pusat stastistik. (2014). proporsi penduduk berumur 10 tahun ke atas yang menonton acara televisi selama seminggu terakhir menurut provinsi, tipe daerah dan jenis kelamin, 2012. retrieved from http://www.bps.go.id/linktabelstatis/view/id/1519 barzegar, r., & hadidi, e. (2016). on the relationship between reading anxiety and performance on ielts reading comprehension item types. international journal of language academy, 4(1), 97-114. doi:10.18033/ijla.355 boonkongsaen, n. (2014). the effects of gender, reading anxiety and language learning experience on thai science-oriented students’ use of reading strategies. international forum of teaching and studies, 10(1), 24–35. retrieved from http://scholarspress.us/journals/ifst/pdf/ifots-1-2014/v 10 n1-art3.pdf bolukbas, f. (2013). the effect of reading strategies on reading comprehension in teaching turkish as a foreign language. academic journals. 8(21), 2147-2154. retrieved from http://www.academicjournals.org/err brantmeier, c. (2005). anxiety about l2 reading or l2 reading tasks? a study with advanced language learners. the reading matrix,5(2), 67-85. retrieved from http://nflrc.hawaii.edu/rfl/october2005/readingsreadings .html çapan, s. a., & pektas, r. (2013). an empirical analysis of the relationship between foreign language reading anxiety and reading strategy training. english language teaching, 6(12), 181188. doi:10.5539/elt.v6n12p181 chen, j., & intaraprasert, c. (2014). reading strategies employed by university business english majors with different levels of exposure to specialized courses. journal of language teaching and research, 5(5), 1009-1018. doi:10.4304/jltr.5.5.1009-1018 eysenck, m. w., santos, r., derakshan, n., & calvo, m. g. (2007). anxiety and cognitive performance: attentional control theory. american psychological association,7(2), 336–353. retrieved from https://tu-dresden.de/mn/psychologie/allgpsy /ressourcen/dateien/lehre/pruefungslite raturkn_2013/eysenck-2007.pdf?lang=en fraenkel, j. r., wallen, n. e., & hyun, h. h. (eds.). (2012). how to design and evaluate research in education (8 th ed.). new york, ny: mcgraw hill companies, inc. https://www.jstor.org/stable/329495 http://www.catesoljournal.org/wp-content/uploads/2014/07/cj16_ande%20rson.pdf http://www.catesoljournal.org/wp-content/uploads/2014/07/cj16_ande%20rson.pdf http://www.bps.go.id/linktabelstatis/view/id/1519 http://dx.doi.org/10.18033/ijla.355 http://scholarspress.us/journals/ifst/pdf/ifots-1-2014/v%2010%20n1-art3.pdf http://www.academicjournals.org/err http://nflrc.hawaii.edu/rfl/october2005/readingsreadings%20.html https://tu-dresden.de/mn/psychologie/allgpsy%20/ressourcen/dateien/lehre/pruefungslite%20%20raturkn_2013/eysenck-2007.pdf?lang=en https://tu-dresden.de/mn/psychologie/allgpsy%20/ressourcen/dateien/lehre/pruefungslite%20%20raturkn_2013/eysenck-2007.pdf?lang=en edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 7 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ghonsooly, b., & loghmani, z. (2012). the relationship between efl learners' reading anxiety levels and their metacognitive strategy use. international journal of linguistics, 4(3),333-351. doi:10.5296/ijl.v4i3.2021 guimba, w. d., & alico, j. c. (2014). reading anxiety and comprehension of grade 8 filipino learners. international journal of humanities and social sciences, 44-59. retrieved from http://aajhss.org/index.php/ijhss habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. hamra, a., & satriyana, e. (2012). a model of reading teaching for university efl students: need analysis and model design. english language teaching, 5(10), 1-11. doi:10.5539/elt.v5n10p1 hou, y. j. (2013). taiwanese college students’ anxiety about foreign language learning between english majors and non-english majors. an interdisciplinary journal, 65, 57-80. hu, l., & wang, na. (2014). anxiety in foreign language learning. international conference on global economy, commerce and service science (gecss), 122-124. retrieved from www.atlantispress.com/php /downloadpaper.php?id=10950 jafarigohar, m., & behrooznia, s. (2012). the effect of anxiety on reading comprehension among distance efl learners. international education studies, 5(2), 159-174. doi:10.5539/ies.v5n2p159 kemdikbud. (2016). gerakan indonesia membaca: “menumbuhkan budaya membaca.” retrieved from http://www.pauddikmas.kemdikbud.go.id/ berita/8459.html kuru-gonen, i. (2007). l2 reading anxiety: exploring the phenomenon. in b. w. k. (ed.), jalt2006 conference proceedings. tokyo: jalt. kuru-gonen, i. (2015). the relationship between fl reading strategies and fl reading proficiency: a study on turkish efl learners. academic journals. 10(24), 2924-2936. retrieved from http://www.academicjournals.org/err li, f. (2010). a study of english reading strategies used by senior middle school students. asian social science, 6(10), 184-192. retrieved from www.ccsenet.org/ass lien, h. y. (2011). efl learners‟ reading strategy use in relation to reading anxiety. language education in asia, 2(2), 199-212. retrieved from http://camtesol.org/download/leia_vol2_iss2_2011/language_education in_asia_vol2_iss2_2011.pdf medina, s. l. (2012). effects of strategy instruction in an efl reading comprehension course: a case study. universidad de antioquia, colombia, 14(1), 79-89. retrieved from http://www.revistas.unal.edu. co/index.php/profile/article/view/29057 milles, n., pajares, f., & herron, c. (2006). a reevaluation of the role of anxiety: self-efficacy, anxiety, and their relation to reading and listening proficiency. foreign language annals, 39(2), 276-295. retrieved from http://web.pdx.edu/~fischerw/courses/advanced/methods_docs/pdf_doc/wbf_collectio n/0251_0300/0283_fla_2006_mills.pdf mohammadpur, b., & ghafournia, n. (2015). an elaboration on the effect of reading anxiety on reading achievement. english language teaching, 8(7), 206-215. doi:10.5539/elt.v8n7p206 mokhtari, k., & sheorey, r. (2002). measuring esl students' awareness of reading strategies. journal of developmental education, 25(3), 2-10. retrieved from https://www.researchgate.net/publication/285641803 mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online, 16(1), 35-59. http://aajhss.org/index.php/ijhss http://www.atlantis-press.com/php%20/downloadpaper.php?id=10950 http://www.atlantis-press.com/php%20/downloadpaper.php?id=10950 http://dx.doi.org/10.5539/ies.v5n2p159 http://www.pauddikmas.kemdikbud.go.id/%20berita/8459.html http://www.academicjournals.org/err http://www.ccsenet.org/ass http://camtesol.org/download/leia_vol2_iss2_2011/language_education%20in_asia_vol2_iss2_2011.pdf http://camtesol.org/download/leia_vol2_iss2_2011/language_education%20in_asia_vol2_iss2_2011.pdf http://web.pdx.edu/~fischerw/courses/advanced/methods_docs/pdf_doc/wbf_collection/0251_0300/0283_fla_2006_mills.pdf http://web.pdx.edu/~fischerw/courses/advanced/methods_docs/pdf_doc/wbf_collection/0251_0300/0283_fla_2006_mills.pdf https://www.researchgate.net/publication/285641803 edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 8 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. munir, s. (april, 2016 28). minat baca rendah, mayoritas warga indonesia hobi nonton televisi. kompas news. retrieved from http://reginal.kompas.com/read/2016/04 /28/2102006/minat-baca-rendah-mayoritas,warga-indonesia-hobi-nonton-televisi naghadeh, a. s., parsa, s., naghadeh, a. m., & naghadeh, a. n. (2014). the relationship between anxiety and iranian efl learners’ reading comprehension. international research journal of management sciences, 2(11), 347-354. retrieved from http://www.irjmsjournal.com nur alfi, a. (may, 2016 21). kajian perpusnas 2015: minat baca 25,1 atau rendah. kabar 24. retrieved from http: //kabar24.bisnis.com /read/20160521/54987/kajian-perpusnas-2015minat-baca-25,1-atau rendah oecd. (2014). pisa results in focus: what 15-years olds know and what they can do with what they know. retrieved from www.oecd.org/pisa pangestuti, a. a,. mistianah, corebima, a. d,. and zubaidah, s. (2015). using reading concept map-teams games tournament (remap-tgt) to improve reading interest of tenth grade student of laboratory senior high school state university of malang. american journal of educational research, 3(2), 250-254. retrieved from http://pubs.sciepub.com/education/3/2/19 rachman, s. (2004). anxiety (2 nd ed.). new york, ny: psychology press. saito, y., horwitz, e. k., & garza, t. j. (1999). foreign language reading anxiety. the modern language journal, 83(2), 202-218. retrieved from http://www.jstor.org/stable/330336 sen, s. h. (2009). the relationship between the use of metacognitive strategies and reading comprehension. procedia social and behavioral sciences, 2301-2305. retrieved from www.sciencedirect.com shoa, x. (2014). a study of chinese college students’ english reading anxiety. american journal of educational research, 2(5), 299-303. doi:10.12691/education-2-5-10 tarmizi. m.i. (2014). the correlation among reading anxiety, reading strategy use, and reading comprehension of efl learner of national health polytechnic palembang (unpublished master’s thesis). sriwijaya university, palembang. trio, d. (2016, april 28). minat baca rendah, ternyata ini yang dilakukan penduduk indonesia. banjarmasin post. retrieved from http://banjarmasin.tribunnews.com/2016/04/28/minatbaca-rendah-ternya taini-yang-dilakukan-pendudukan-indonesia. tsai, c. c. (2013). exploring the relationships between reading anxiety and reading strategy use among university students in taiwan. international journal of english and education, 2(4), 20-39. retrieved from www.ijee.com. tzu-ching, chen, k. & chia-li, chen, s. (2015). the use of efl reading strategies among high school students in taiwan. the reading matrix, 15(2), 156-166. retrieved from www.readingmatrix.com/files/13-m0137054.pdf yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education http://reginal.kompas.com/read/2016/04%20/28/2102006/minat-baca-rendah-mayoritas,warga-indonesia-hobi-nonton-televisi http://reginal.kompas.com/read/2016/04%20/28/2102006/minat-baca-rendah-mayoritas,warga-indonesia-hobi-nonton-televisi http://www.irjmsjournal.com/ http://kabar24.bisnis.com/read/20160521/54987/kajian-perpusnas-2015-minat-baca-25,1-atau-rendah http://kabar24.bisnis.com/read/20160521/54987/kajian-perpusnas-2015-minat-baca-25,1-atau-rendah http://www.oecd.org/pisa http://pubs.sciepub.com/education/3/2/19 http://www.jstor.org/stable/330336 http://www.sciencedirect.com/ http://www.ijee.com/ http://www.readingmatrix.com/files/13-m0137054.pdf edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 9 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi |irje|, 1(1) , 43-57. retrieved from https://onlinejournal.unja.ac.id/index.php/irje/article/view/4338 zare, p. & othaman, m. (2013). the relationship between reading comprehension and reading strategy use among malaysian esl learners. international journal of humanities and social science, 3(13), 187-193. retrieved from http://www.ijhssnet.com/journals/vol_3_no_13_july_2013/22.pdf zare, p. (2013). exploring reading strategy use and reading comprehension success among efl learners. world applied sciences journal, 22(11), 1566-1571. doi:10.5829/idosi.wasj.2013.22.11.1493 zarei, a. a. (2014). the effect of reading anxiety and motivation on efl learners’ choice of reading strategies. journal of applied linguistics and language research, 1(1), 12-28. retrieved from www.jallr.ir. https://online-journal.unja.ac.id/index.php/irje/article/view/4338 https://online-journal.unja.ac.id/index.php/irje/article/view/4338 http://www.ijhssnet.com/journals/vol_3_no_13_july_2013/22.pdf http://www.jallr.ir/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the authentic materials for teaching english to young learners: teachers’ perception dian erlina universitas islam negeri raden fatah palembang, south sumatra, indonesia corresponding author: dianerlina_uin@radenfatah.ac.id winda retno universitas islam negeri raden fatah palembang, south sumatra, indonesia muhamad holandyah universitas islam negeri raden fatah palembang, south sumatra, indonesia lenny marzulina universitas islam negeri raden fatah palembang, south sumatra, indonesia herizal universitas islam negeri raden fatah palembang, south sumatra, indonesia abstract this qualitative research aimed to find out the teachers' perception toward the use of authentic materials in teaching english to young learners at the islamic elementary schools in palembang, south sumatra, indonesia. the participants of this research were english teachers from several islamic elementary schools in palembang. they were selected through the implementation of a purposeful sampling technique. the research data were obtained through one-on-one interviews with open-ended questions. this research utilized thematic analysis procedures to analyze the interview data and member checking to validate the accuracy of the findings. the results indicated that the teachers had a positive perception toward the use of authentic materials in their english classroom activities and tasks. using authentic materials helped improve the students’ language ability and their enthusiasm for learning english. however, the teachers still faced several difficulties in selecting the appropriate existing authentic materials for their students. it implied that teachers need to make some adaptations to using existing authentic materials to attain greater appropriateness from the materials to suit their students’ specific needs and characteristics to facilitate effective english learning. keywords: authentic materials, teachers' difficulty, teachers' perception, young learners introduction teaching english in primary schools relates to an attempt to provide students between the age of 6-12 years with adequate exposure to basic skills in the english language (anggraini et al., 2021; hidayat et al., 2022; holandyah et al., 2022; marzulina et al., 2021; oktavia et al., 2022). mailto:dianerlina_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gordon (2007) stated that elementary school students have a period called the golden age, and they have a critical period, the period when children can learn anything easily. during this period, the brains are still flexible so they can learn everything, including languages. moreover, nunan and linse (2005) argue that students in elementary school have large memory to memorize everything they learn. thus, this period is believed as the best moment to gain knowledge for foreign language development. they have a great opportunity to develop their vocabulary and have native-like pronunciation. however, teaching young learners require teachers to recognize their learners’ needs. by identifying their needs the teachers can adapt various factors in the classroom to have the greatest impact on young learner learning in english language teaching and learning program, instructional materials serve as a key component and the basis of the language input and practice for students (richards, 2005). good instruction is supported by good materials, so before starting the teaching process, teachers prepare appropriate materials to deliver lessons and motivate students in learning (erlina et al., 2021; erlina et al., 2019; erlina et al., 2018; marzulina et al., 2019; mukminin et al., 2021). as a facilitator between students and learning materials, teachers need to recognize the learners' needs and consider various factors in the classroom in selecting materials to have the greatest impact on young learner learning. before starting the teaching program, teachers prepare appropriate materials to deliver lessons and motivate students in learning. it could help teachers deliver lessons to their students successfully (chanda, phiri, & nkosha, 2000). in other words, the quality of learning is highly dependent on student motivation and teacher creativity in preparing and delivering the materials (goria, speicher, & stollhans, 2016). several studies acknowledge that the use of authentic materials brings positive impacts on students’ english learning. they help students to understand more about english in a real language context as the materials are directly designed for native speakers. authentic materials can be used in a classroom for the same function as they have been designed for. they are used to contextualize language learning, and the use of authentic teaching materials makes the learners more easily achieve the learning targets. they help students to be more effective in increasing their communication ability in the target language and be more motivated in learning english (amor, 2002, gebhard, 1996; mishan, 2005; nandrag & buzarna-tihenea, 2017). in addition, authentic materials and media can reinforce students in the direct relationship between the language classroom and the outside. using authentic materials helps students understand more about english in a real language context. besides those benefits, authentic materials also make challenges for teachers and students as they often contained difficult language, unneeded vocabulary items, and complex language structures, which caused a burden for the teacher in lower-level classes. considering the benefits and limitedness of utilizing authentic materials in language teaching and learning program, the researchers were interested in investigating the use of english authentic materials for young learners according to the teachers’ perspective. a preliminary study conducted at four islamic elementary schools in palembang, south sumatra, indonesia, showed that the teachers used authentic materials in teaching english, like english storybooks, songs, comics, birthday cards, invitation letters, videos, and realia. they found that authentic materials were fascinating for their students. they also mentioned that they could easily get authentic materials for teaching english on the internet and youtube. it relates to several studies that reported that authentic materials like realia, printing, and songs that students often used make students fun and more motivated in learning (akbari & razavi, 2016; anam, munir, & anam, 2019; primadonna & prastiyowati (2018; sari, 2016; silvani, 2018). they indicated that using edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi authentic material could provide authentic language inputs and give positive effects on teachers and students. all in all, the use of authentic materials is interesting for the students to study and easy for the teachers to access. therefore, the researchers were interested in digging deeper into teachers’ perceptions of the use of authentic materials in teaching english to young learners at the islamic elementary schools in palembang. literature review teaching english to young learners teaching english to young learners involves more than merely teaching language skills. the students need to develop a series of characteristics to enable them to fit into the environment in the classroom. young learners learn from their environment by developing what they have and will interact with what they meet around them (suyanto, 2007). therefore, english teachers should create active learning conditions and develop techniques to facilitate learning more effectively. in addition, harmer (2007) argued that teachers of young learners need to spend time on how their students think and operate. the teachers need to be able to pick their students’ current interests to motivate them to learn english. a teacher can make the teaching and learning process more interesting by using authentic materials to stimulate students to learn the materials. according to scott and ytreberg (1990), there are definite characteristics of young learners which are relevant to language teaching and learning and should be considered by teachers. they love physical activities in learning and learn best when they enjoy themselves. they are enthusiastic and positive about learning, but have short attention and concentration span and are easily distracted by the stimuli around them. considering these points, teachers should present their language teaching in an enjoyable learning atmosphere to make the teaching english process more stimulating and enjoyable for young learners. the activities should be simple enough for them to understand what is expected from them, and the tasks should be within their abilities. it needs to be achievable but at the same time, sufficiently stimulating for them to feel satisfied with their work. the activity should be orally based indeed, with young learners listening activities will take up a large proportion of the class time. in conclusion, teachers should prepare and present appropriate instructional materials in teaching english to young learners to achieve their learning objectives optimally. authentic materials in english teaching and learning authentic materials are not purposely created for educational language purposes. the materials contain the real situation for real-life purposes and communication of native speakers that refers to spoken and written materials. they are not created specifically to be used in the classroom, but they make excellent learning tools for students precisely because they are authentic, such as printed materials, video, and audio materials students encounter in their daily lives, such as changeof-address forms, job applications, menus, voice mail messages, radio programs, and videos (mishan, 2005). in addition, authentic materials can make students improve their communication abilities. amor (2002) stated that applying authentic materials can improve communication ability and help students more effectively improve their communication skills in the target language. martinez (2002) edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi suggested that teachers may use authentic materials for the learners to listen for the gist of the information presented to provide the opportunity and encourage students to read for pleasure, especially definite topics of their interest. several classifications of authentic materials for teaching and learning programs as described by gebhard (1996). first, authentic watch-listening materials, such as quiz shows, comedy shows, cartoons, tv commercials, news clips, soap operas, songs, radio commercials, songs, sales pitches, documentaries, and audio-recorded professional short stories and novels. second, original visual materials, like paintings, pictures from magazines, photographs, children’s artwork, inkblots, silhouettes, wordless road signs, wordless picture books, slides, x-rays, stamps, stick figures, and pictures of postcards. third, authentic printed materials, for example, astrology columns, obituary columns, advice columns, bus timetables, road signs, sports reports, song lyrics, cereal boxes, restaurant menus, candy wrappers, maps, comic books, tv guides, sports reports, greeting cards, pins with messages, phone books, university catalogs, tourist information brochures, newspaper articles, film advertisements. then, realia (“real world” objects), such as telephones, clocks, dolls, telephones, folded paper, coins, and currency. selecting authentic materials should be considered properly by the teachers. the selection should be in line with the needs and the aims that should be attained from the teaching and learning process. to choose appropriate authentic materials for teaching, teachers can follow some criteria. nuttal (1996) defined three main criteria for choosing authentic materials in the language classroom. first, the suitability of the content. this criterion means that the materials should interest the students, suit their needs, and motivate them to learn. second, exploitability, this criterion refers to how the materials can be used to develop the student’s competence as learners. a text which cannot be exploited for teaching purposes cannot be used in the classroom. only because it is in english does not mean it can be beneficial. next, the readability. this criterion refers to the difficulty and complexity of the material. the materials should not contain too difficult or demanding words and structures. it must suit the learners' level. otherwise, it might demotivate the learners learning. furthermore, the use of authentic materials provides many advantages for students in the learning process. mcgrath (2002) stated that students benefit from exposure to real language being used in a real context. they would be highly motivated to learn and get a sense of achievement. methodology research design and approach of the study this research used a qualitative method with descriptive analysis as a research design. qualitative research attempts to explain a phenomenon of what the research participant experiences, such as behavior, motivation, opinion, reaction, and others (creswell, 2012). in qualitative analysis, data is gathered and analyzed using words or images rather than numbers. this research was carried out in the form of a case study. a case study is a problem to be studied, which will reveal an indepth understanding of a case or bounded system, which involves understanding an event, activity, process, or one or more individuals (creswell, 2012). the researchers applied a qualitative case study design as the purpose of this research was to find out the perception of english teachers in using authentic materials in teaching english to young learners. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi site and participants the participants of this research were four selected english teachers from four islamic elementary schools in palembang, south sumatra, indonesia. a purposeful sampling with a convenience case strategy was applied in this research. convenience sampling involves selecting easy access and inexpensive cases to study (dornyei, 2007). in this research, the researchers selected the teachers based on some criteria of having at least two years of english teaching experience in elementary school or english for young learners and having experience in using authentic materials in teaching english, and being willing to participate in this research. finally, the researchers had four english teachers as the participants in this research to find out their perception of using authentic materials in teaching english to their elementary school students. data collection and analysis the researchers used one-on-one interviews to obtain data about the perception of english teachers in using authentic materials for young learners. in the interview process, the researchers used semi-structured interviews with open-ended questions. the interview consists of twelve questions related to the teacher's perception of using authentic material for young learners. the researchers asked each participant the questions and recorded the answers, and then transcribed them in english. then, the obtained data of teachers’ perception of using authentic materials for teaching english to young learners were analyzed by using thematic analysis through six steps of data analysis, namely compiling and preparing the data, reading the data as a whole, analyzing in detail with the coding process, creating a data description, explaining the information that has been analyzed, and interpreting the data (creswell, 2012). in analyzing the teachers' perception of using authentic materials in teaching english to young learners, first, the researchers prepared information from the interview and took notes on the interview material. second, the researchers read the data to find out relevant information. third, the researchers analyzed the data in detail with the coding process and made some code based on the data gained from the interview. fourth, the researchers created a data description by using code that was divided into themes, and the researchers tried to look for themes that were appropriate for the codes. fifth, the researchers described the information that has been analyzed. finally, the researchers interpreted the perception of teachers in using authentic materials in teaching english to young learners. in this research, the researchers used member checking to validate the accuracy of the research findings, in which the researchers provided opportunities for our research participants to check the accuracy of the data. the researchers gave them the final report from the interviews to get feedback from them about the accuracy of the results. in short, member checking was utilized to doublecheck the credibility of data in this research. findings the data gained from the interviews were analyzed through the implementation of thematic analysis to figure out teachers’ perceptions of using authentic materials for teaching english to young learners. the descriptions of data analysis results are as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. the themes and codes acquired from the result of the interview data analysis themes codes improving students’ language ability the use of authentic materials helped improve students’ pronunciation. the use of authentic materials was beneficial for developing students’ vocabulary. the use of authentic materials helped develop students’ listening skills. the use of authentic materials helped develop students’ reading skills. increasing students’ learning enthusiasm the teachers felt that their students were more enthusiastic about learning english. the teachers felt that their students were enthusiastically doing classroom activities and tasks. facing difficulty in selecting appropriate materials the teachers felt hard to choose appropriate materials that matched the student’s specific needs and language levels. the themes and codes collected from the qualitative data, as listed in the table above were described below to provide more explanation on teachers' perception of the use of authentic materials for young learners at the islamic elementary school in palembang. the teachers perceived authentic materials helped improve the students’ language ability and motivation in learning, and the teachers still had some difficulties selecting appropriate materials for young learners. the use of authentic materials helped improve students’ language ability based on the data obtained from the interview, the students learned the correct pronunciation and accent of words after they listened to the original sound of native speakers through songs, movies, and audio. for example, the teachers played a short movie with native speaker pronunciation and asked their students to follow how the native speaker pronounced the words or phrases repeatedly. then, the students could practice and imitate the native speaker’s pronunciation. this activity also helped students in developing their english vocabulary. one teacher, h said “i use a short movie in teaching. watching this movie really helps students to practice listening skills because it is directly from the english people who say the words in the movie, and then students’ pronunciation of the word is also correct. in addition, another teacher, w mentioned, ''i often use english songs in teaching vocabulary, so the students can practice their listening and pronunciation. they can remember the words faster.” using authentic materials was also beneficial for increasing students’ reading skills. most of the teachers used english storybooks in teaching english. for instance, a teacher, d used english storybooks for students’ reading activities, vocabulary, and grammar learning. after reading the storybook, students got information about the story and learned some words and grammatical items. in every meeting, the student can remember several new words from the story they read. then, it helped improve students’ reading skills. it was related to the teacher, l said “yes, i use an english story that i download from internet. my students are interested in reading it because the story contains lots of pictures, not full of sentences. as they read the story, they also learn the vocabularies used in the story.” edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the use of authentic materials increased students’ enthusiasm for learning the teachers felt that the use of authentic materials increased students' enthusiasm for learning english. most teachers described that they often used authentic materials in the forms of comics and songs that contained short and easy-to-read sentences with interesting visual images and text cues to illustrate the character and context. these illustrations were also helpful for students to identify meanings and emotions through the images in the comics. the students demonstrated curiosity in learning, such as asking questions, giving responses appropriately, and having fun doing classroom activities and tasks. they were interested in the materials and not sleepy during the lesson. before using authentic materials, students were bored easily learning. some of them fell asleep in the classroom. the class was noisy because some of them did not pay attention to the lesson and were busy with unrelated activities. it was related to what the teacher, d mentioned ''when i use comics, my students become more enthusiastic about taking the lessons. they are having more fun in learning english''. teachers’ difficulty in selecting appropriate authentic materials the teachers felt hard to match the materials with the need and language levels of their students as most of their classes consist of 25-30 students with different levels of english ability. they had many students in the class with various characters and different levels of language abilities. some students were active and dominant in the classroom, while others kept quiet during the lesson. some students could understand the materials, while other students could not deal with those materials and finally lost their focus on learning. they did not understand what the speakers say in the audio. as teacher h described ''during teaching and learning process, i can see that some of the students with lower level of english language ability are losing their focus in learning, so i feel that the materials are too difficult for them. it means that i have to select more appropriate materials for them. the students here are not all good in english.'' in addition, the teachers felt that the structure of authentic materials was more complex. some sentences contained complex english language structure and vocabulary, so it was quite difficult for students to understand those sentences. as the teacher, d said ''mostly, i see the sentences in authentic materials are more complex for students like sentences in speeches and subtitles in movies.'' it indicated that choosing suitable authentic materials for teaching english to young learners was quite challenging for the teachers. material evaluation, selection, and adaptation were needed to maximize the benefits of authentic materials for students learning. discussion the findings indicated that using authentic materials for teaching english to young learners helped improve students’ language ability and enthusiasm for learning english. however, the teachers also described that they still have some difficulties in selecting appropriate materials for all students in their classes. authentic materials improved the students’ language ability, particularly in listening and reading skills. the students got the correct pronunciation, dialect, and accent of words after listening to the original sound of native speakers in english songs, movies, and audio. moreover, the use of authentic materials also increased the reading skills of students. the students gained new knowledge edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and new vocabulary after reading a comic. this finding was in line with giyarta, rais, and wahyuni (2016), which reported that authentic materials improved the students’ listening skills and classroom situation. the use of authentic materials brought some benefits to the classroom learning atmosphere, for example, the class was more active and alive. also, halim, mukminatien, and anugerahwati (2018) found that authentic materials would improve students’ skills in listening, help them practice listening to various kinds of listening materials, improve their understanding of how a word has articulated and pronounced by native speakers of english. the use of authentic materials increased the students' motivation to lea english. it was indicated by the increase in students’ engagement in some activities. they were more enthusiastic about learning and doing their tasks. they were more curious about learning and were no longer sleepy during the learning process. before using authentic materials, students were bored easily as the materials were only from the textbook, authentic materials made students more interested in learning through audio and videos in practicing several expressions for having a conversation in english. this finding was in line with what ahmed (2017) has reported, authentic materials played a significant role in motivating students to learn. students can keep in touch with the original english for example they read the reading materials from native speakers, such as letters, cards, folktales, and many others. moreover, the use of authentic materials could serve as helpful media in improving the students’ participation in listening and reading activities as they were interested in the materials. in addition, research by sari (2016) highlighted that the use of authentic materials in the english language classroom seemed to have a positive effect on students' motivation. authentic materials were more interesting than artificial ones, such as course books, which were intentionally created for language learning purposes, while authentic materials might promote the real language used by native speakers of english. although the teachers realized the importance of using authentic materials in teaching english to young learners, they also mentioned that they still had some difficulties in preparing the appropriate materials for all students. selecting the topic and matching the materials to the students’ needs, characteristics, and language levels were quite challenging for the teachers. moreover, the teachers felt that the vocabulary and structure used in the authentic materials are more complex than in the textbooks. some of the vocabulary and grammatical items used in the materials might be not relevant to the student's immediate needs. they found it difficult to decode texts presented and discussed in the classroom. it was also in line with what anam, munir, and anam (2019) reported in their research. they mentioned that teachers had to prepare their instructional materials. they need to select and filter the authentic materials to ensure they would be appropriate for their students. moreover, the teachers have to match the student level with the authentic materials because the indonesian students’ level is different from the students’ where the authentic materials are produced as when native speakers use the materials. in addition, erlina, desvitasari, marzulina, and risfina (2020) suggested that english teachers had to improve their instructional delivery by using various teaching methods and supporting materials, such as songs, videos, and games taken from different learning sources like youtube, google, and others because they can learn from youtube how to have a good pronunciation and be confident in speaking english. in addition, richards (2005) stated that authentic materials often contained difficult language, unneeded vocabulary items, and complex language structures, which caused a burden for the teacher in lower-level classes. furthermore, martinez (2002) also claimed that authentic materials may be too culturally biased and that too many structures are mixed, causing lower levels to have a hard time decoding the texts. therefore, teachers need to do materials selection and adaptation to using authentic materials in teaching english to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi young learners. conclusions and recommendations the results of this research indicated that the teachers had a positive perception toward the use of authentic materials in teaching english to young learners at islamic elementary schools in palembang, south sumatra, indonesia. using authentic english materials helped improve students’ language ability and increase their enthusiasm for learning english. however, the teachers still faced some difficulties in selecting the appropriate existing authentic materials for their students. related to these findings, english teachers are expected to use authentic materials more often in teaching english to young learners as a source of their instructional materials. then, evaluation, selection, and adaptation of the existing materials were needed to maximize the benefits of using authentic materials for students’ english learning. these are required to make sure they will better suit the student’s needs and characteristics. schools should provide their teachers with supporting facilities and media for enhancing the benefits of using authentic materials in language teaching and learning programs. additionally, future researchers might explore deeper information about the use of authentic materials in english language teaching and learn in various contexts. references ahmed, s. (2017). authentic elt materials in the language classroom: an overview. journal of applied linguistics and language research, 4(2), 181-202. akbari, o., & razavi, a. (2016). using authentic materials in the foreign language classrooms: teachers’ perspectives in efl classes. international journal of research studies in education, 5(2), 105-116. anggraini, r., mukminin, a., haryanto, e., hidayat, m., sulistiyo, u., & habibi, a. (2021). teaching english as a foreign language in pesantren-islamic boarding school and voices from nonenglish teachers. islamic quarterly, 65(1), 33-72. amor, s. (2002). authenticity and authentication in language learning: distinctions, orientations, implications. frankfurt: peter lang. anam, k., munir, a., & anam, s. (2019). teachers’ perception about authentic materials and their implementation in the classroom. ijet (indonesian journal of english teaching), 8(1), 1–8. chanda, d. h., phiri, s. n. a., & nkosha, d. c. (2000). teaching and learning materials analysis and development in basic education. paris: unesco basic education division. creswell, j. w. (2012). planning, conducting, and evaluating quantitative and qualitative research (4 th ed). pearson. dörnyei, z. (2007). research methods in applied linguistics. new york: oxford university press. erlina, d., desvitasari, d., marzulina, l., & meida risfina, a. (2020). students’ demotivating factors in english language learning at one state madrasah tsanawiyah in palembang, south sumatera, indonesia. indonesian research journal in education, 4(1),120-136. erlina, d., marzulina, l., harto, k., holandyah, m., sukamti, i., habibi, a., . . . mukminin, a. (2021). challenges and coping strategies in teaching english to large classes: the case of nonenglish-speaking higher education. in esse: english studies in albania, 12(1), 87-101. erlina, d., marzulina, l., astrid, a., desvitasari, d., sapriati, r. s., amrina, r. d., mukminin, a., habibi, a. (2019). linguistic intelligence of undergraduate efl learners in higher education: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi a case study. universal journal of educational research, 7(10), 2143-2155. doi:10.13189/ujer.2019.071012 erlina, d., marzulina, l., pitaloka, nl., astrid, a., yansyah, f., mukminin, a. 2018. research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2),11-119. gebhard, j. g. (1996). teaching english as a foreign language: a teacher self-development and methodology. ann arbor: michigan university press. giyarta, g., rais, a. d., & wahyuni d. s. (2016). the use of authentic materials to improve students’ listening skill. english education journal, 5(1), 82-86. gordon, t. (2007). teaching young children a second language. praeger. goria, c., speicher, o., & stollhans, s. (2016). innovative language teaching and learning at university: enhancing participation and collaboration: an introduction. in research publishing net. halim, a., mukminatien, n., & anugerahwati, m. (2018). the students’ perceptions toward authentic materials for reading and listening activities. getsempena english education journal, 5(2), 150-161. harmer, j. (2007). the practice of english language teaching, fourth edition. pearson longman: harlow. hidayat, m., putri, d. m., fortunasari, f., fridiyanto, f., habibi, a., & mukminin, a. (2021). preparing future human resources in language learning: efl student teachers’ voices’ academic stressors. theory and practice in language studies, 11(12), 1655-1661. doi:10.17507/tpls.1112.18 holandyah, m., marzulina, l., erlina, d., harto, k., amalia, f., fridiyanto, f., & mukminin, a. (2022). speaking challenges in a life skill program for islamic boarding school students: a case study. journal of language teaching and research, 13(3), 670-677. doi:10.17507/jltr.1303.23 martinez, a (2002). authentic materials: an overview. karens’ linguistic issues. procedia social and behavioral sciences. 192, 195-204. marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. doi:10.13189/ujer.2019.070902 marzulina, l., harto, k., erlina, d., holandyah, m., desvitasari, d., arnilawati, a., . . . mukminin, a. (2021). challenges in teaching english for efl learners at pesantren: teachers’ voices. theory and practice in language studies, 11(12), 1581-1589. doi:10.17507/tpls.1112.10 mcgrath, i. (2002). materials evaluation and design for language teaching. edinburgh: edinburgh university press ltd. miller, l. (2003). developing listening skills with authentic materials. esl magazine, 6(2), 16-18. mishan, f. (2005). designing authenticity into language learning materials. bristol: intellect books. mukminin, a., hidayat, m., fridiyanto, f., & habibi, a. (2021). learning strategies used by efl undergraduate students teachers for listening skill. orbis linguarum (ezikov svyat), 9(1), 82-88. doi:https://doi.org/10.37708/ezs.swu.bg.v19i1.9 nadrag, l., & buzarna-tihinea, a. (2017). the benefits of using authentic materials in the esp classroom. case study. diacronia, 28(1), 137-150. nunan, d. & linse, c. (2005). practical english language teaching: young learners. new york: mcgraw hill. nuttall, c. (1996). teaching reading skills in a foreign language. oxford: heinemann. https://www.sciencedirect.com/science/journal/18770428 https://www.sciencedirect.com/science/journal/18770428 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi oktavia, d., mukminin, a., fridiyanto, hadiyanto, marzulina, l., harto, k., . . . holandyah, m. (2022). challenges and strategies used by english teachers in teaching english language skills to young learners. theory and practice in language studies, 12(2), 382-387. doi:10.17507/tpls.1202.22 primadona, y., & prastiyowati, s. (2018). an analysis of authentic material used in teaching english at sd puri asah dasar avesiena green school malang. celtic: a journal of culture, english language teaching, literature and linguistics, 5(2), 67-74. richards, j. c. (2005). curriculum development in language teaching. cambridge: cambridge university. sari, d. f. (2016). authentic materials for learning english: a study on efl students in aceh. studies in english language and education, 3(2), 147-157. scott, w., a. & ytreberg, l., h. (1990). teaching english to children. new york: longman inc. silvani, n. (2018). english teachers’ perception toward the use of authentic materials in teaching english at school. [doctoral dissertation, universitas islam negeri ar-raniry] suyatno, k (2007). english for young learners. jakarta: bumi aksara. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 83 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the analysis of common grammatical errors in writing narrative essay of english study program students at jambi university reny heryanti jambi university reny_desrian@yahoo.com muhammad hadi sucipto jambi university muhammadhadi_sucipto@yahoo.com makmur jambi university adlansalsa59@gmail.com abstract. the purpose of this quantitative research is to reveal common grammatical errors in writing narrative essay of english study program students at jambi university. the data were collected through writing test. the data were analyzed by using format error identification. this research reveals twelve errors. they were verb-tense, punctuation, capital letters, word choice, spelling, preposition, pronoun, pluralism, redundancy, word order, article, and possessive case. there were 599 errors happened in students’ papers, and the highest amount of error occurred in verb-tense category. there were 303 verb-tense errors (50.58%). meanwhile, the smallest number of error occurred in article and possessive case category. both have the same frequency and percentage, which are 6 errors (1.00%) in article and 6 errors (1.00%) in possessive case. the researcher concluded that students made errors because of the lack of grammatical knowledge. their native language also still influenced the students, which is bahasa that lead them to made errors. keywords: grammatical errors, narrative essay introduction writing is one of the language skills, which produces ideas through written form. according to meyers (2005), writing is a way to produce language, just as humans do naturally when they speak. writing is communication with other in a verbal way. in addition, byrne (1979) states that writing is one of the language skills that tells writer’s ideas into written form. it is also an action of a process of discovering and organizing the writer’s idea, putting them on paper and then reshaping and revising them. writing skill could be defined as the ability of someone, in this case a writer skill to produce a piece of discourse, which composes correctness of form accuracy of style and unity of theme and topic. writing is one of the most important skills which must be taught in teaching-learning english because it is a skill that based on the cognitive domain. according to bello (1997), writing is a productive language skill that plays an essential role in promoting language acquisition as learners experiment with words, sentences, and large chunks of writing to communicate their ideas effectively and to reinforce the grammar and vocabulary they learn in class. therefore, writing is important in educational environment because it supports learners to fulfill their necessity in learning. mailto:reny_desrian@yahoo.com mailto:muhammadhadi_sucipto@yahoo.com mailto:adlansalsa59@gmail.com edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 84 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi not everyone can be a good author or writer, even in his or her own native language. everyone needs to learn about writing in depth to master it. blanchard & root (2003) assert that writing in new language can be more difficult because of the first language writing and the target language writing have such differences in using appropriate grammar and conventions, and lexical variety. in writing, sometimes people make mistakes in developing their writing. lack of grammatical knowledge and vocabulary can be a factor the idea of writing become ambiguous. braganza (1998) says that by breaking the fundamental rules and grammar, the ideas become wrong, the sentences become erroneous and the author and the readers stand self-condemned. therefore, grammar is important to make each component in writing become connected or related one and another. in writing, grammar has become something that cannot be separated from it. grammar is a set of rules that decide how the words are arranged into formation of a meaningful unit. according to harmer as cited in cook (1999), learners who learn a language should learn some aspects of grammatical structure to obtain a competency in using a language that consist of verbs, adverbs, adjectives, and noun and pronoun. with a good grammatical understanding, the writer can make a content of the writing can be easily understood and the message, idea, or information will be delivered properly and more meaningful. without good or correct structure, there will be misunderstanding as a result. based on preliminary observation, which conducted in jambi university, the researcher found several difficulties in writing essay faced by english study program students. the students said that sometimes they were confused about tenses. to measure themselves about an appropriate tense to each type of essay, they need to look at their note or browse on internet. they have to be careful in writing an essay because if they make a mistake in one word or tenses, the concept and meaning of their essay will be different. after that, some of them also have a problem paragraph development. they stuck in mind because they have no idea to develop each paragraph. an understanding of ideas also becomes a matter to write a good essay. as english students, they also have struggle for grammar in writing because they know that the rules and structures between english and bahasa are different. based on the fact above, grammar still becomes the common problem in writing. so that, learners’ problems in writing may leads the learners to make errors. in this study, the researcher focused on analyzing common grammatical errors in narrative essay. narrative essay explains something based on writer’s experience of knowledge about a story or events. this rather essay that carrying an aspect of telling a story. although this essay is kind of storytelling, the students must use an appropriate tense for narrative essay to support their own essay. as a result, there were some writing errors because they have lack of knowledge on how to write the essay. to find out the errors in writing narrative essay which made by the students, there was an error analysis regarding the problem that measures how frequent the students made errors in writing. based on the explanation above, the researcher analyzed the students’ writing errors by using error analysis form that shows what kind of common grammatical errors they did in order to avoid them and the readers to not repeat the same mistake in writing essay. based on the background of the research, the researcher has a purpose to analyze each type of common grammatical errors made by students in writing narrative essay in order to reveal common grammatical errors that occurred in students’ essay. based on the background presents above, the question of this research can be formulated as follow: 1) what types of common grammatical errors do the third semester students of english study program make in writing narrative essay at jambi university? edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 85 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology this research used descriptive quantitative method, and fraenkel & wallen (2003) state that quantitative research can be classified either descriptive or experimental research. the purpose of descriptive research is to become more familiar with phenomena, to gain new insight, and to formulate a more specific research problem. therefore, the main purpose of this research is to gain information about phenomena in order to describe existed condition in the field. specifically, this research found out the types of common grammatical error made by students in narrative essay. furthermore, gay (2005) states that “descriptive quantitative research involves collecting numerical data to test hypotheses or answer questions concerning current status conducted either through self-reports collected through test, questionnaires, and interviews, or through observation”. in other words, the data was analyzed and the data analysis results have the form of phenomenon descriptive by nominal form. the researcher used quantitative descriptive method to count and describe the grammatical error in narrative essay made by the third semester students of the english department of jambi university. the research site for this study was in english department of jambi university. this research was focused on english study program’s students’ in faculty of teacher training and education. the participants were the third semester of english education study program’s students in jambi university. the reason of choosing english study program was considered as study program that demands the students to master english and this program study has a writing class. to get an access in this study program the researcher was asked for permission to the lecturers that teach essay writing to allow the researcher conducts this research. moreover, the researcher has known about the condition in the field. researcher chose the participants who fulfill the criteria that researcher want to analyze. the other reason was because the researcher had studied in writing class for four semesters, and the researcher made mistakes and got to struggle in writing class. so, the researcher knows exactly how participants feel. the population and sample of this research were the third semester students at english study program of jambi university in essay writing class. in this research, the researcher knew and found the common grammatical errors of narrative essay made by students. according to creswell (2008) population is a group of individuals who have the same characteristic. population is complete elements such as person or object that possess some common characteristics define by the sampling criteria established by the researcher. the population of this research was the third semester students of english study program in jambi university. the populations of this research were four classes, which are regular class (a & b) and mandiri class (h & i). table 1. classes of population no classes number of students 1 a 36 2 b 35 3 h 15 4 i 16 total 102 sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population (creswell, 2008). according to sekaran (2000), sample is a subset of the population. from four classes of population, the researcher will choose two classes as a sample. to get two classes for the sample the researcher will use clustering sample, edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 86 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi because it is impossible to select randomly third semester students and assign them into particular. scheafer, et al. (1996) state that cluster sampling will divide the population into group or cluster. some cluster will be chosen randomly as the representative of population, and then every element in chosen cluster will be the sample of the research. so, the researcher was divided the population into separate groups, called clusters with cluster sampling. then, a simple random sample of clusters was selected from the population by using slot technique. the researcher conducted his analysis on data from the sampled clusters. table 2. classes of sample no classes number of students 1 a 23 2 h 12 total 35 classes choose based on their same semester degree and same essay-writing subject. after that, the researcher chose two classes based on slot technique. the chosen classes are class a and class h such a displayed table above. after researcher found the two classes to be his sample, the researcher was taking the data of the students by giving them a writing test. because this research was used cluster sampling, the researcher included criteria to select a sample as in the table below. table 3. criteria of selecting sample no criteria 1 2 3 4 the participants are in faculty of teacher training and education in english department in jambi university the students are in the third semester. the participants are the students in essay writing class. they are willing to be the participant for this research. the researcher used a test as research instrument. according to kizlik (2012) test is a method to determine a student's ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content. it means that test is really fit as an instrument for this research. the test was in written form, and it was given to know and to identify the errors made by students in writing narrative essay. in this research, the researcher asked permission to writing essay lecturers and told the students to write a narrative essay about their unforgettable moments in life as the topic of the essay. validity refers to the extent to which a test is actually supposed to measure in intended context area. a test is valid if its content constitutes a representative sample of the language skill, structure, etc. in this research the researcher wanted to know the common grammatical errors of students’ narrative essay. so, this research used written test in order to know the common grammatical errors that students made in writing narrative essay. in this research, the researcher used inter-rater reliability analysis. inter-rater reliability refers to the consistency of agreement between two or three raters. the principal purpose researcher used inter-rater reliability was to examine relationships between the two scores of two raters. according to punch (1998), reliability is a central concept in measurement, and it basically means consistency. also, clarke (2003) state that reliability refers to “the extent of an investigation which produces consistent result”. in this research, reliability gave the consistent edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 87 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi results that boosted the researcher’s confidence because the result shows consistency of agreement of two raters. in this research, reliability was done by using cronbach’s alpha. the researcher used spss to calculated alpha. moreover, the researcher had criteria for interpreting alpha statistics are present in the table 3.4 below. in analyzing the data, the researcher uses of several errors analysis methods suggested by gass and selinker (2008), there are collect data, identify error, classify error, and quantify error (riswanto, 2012). after the raters correct the students’ essay, they gave score for each paper. then, students’ ability in writing can be concluded for average score by using standard taken from reid (1993). the following table is students’ writing category to describe the students’ score from their narrative essay. table 3. writing score interval score interval category 91-100 81-90 71-80 61-70 below 60 excellent very good good average poor the identified errors in each paper were classified into several common types of grammatical error. in decided each type of errors, the researcher adapted the table from schampfer (1989). the result of errors table is shown in the table below. next, calculating the frequency and percentage of error which made by students. the researcher put the common errors that occurred in students’ narrative essay into the table of the frequency and percentage of students errors. after the collecting data get identified, classified, and analyzed. to find out the percentage categories of students errors in writing narrative essay, the writer used following gay’s theory (1992): notes: p = the percentage of students error f = frequency of errors based n = total errors of students’ narrative essay according to this technique, the writer was seen the percentage of how many grammatical errors in narrative essay made by the third semester students of english department in jambi university. findings and discussion this research was conducted in order to reveal the common grammatical errors that english study program made in writing narrative essay. in this research, a writing test was conducted in the writing essay classes. the english study program students of jambi university in b class and h class were the samples for this research. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 88 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi there were twelve error categories that this research revealed, and it happened 599 times in students’ essays. first error is verb-tense error. this is the highest one, there were 303 errors of verb tense happened in this research, and the percentage of this one is 50.58%. the example of verb tense error in the essay is the incorrect to be, and this happened a lot in the essays. for example “the ceremony is almost started”. in this sentence, the use of “is” was incorrect because this is a narrative essay, and it must show a past form. another example for verb tense error is in using verb. for example, “we go back to the room and prepared ourselves”. that should be “we went back to our room and prepared ourselves”. those verb tense errors could be happened because the structure of english and students’ first language, which is bahasa, are different. it can be seen because verb tense errors occupied the highest number of errors in this research. the researcher concluded it was because an interlingua transfer, students perhaps still influenced by their native language linguistic system which leads them to make errors in this type. second is punctuation error. this type also happened in large amount. there were 76 errors occurred and the percentage is 12.68%. largely, it occurred in comma and full stop using. for instance, the student separated sentence with full stop, while that sentence should use comma in order to make it not ambiguous. for example, “i never held an instrument before. and it was new for me.”. the suggestion for this one is “i never held an instrument before, and it was new for me.”. the student should use comma instead of full stop in order to avoid ambiguity. the carefulness of the detail in writing is necessary. in this study, punctuation took place of the highest number of errors. the utilization of proper punctuation is really necessary in writing. students that made errors in this type mostly were them with handwriting essay. the form of comma and full stop are similar, so they need to paid attention in it. thus, it can be assumed the ignorance of students lead them to made these errors. third, capital letters error came with 50 errors or 8.34%. there were several incorrect uses of capital letters. first, the students did not begin the title with capital letter. second, the students almost always forget to using capital letter for subject “i”. for example, “i visited my friend’s house”. the students should have known that there is a rule to use capital letters for “i”. after that, some students did not use capital letter after full stop. for example, “i forgot to put my hat in my bag. finally with confidence, i walked toward school”. the word “finally” must begin with capital letter because it written after full stop. for capital letter errors, the researcher also assumed that it perhaps caused by the ignorance of students. in addition, it happened a lot in students’ paper in handwriting. the carelessness of students lead them made this error, they did not paid attention with such little thing for instance the name of person must begin with capital letter or the subject “i” also must be a capital letter. next, word choice is the fourth writing error, which has large amount. it has about 43 errors or 7.17% for the percentage. word choice could be happened when the writer choose an irrelevant word on his/her sentence. it occurred on students’ paper. for example, “i saw their faces were not sad again”. that sentence is not wrong, but the word “again” gives the reader awkwardness. it can be more appropriate if the student use “anymore” instead of “again”. so, the suggestion for that sentence is “i saw their faces were not sad anymore”. word choice error could be caused by the lack of vocabulary. the researcher concluded that the limit of students’ vocabulary knowledge caused them made this error. they probably thought that the word with same meaning as they want could fit in every sentence. however, when they applied it to their paper the meaning of that context seemed weird. spelling error is the next writing error that occurred in the students’ essay. it happened about 38 times in the whole papers, and it has 6.34% for the percentage. the students made this error by putting wrong letter in the word, or they are very careless and write the word not with its spelling but its sound. for instance, the student wrote, “the ticker left the class”. the word “ticher” edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 89 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi must be “teacher”. the student literally did not pay attention to the detail of his/her work, so it causes the error occurred in his/her essay. another example of spelling error is “i had to go to college in the morning”. the word “collage” must be “college”, so in that sentence the student put the wrong letter in the word. from the example above, it can be assumed that their first language influenced students. some of them made this error by wrote the words by its sound. the other students made error of spelling by added an inappropriate letter or omitted the appropriate letter. it can be concluded that the students made errors by mistype or lack of concentration. after that, preposition error also occurred in students’ essay. there are many prepositions in english, and sometimes it has similar meaning. in this case, students put incorrect preposition on their sentence or they omitted the preposition. for example, “i visited them to eat fast food restaurant”. that sentence literally told the readers that the writer “eat fast food restaurant”. the student should put preposition “in” between the word “eat” and “fast”. therefore, the correct sentence must be “i visited them to eat in fast food restaurant”. in addition, preposition errors happened 21 times or 3.50% in students’ narrative writing. in preposition error, the researcher considered two probabilities. first, the students made this error because of translating. there would be a lot of misunderstanding if students translate their first language to english. it is because the structure of their first language and english are different. if they wanted to translate it, they have to consider and measure the meaning of context is right. second it could happened because the context of learning. the students probably have wrong hypothesis of lecturer’s explanation or their textbook that lead them to made errors. pronoun errors occurred 18 times or 3.00% in students’ writing narrative essay. it happened perhaps because the students got confused in using pronoun. for instance, one of the students wrote “bk teachers were tired of calling us, but we did not listen to it”. the word “it” refers to “bk teachers”, but pronoun for “bk teachers” must be “them”. so, the correct sentence should be “bk teachers were tired of calling us, but we did not listen to them”. pronoun errors could be happened because of the induced errors. it refers to students’ wrong comprehension of context element. they probably have incomplete competence of english structure or interference of their native language. they could be misunderstood about what lecturer explained which made them produced errors of this point. next, pluralism errors also happens students’ paper. it has about 16 errors from whole papers, and the percentage is 2.67%. the example for this case is “i have many unforgettable moment in my life.”. it should be “i have many unforgettable moments in my life.”. because the student means “many unforgettable moments”, so it must be more than one. it could be happened because in their native language there are no suffix s/es. pluralism errors did not happen a lot in this research. however, several students did it. it could be happened because of the interference of their first language. in bahasa, there is no suffix “s/es” to explain the number of noun. it probably influenced them to made errors in this point. after that, redundancy occurred 14 times with 2.33% as a percentage. redundancy happened with unnecessary words use or the repetition of some unnecessary same word. it can make the sentence become ambiguous and hard to be understood. for instance, the students wrote “and finally she wanted to forgive me and gave me one more chance, and i promise to her, i won’t repeat my mistake again”. she did not need word “and” that much. she could write “finally she wanted to forgive me and gave me one more chance. i promise to her, i won’t repeat my mistake again” and it still make sense. redundancy error could be happened because of students’ communication strategy and it related to their learning style. the students disposed made this error because they wanted to express their story or experience in their paper. the way they expressed their story seemed over exaggerated. in fact, they added unnecessary element in their sentence and made it too much. word order error means the incorrect placement of word groups in sentence. in this case, word order errors happened 8 times or 1.33%. this error type did not happened a lot in students’ edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 90 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi paper. it shows that students already know about the structure of their native language and english are different. however, there were several students made this error. one of them wrote, “i have friends crazy”, while it must be “i have crazy friends”. the incorrect placement of those words will make the reader confuse and need to read it again to understand what the writer means. the interference of students’ native language could lead them made errors in word order. the differences of bahasa and english rule are wide. there are many differences in it, and one of them is word order. this error did not occur a lot in this research although there were several students who did it. it could be happened by students lack of knowledge or because of translation. when they translated bahasa to english, they probably translate it word by word. the interference of their native language and translation lead made them to produced word order errors. in result, the meaning of context is hard to be understood by the reader. after that, there was an error of article. in this case, the error of article has low frequency and percentage. it has 6 errors from whole essays or 1.00% as the percentage. the example of this type is “my mother said they are friends”. because word “friends” is a plural form, it does not need an article. the article “a” usually explains a singular form. so, the correction for that sentence is “my mother said they are friends”. the occurrence of article errors could be caused by students’ difficulties in determining whether word or phrase uses article. this error took place as the lowest number of errors, which occurred in this research. interlingua transfer and intralingua transfer could influence this error. interlingua transfer source of error happened when student did not use article in the word that should use article because in bahasa there is no rule of using article. intralingua transfer occurred when the students used article for all of the words, which do not need to use article. last, there was possessive case error. this type also occurred in the students’ papers. however, it has low amount, and the same frequency and percentage with the previous error, which is article error. it only occurred about six times or 1.00%. this type of errors example is when one of the students tried to explain his feeling during report card division. he wrote “my feeling was very nervous at that time, for fear of the result of his report card”. the word “his” should be “my” because that sentence explained “the writer’s report card”, not others report card. so the correct one must be “my feeling was very nervous at that time, for fear of the result of my report card”. possessive case error also took place as the lowest number of error. even though there were only low amount of this error, but there were several students did this error. first language interference have a big role in lead students did this error. the difference form of possessive case in bahasa and english make the students did errors in possessive case. in conclusion, there were twelve errors that occurred in the students’ narrative essays, and mostly it happened because of the influenced of students’ first language which is bahasa. this finding provides the reader that although english study program students made narrative essays data in this research; they also did some errors in their papers. these things might be commonly found in many kind of situation in the process of learning that need to be controlled seriously. conclusion writing essay subject is a necessary subject for students in english department. this subject teaches the students to write an essay properly. it introduces students to the basic of essay, structure, kinds of essay itself. in this research, the researcher conducted his research in writing essay class and the several students in this class were chosen as samples for his research. the researcher conducted this research in order to know what kinds of common errors that students of english study program made in writing narrative essay. based on the result that already explained in chapter iv, english department students of jambi university also made errors in writing narrative essay. first as the result that has been shown in chapter iv, the students made 303 (50.58%) errors in verb-tense. it was the highest edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 91 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi number of error in this research. second, punctuation took place as the second highest number after verb-tense. there were 76 errors in punctuation or 12.68%. third is capital letters error, there were 50 errors (8.34%) that happened in this research. next, word choice came with 43 errors or 7.17%. spelling error also occurred in this research and it has 38 error or 6.34%. after that preposition error occurred with 21 errors or 3.50%. pronoun error happened in this research with 18 errors (3.00%). next, pluralism error came with 16 errors or 2.34%. redundancy error occurred with 14 errors or 2.33%. next, in this research word order error happened with 8 errors or 1.33%. last, there were possessive case and article errors that happened in this research. each of them has the same number in frequency and percentage. possessive case error has 6 errors (1.00%) and article error also has 6 errors or 1.00%, and these two points became the smallest number of error in this research. based on conclusion described above, the researcher proposes some suggestion for those who are involved in teaching-learning english especially in writing aspect. for lecturers, the researcher just suggests them to make an approach to the students to communicate their problems in learning, because the researcher believes that the lecturers are the expert ones that have their own way to teach english. lecturers just need to emphasize the students to learn more and tell them to realize that the structure of english and the students’ native language is different. for the students, the researcher suggests them to learn about english structure more deeply. the students cannot only rely on courses or lessons that lecturers give. they must deepen their knowledge in learning english because they already in university level. last for the next researchers, the researcher suggests them to make the next research with different approach or method in order to analyze or find out the errors in more specific aspect. also, the next researchers can conduct the same research with different genre of writing such as descriptive text, argumentative or others. so, the knowledge about the writing errors in university level would be complete. references allan g. b. (2004). elementary statistics: a step by step approach, new york: mcgraw-hill. bello, t. (1997). writing topic for adult esl students. paper presented at the 31 st annual teacher of english to speakers of other language convention, orlando, fi, usa. blanchard & root (2003). ready to write. white plains: longman. brown, h. d. (2001). teaching by principles: an interactive approach to language pedagogy (2 nd ed.). new york: longman. brown, h. d. (2007). principles of language learning and teaching. new york: pearson education inc. byrne, d. (1979). teaching writing skill. longman publisher corder, s. p. (1974). error analysis: perspectives on second language acquisition. london: longman creswell, j. w. (1994). research design: qualitative, quantitative, and mixed method approaches (3 rd ed.). london: sage. dulay, h., burt, m., & krashen, s. (1982). language two. oxford university press. ellis, r. (1997). studies in second language acquisition. multilingual matters. farooq, s. a. (2012). opinion of second language learners about writing difficulties in english language. lahore: university of punjab. fraenkel, j. r. & wallen, n. e. (2003). how to design and evaluate research in education (5 th ed.). new york: mcgraw-hill. gay, l., mills. g., & airasian, p. (2006). educational research: competencies for analysis and application (8th ed.). new york: prentice hall. george, e., & julia m. b. (1980). let’s write english. new york: lifon educational publishing inc. guth, h.p. (1969). words and ideas. belmont, california: wadsworth publishing company. harmer, j. (1998). how to teach english. edinburgh: addison wesley edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 92 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi harris, d.p. (1969). testing english as a second language. new york: mc.graw-hill.inc. heady, e. (2007). introduction to graduate writing. lynchburg: liberty university graduate writing center. ismail, s. a. a. (2011). exploring students’ perceptions of esl writing. english language teaching, 4(2), 73-83. kho, m.g.w., & muhammad, y.y. (2013). writing difficulties faced by postgraduate tesol students. malaysia: proceedings of the usm-ppip tesol colloquium. khuwailleh, a. a & shoumalli, a. a (2000). writing errors: a study of the writing ability of arab learners of academic english and arabic at university, language culture and curriculum. jordan university of science and technology. kizlik, b. (2012). measurements, assessments, and evaluation in education. retrieved from https://pdfs.semanticscholar.org/acea/807c6ff1e0ffc5a0cbbb7c08764fb12b60cf.pdf krishnan, lakshmi, valli r., & chanock, k. (2007). essay writing visual guide. sydney: association for academic language & learning (aall). gerot, l., & peter, w. (1994). making sense of functional grammar. sidney: gerd stabler. mcnamara, d.s., crossley, s.a., & mccarthy, p.m. (2010). linguistic features of writing quality. written communication, 27, 57-86. meyers, a. (2005). write with confidences: writing effective sentence and paragraph. london: longman pub group. oshima, a., & hogue. a. (1997). writing academic english (2 nd ed.). new york: longman pub group. oshima, a., & hogue. a. (1998). writing academic english (3 rd ed.). new york: longman pub group. randal, h. (2004). literacy an introduction. edinburgh: edinburgh university. richard, j.c (1974). error analysis: perspectives on second language acquisition. london: longman richard, j. c. and renandya, w. a. (2002). methodology in language teaching. cambridge: cambridge university press. s. gass & l. selinker (2008). second language acquisition: an introductory course (3rd ed.). new york: routledge/taylor francis. schaefer, m., machguth, h., falvey, m., and casassa, g. (1996). modeling past and future surface mass balance of the northern patagonian icefield, j. geophys. res.-earth. temple, c. nathan, r., burris, n. & temple, f. (1998). the beginning of writing. massachusetts: allyan and bacon, inc. veit, r. (1986). discovering english grammar. boston: houghton mifflin company. white, fred d. 1986. the writer’s art. california: wadsworth publishing company. http://scholar.google.com/citations?view_op=view_citation&hl=en&user=qivcdrcgd0qc&citation_for_view=qivcdrcgd0qc:u-x6o8ysg0sc http://scholar.google.com/citations?view_op=view_citation&hl=en&user=qivcdrcgd0qc&citation_for_view=qivcdrcgd0qc:u-x6o8ysg0sc https://pdfs.semanticscholar.org/acea/807c6ff1e0ffc5a0cbbb7c08764fb12b60cf.pdf 63 the influence of reciprocal teaching strategy and students’ learning motivation on the eleventh grade students’ reading comprehension achievement at bina jaya senior high school of palembang nita ria universitas tridinanti palembang e-mail: nita_ria@univ-tridinanti.ac.id abstract: the research to improve able students’ reading comprehension with used reciprocal teaching strategy. in this study, the experimental method is used. bast and khan (1989:112) states that: an experiment involves the comparison of the effects of a particular treatment with that of different treatment or of no treatment. in a simple conventional experiment, reference is usually made to an experimental group and to a control group.and the variables may have one or more levels. further, fraenkel and wallen (1991:245) say, factorial design extends the number of relationship that may be examined in an experimental. the technique in collecting the data, the researcher uses two techniques: testing and questionnaire. before the data analysis is done, descriptive statistics analysis of the students pretest and posttest score in experimental and control groups, and the test of normality and homogeneity are done to the students’ pretest and posttest of the two groups and the students’ questionnaire. the researcher uses cluster random sample. the sample to be used is the eleventh grade students bina jaya senior high school of palembang. two classes are chosen in which one class become control class and another class to be experimental class. there are 30 students for each group: a) experimental group that is taught reading comprehension using reciprocal teaching strategy, and 30 students would be grouped into a control group.the value of kurtosis of the posttest was -1.029 while the standard error of kurtosis was .833. the difference was -1.862 indicating that the distribution of the posttest score is considered normal. the mean score of the posttest was 62.67. the value of kurtosis of the posttest was 3.112, while the standard error of kurtosis was .833. the difference was 3.945. key words:reciprocal teaching strategy,motivation, and reading comprehension introduction reading is an important language skill that is now in more demand than in any other time in the history according to swalm and king (2000:187). with the exposure of the internet in a global era, students need to master reading in order to understand the vast knowledge of the world. swalm and king (2000:189) claim that the literate adult today is reading more in one week than his/her great-grandfather did in a whole year. this fact places pressures on the students to perform at a higher level then the students before them did. reading has many benefits for the readers. it enhances our lives because reading gives us a greater understanding on everything: the world, ourselves, and other people. it is believed that reading is a way to relax and enrich the reader’s mind since reading activities can give more 74 lesson, sense of values, ideas, etc, if we are able to connect what we have read with our prior knowledge. in reading comprehension, the students may face some problems, for example in speed reading, their eyes keep wandering back and forth over the page; they may show low motivation, lack of concentration, and limited vocabulary as they are reading for comprehension (price, 2009:154). with regard to grammar, the students have problems with tenses and aspect. efl teachers do not generally teach grammar in certain times, but integrate it in reading or listening comprehension. the students have more difficulties with the meaning, the use of tenses and aspect form (bardovi-hanlig, 1997:187). besides better materials, effective strategy can also make the students study harder. reciprocal teaching strategy (rts) is a strategy to be used to improve students reading comprehension achievement; it is characterized by the activities (summarizing, questioning, clarifying, and predicting) to be done by the students in reading comprehension. byrnes (1998:132) stated that reading is an activity with a purpose. a person may read in order to gain information or verify existing knowledge, or in order to critisize a writer’s ideas or writing style. furthermore, byrnes (1998143) states that the purpose(s) of reading and the type of text determine the specific knowledge, skill, and strategies that readers need to apply to achieve comprehension. it means that reading comprehension is achieved when the reader knows which skills and strategies are appropriate for the type of text and understands how to apply them to accomplish the reading purpose. in order to give students more practices, so that they will do good process and have good product, the teacher can apply an effective strategy like rts flood.ed. (2003:166) states that rts is one of the instructional methods commonly used in reading comprehension practices. based on the problems above, the writer tried to solve them by doing the research to prove the effectiveness of rts in improving reading comprehension achievement at sma bina jaya palembang. 75 concept of reciprocal teaching strategy rts is a strategy in teaching reading comprehension in which teachers and students take turns leading a dialogue concerning sections of a text. there are four activities which are incorporated into the technique: summarizing, questioning, clarifying, and predicting sections of the text. actually, rts is first used by parlincsar and brown (1984:82) and then improve by parlincsar and brown (1984:92) to improve students reading comprehension. parlincsar and brown, the creators of rts state that this strategy is in some ways a compilation of four comprehension strategies: summerizing, questioning, clarifying and predicting. here are the steps in implementing rts as suggested by parlincsar and brown (1984:103): 1. put the students in groups of four. 2. distribute one note card to each member of the group identifying each person’s unique role a. the summerizer b. the questioner c. the clarifier d. the predictor 3. have students read a few paragraphs of the assssigned text selection. encourage them to use note-taking strategies such as selective underlying or sticky-notes help them better prepared for their role in the discussion. 4. at the given stopping point, the summerizer will high-light the key ideas up to his point in the reading. 5. the questioner will then pose questions about the selection: a. unclear parts b. puzzing information c. connection to other concepts already learned d. motivation of the agents or actors or characters 6. the clarifier will address confusing parts and attempt to answer the questions that were just posed. 76 7. the predictor can offer guesses about what the author will tell the group or, if it is a literary selection, the predictor might suggest what the next events in the story will be. 8. the roles in the group then switch one person to the right, and the next selection is read. students repeat the process using their new roles. this activity continues until the entire selection is read. the teacher can do the following activities in applying the rts : 1. select a text for the exercise and distribute copies of the selection to the class. 2. explain four reading skills that you will demonstrate: summerizing, questioning, clarifying and predicting. 3. model each of these skills by analyzing the first paragraph of the document. 4. divide the class into groups. each group consists of four students. assign each student in the groups one of the remaining paragraphs have the student “teach” the four reading skills to the group, using their assigned paragraph. 5. encourage discussion within the groups both during and after the student presentations. ask students to identify the skills that were most and least effectively used. motivation according to slavin (1988:356) motivation is the influence of needs and desires on the intensity and direction of behavior. furthermore, richards et.al (1985:185) state that, the factors that determine a person’s desire to do something. in second language and foreign language learning, learning may be affected differently by different types of motivation. two types of motivation are sometimes distinguished: 1. instrumental motivation: wanting to learn a language because it will be useful for certain “instrumental” goals, such as getting a job, reading a foreign newspaper, passing an examination. 2. integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak the language as native speakers. according to slavin (1988:356) motivation is the influence of needs and desires on the intensity and direction of behavior. furthermore, richards et.al (1985:185) state that, the factors 77 that determine a person’s desire to do something. in second language and foreign language learning, learning may be affected differently by different types of motivation. two types of motivation are sometimes distinguished: 3. instrumental motivation: wanting to learn a language because it will be useful for certain “instrumental” goals, such as getting a job, reading a foreign newspaper, passing an examination. 4. integrative motivation: wanting to learn a language in order to communicate with people of another culture who speak the language as native speakers. motivation and learning influence each other. motivation for learning can turn up because of intrinsic and extrinsic factors. lumsden as citied by abdullah rubab (2007:79) states that intrinsic motivation is motivation from within the students. an. it is explained that the material is interesting, challenging and rewarding, and the students receives some kind of satisfaction from learning. and an extrinsically motivated student studies and learns for other reasons (a student performs in order to receive a reward, like graduating or passing a test or getting a present from parents, or to avoid penalty like a failing grade). according to abisamara (2001:98), states that there is a variety of specific action that teachers can take to increase motivation on classroom tasks. in general, these fall into the two categories discussed: intrinsic motivation and extrinsic motivation. intrinsic a. set goals for learning. b. help students develop plan of action c. provide games and stimulus d. relate learning to students needs. e. explain or show why learning a particular content or skill is important. f. provide a variety of activities and sensory stimulus. g. create and/or maintain curiousity. extrinsic a. make rewards available. b. provide clear expectation. 78 c. provide valuable rewards. d. give correction feedback. barbara. g davis (1999:76) contributes two levels of motivation: high and low motivation. in addition, santrock (2001:543) says that motivation can be measured by giving questionnaire. the answers of the questions in the motivation questionnaire are scored as follows: strongly agree = 5, agree = 4, undecided = 3, disagree = 2, and strongly disagree = 1. the student who chose 4 and 5 are categorized into highly motivated students. meanwhile, the students who chose 1, 2 and 3 is categorized into low motivated students. in addition, heckhausen (1991:77) suggests that the characteristics of students who have high motivation in learning are as follows: 1. persistent in carrying out a task. 2. does not like to waste time. 3. success oriented and more self-confident in facing achievement related task. 4. preference of moderate difficulties in achievement related tasks. 5. prefer capable rather than liked persons as partner for a task. 6. goal directed and future oriented attitude, can delay gratification for the sake of future rewards. based on the description above, the writer uses two levels of motivation: low motivation and high motivation. concept of reading comprehension reading is an interaction process between the leaders and the texts. so the main purpose for reading is to comprehend the ideas in the material. without comprehension, reading would be empty and meaningless. pakhare (2007:188) defines reading comprehension as the level of understanding a passage of text. it is viewed that a successful reader will be relied on how well the learners understand on their comprehension of a passage or text. to develop the students’ reading comprehension achievements in the classroom process, an understanding of the theories behind reading comprehension are really required. three important theories on reading comprehension are necessarily noticed. they are the schema theory,mental models theory, and the propositional theory (suhaimi, 2009:152). furthermore, 79 pakhare (2007:192) stated that a person having good comprehension skills is considered as active reader, with an ability to interact with the words by understanding its complete meaning and the concept behind it. thus skill of reading comprehension distinguishes an active reader from a passive reader who just read the text without getting its meaning. zwiers (2004:133) states that during a reading process, the readers have to hold the following basic elements. 1) establishing a purposes for reading, and keeping in mind whether the purpose is being met or not by checking to see whether each new piece of text fits the purpose for reading. 2) combining new information with previously stored information in your brain. 3) realizing when a current piece of text clashes with your envolving main idea or expectations. 4) controlling your attention, commitment, attitudes, and motivation during learning. questions that help with this step include the following: can i keep other things out of my mind long enough to concentrate on this text? am i committed enough to read it all and go back over it, if necessary? do i believe i have the ability to understand this 5) use “fix-up’ strategies when comprehension breaks down rivers and temperly (in hedge, 2000:206) describe seven purposes in reading which are develop into a framework for text selection with intermediate high-school or adults students, they are as follows. 1) getting information if we to find out a specific information for our necessary needs, for example, to know the flight schedule, we can get it by reading brochures, or if we want to find out another transportation’s schedule, we can find it by reading train timetable and bus schedules. 2) finding and curiosity about a topic if we want to find out important information about an interesting topic, reading some interesting articles in magazine, advertisement and specialist brochures can get it. 3) following instructions 80 if we are in another country that we do not know either about the names of its road, especially some important places there, we can find them by reading maps. it can give us some information that we need by following the instructions in it. 4) enjoyment if we want to find out something in written language which can make us enjoy our break time, we can get it by reading poems, short stories, plays, and cartoons. 5) keeping in touch as a sociable person, we must have a good relation to another person. for example, a friend in another place, that is very far from our place. for keeping a good relation to him or her, we have to send him or her letter and vice versa. we can get some information about our friend by reading letters or messages from our friends. 6) knowing what was happening in the world. to improve our knowledge or getting new information from all over the world, we can get it by reading news articles, news in brief and news reviews. therefore, we will never be in regresion. 7) finding out when and where as a guide for a tour, we have to prepare our schedule, which includes the time and some places, which will be invite by us. we can get some information of its by reading tour guides. so, if the teachers use a framework such as the above as a guide to the selection of texts, they can be sure that learners will be provided with a range of reading purposes and will be able to practice different ways of approaching a text. this was particularly important with students who are gradually developing the confidence to approach a text without expecting to understand every word, in other word they are expected to comprehend the text and can answer the questions based on the text correctly. method and procedures in this study, the experimental method is used. bast and khan (1989:112) states that: an experiment involves the comparison of the effects of a particular treatment with that of different 81 treatment or of no treatment. in a simple conventional experiment, reference is usually made to an experimental group and to a control group.and the variables may have one or more levels. further, fraenkel and wallen (1991:245) say, factorial design extends the number of relationship that may be examined in an experimental study. they are essentially modifications of either the post-test only control group or pre-test-post-test control group design (with or without random assignment), which permit the investigation of additional independent variable. the population of the study is the eleventh grade students of sma bina jaya palembang in the academic year 2013/2014.the total number of the population is 123 students. in this study writer used the lottery system. she wrote the students’ names on small pieces of , the researcher used cluster random sample. siegle (2008:1) defined cluster random sampling as the samples where they are chosen from pre-existing groups. groups was selected and then the individuals in those groups was used for the study. the sample to be used is the eleventh grade students bina jaya senior high school of palembang. two classes were chosen in which one class become control class and another class to be experimental class. there were 30 students for each group: a) experimental group that was taught reading comprehension using reciprocal teaching strategy, and 30 students would be grouped into a control group. the researcher used two techniques: testing and questionnaire. the test was a means of measuring the knowledge, skill, feeling, intelligence and aptitude an individual or group, the writer uses multiple choice tests. the tests are in the forms of pre-test which was given before the treatment and posttest which was given after the treatment. to analyze the influence of students’ motivation in teaching reading comprehension using reciprocal teaching strategy, the writer used the questionnaire. the questionnaire was distributed to both experimental and control group. based on santrock (2001:543) if the students answered with score 4 and 5 for each question, it meant the students had high motivation and if the students pointed score under 3, it meant the students had low motivation. findings and discussion the data obtained from the pretest and posttest scores had presented into two groups. the first group present of the pretest score in the experimental group and in the control group. while, the second group presented with the posttest score in the experimental group and in the 82 control group. the data of the students on pretest both the experimental group and control group were analyzed to find out the homogeneity of the two samples. while, the data of the students on the posttest both the experimental group and control group were analyzed by using the independent t-test formula to find out the significant difference in means between the experimental and in the control group. then, the data of the students about their motivation was used to classify them on the basis of whether they were classified in high motivation or low motivation levels. the results of pretest in experimental group after the test was administered to the experimental group, it was found that there was four students who got the lowest score, namely 50. the scores among 60 up to 70 were got by twenty one students and the highest score, i.e., 80 was got by six students. the results of pretest in control group then, when the test was done to control group it was found that there were four students got the lowest score, namely 40. the scores among 50 up to 60 were got by twenty three students and the highest score, i.e., 70 was got only by one student. table 1 the score distribution of students’ reading in experimental group descriptive statistics pretest _experiment posttest _experiment n valid 30 30 missi ng 0 0 mean 65.50 72.83 std. error of mean 1.735 1.412 median 65.00 70.00 mode 60 65(a) std. deviation 9.500 7.733 variance 90.259 59.799 skewness .105 .436 std. error of skewness .427 .427 kurtosis -.698 -1.029 std. error of kurtosis .833 .833 range 30 25 minimum 50 60 maximum 80 85 sum 1965 2185 83 the mean of the score was 72.83 for the posttest of experimental group. the value of kurtosis of the posttest was -1.029 while the standard error of kurtosis was .833. the difference was -1.862 indicating that the distribution of the posttest score is considered normal. table 2 the score distribution of students’ reading in control group descriptive statistics pretest_control posttestcontrol n valid 30 30 missin g 0 0 mean 54.00 62.67 std. error of mean 1.650 1.240 median 55.00 62.50 mode 60 60(a) std. deviation 9.040 6.789 variance 81.724 46.092 skewness .170 .855 std. error of skewness .427 .427 kurtosis 1.136 3.112 std. error of kurtosis .833 .833 range 40 35 minimum 40 50 maximum 80 85 sum 1620 1880 from table 2 we can see the result of students’ posttest score in control group. the mean score of the posttest was 62.67. the value of kurtosis of the posttest was 3.112, while the standard error of kurtosis was .833. the difference was 3.945. conclusion in terms of the results based on the findings and the interpretation in her previous chapter, the writer concluded that: first, from the statistics calculation using independent sample test was found the p-output .000. it means that the p-output was lower than α (.05). it was concluded that there was a significant difference in average scores between students who both have high 84 motivation taught using rts and that of those who were taught using conventional technique. it means that the null hypothesis is rejected and the alternative hypothesis is accepted. from the statistics calculation using independent sample test was found the p-output .000. it means that the p-output was lower than α (.05). it could be concluded that there was no a significant difference in average scores between students who have high motivation taught using conventional technique and that of those who have low motivation taught using rts. it means that the null hypothesis is accepted or vice versa. from the statistics calculation using independent sample test was found the p-output .330. it means that the p-output was higher than α (.05). it could be concluded that there was no significant difference in average scores in reading between students who both have low motifation taught using and that of those who were rts taught using conventional technique. it means that the null hypothesis is also accepted and the alternative hypothesis is rejected. and at last from the statistics calculation using independent sample test was found the poutput .000. it means that the p-output was lower than α (.05). it could be concluded that there was a significant difference in average scores between students who have high motivation taught using rts and that of those who have low motivation taught using conventional technique. it means that the null hypothesis is rejected and the alternative hypothesis is accepted. the writer would like to suggest some points particularly extended to the english teachers, students and other researchers.for english teachers several suggestions can be offered for improving students’ reading achievement.first, to improve the teaching and learning of reading teachers needs to recognize the students’ needs and interests not only through the mouth of the teacher but also the mouth of the students by involving them in teaching and learning activity. second, to maintain attention and to aid students in learning reading teacher should use the variety of reading strategy or skills, then it was suggested that the teacher of english use rts that are appropriate to the level of the students. finally, to encourage the low or middle students’ motivation in reading teachers should treat them the same as the high one. for students are expected to give more attention to the teacher’s explanation and discuss to the teacher if they have a problem in learning reading. the students should improve their interest, concentration, imagination and active in learning english especially reading by using rts. students are also hoped to increase 85 their motivation in studying english particularly reading so that their reading achievement can improve day by day. references abdullah, rubab. (2007). motivation: its crucial role in teaching english in classroom http://www.daffodilvarsity.edu.bd./library/opac/b&e/v2nlj7/10%20motivation.pdf. accessed on june 5th , 2011 abisamara, nada salem. (2001). motivation:affectin language laerning. http://www.nadasisland.com. accessed july 10th, 2011 arikunto, suharsimi. 2002. prosedur penelitian: suatu pendekatan praktek. jakarta: pt rineka cipta. bardovi-hanlig, k. 1997. tense and aspect in context. in tom miller (ed), functional approaches to written text. classroom applications (pp.186-199). washington, dc : english language program. beers, kylene. 2003 reading strategies. htpp: //www. allamericareads.org/program/strategies.htm. accessed on june 25th ,2011 best, jhon., and james. v khan. 1989. research in education. 6th ed. new delhi:prentice-hall of india private limited boyer, c. pilar serrano. 1997. “jigsaw stories: a motivating way of reading”. english teaching forum, 36 (4), 10-17. brown, h.d (1987). principles of language and teaching (2nd ed). englewood cliffs, nj: prentice hall regents. byrnes, heidi. 1998. teaching reading. available on : http : // www. nclrc. org / essentials / reading / reindex. htm.accessed on : january 13nd, 2010 davis, barbara.g. 1999. motivating students. university of california, berkaley. http://honolulu.hawaii.edu/intranet/committees/fecdevcom/guidebk/teachtip/motiv.htm flood. j. (ed). 2003. studying: skills, strategies, and systems : handbook of research on teaching the language arts. mahwah, nj : lawrence erlbaum associates, inc. fraenkel, jack r, and nourman e wallen. 1991. how to design and evaluate reseach in education. new york: mcgrow–hill, inc. hatch, farhady, 1982. educational research. new york, ny: harper collins publihser. heckhausen, h. 1991. motivation and action.http://www.ntnu. edu.tw/test/sla/fei yu yan yin sn/1467-9922.pdf. accessed on july 10th, 2011 hedge, tricia. 2000. teaching and learning in the language classroom. new york: oxford university press. hornby, a. s, 1995. the advanced learners’ dictionary of current english. london. oxford university press, london. hughes, arthur. 1989. testing for language teachers. new york,cambridge university press. mc millan, j.h. 1992. educational research: fundamental for the consumer. new york, ny: harper collins publihser. http://www.daffodilvarsity.edu.bd./library/opac/b&e/v2nlj7/10 motivation.pdf http://www.nadasisland.com/ 86 oxford, r.l., and burry – stock, judith a. (1995) assessing the use of language learning strategies world wide with the esl / efl version of the strategies inventory for language learning (sill). university of alabama, tuscaloosa, al, usa. oxford, r.l. (1990), language learning strategies : what every teacher should know. boston, ma. heinle and heinle. pakhare, jayashree. 2007. effective teaching: reading comprehension strategies. available on: http://www.buzzle.com. accessed on july 5th, 2011 palincsar, a. s. & brown, a. (1984). reciprocal teaching of comprehension-fostering and comprehension monitoring activities. cognition and instruction, 1(2), 117-17. price, s. 2009. overcoming reading problems, monas university. http : // www. monash. edu. au / iis/iionline reading / reading-problems/ i.xml. accessed on july 8th 2009. rubin, dorothy. 1993. a practical approach to teaching reading, 2nd ed. englewood cliffs. boston: allyn and bacoon. richards, jack, john platt, and heidi weber. 1985. longman dictionary of applied linguistics. hongkong : longman. santrock, jhon. w. 2001. psikologi pendidikan. dallas. universitas of texas at dallas slavin, 1988. motivation: education. available on : http: //www.buzle.com. accessed on january 2nd, 2012 suhaimi. 2009. reading comprehension: theory and strategy. available on: http://www.pbs.org/now/classroom/lessonplan-06.html. accessed on july 7th.2011 swalm & king.2000. why teacher should use timed reading in esl classes tesl journal 19 (6) (june 2003) widdowson, john a r. 2000. diagnosis of learning difficulties. the united states: mcgrawhill inc. zwiers, jeff. 2004. building reading comprehension habits in grades 6-12 a toolkit of classroom activities. california: international reading association. http://www.buzzle.com/ http://www.pbs.org/now/classroom/lessonplan-06.html edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the determination of the principal’s leadership style, teachers’ work motivation, and mind-set of the performance of elementary school teachers i putu grantika yasa universitas terbuka, indonesia corresponding author: grantika.slfi86@gmail.com abstract this research aimed to find out and analyze the partial determination of leadership style, work motivation, and mindset on teachers’ performance and to know the simultaneous influence of leadership style determination, teachers’ work motivation, and mindset on the performance of elementary school teachers in marga district. the population was all 320 elementary school teachers in marga district. for the total sample taken, the researchers used the slovin technique to obtain 76 teachers using a simple multi-stage random sampling technique. the data collection technique in this research is a questionnaire. in analyzing the research data, the researcher used linear regression analysis and multiple linear regression with the help of the spss program. from the research results, the principal's leadership style variable has a significant effect on the performance of elementary school teachers in the marga district with a sig value of 0.000 <0.05. the teachers’ work motivation variable also has a significant effect on the performance of elementary school teachers in marga district with a value of sig. = 0.001 <0.05. the principal's leadership style variable also has a significant effect on the performance of elementary school teachers in marga district with a sig value of 0.000 <0.05. simultaneously, the three independent variables have a relationship with the dependent variable, namely the performance of elementary school teachers in marga district, as indicated by a coefficient of determination (r-square) of 0.650. it means that simultaneously, the magnitude of the coefficient of determination (r-square) of 0.650 has an effect of 65% on the performance of elementary school teachers. keywords: motivation, performance, principal's leadership style, work mindset introduction education plays a paramount role in improving the quality of human resources. the implementation of qualified education will be able to gradually build the competitiveness of the indonesian nation by creating quality and advanced human resources (kamil et al., 2013; hidayat et in this case, the principal is the highest authority in an educational institution with an al., 2022). essential role in realizing a qualified education process in the educational institution he leads. besides the school principal, teachers also play a paramount role in determining the education quality in a nation the success of (hadiyanto et al., 2015; idrus & mukminin, 2016; muazza et al., 2023). education in producing quality resources can be seen from the teacher's performance as a benchmark. teacher performance is an achievement achieved by a teacher in educating, teaching, mailto:grantika.slfi86@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi guiding, directing, training, assessing, and evaluating students (mukminin & habibi, 2019; pianda, good teacher performance will result in good student achievement and vice versa. if the 2018). teacher's performance is not optimal, it will result in not optimal student achievement as well. ten indicators are used to measure teacher performance ). these indicators include (wahyudi, 2012 formulating learning objectives, compiling teaching materials, planning methods, planning tools and resources, planning assessments, apperception skills, explaining and closing lessons, planning strategies to monitor learning outcomes, and following up. based on these indicators, researchers obtained data from elementary school supervisors in marga district in 2021, which showed that the teacher's performance in marga district varied greatly. the existing variation in each teacher's performance indicator was influenced by several factors. it was also corroborated by the facts that the researchers found when interviewing several elementary school principals in the marga district who said that some teachers were still not optimal in carrying out their performance, especially performance related to the learning process, both in planning, implementing, and evaluating. several relevant research related to teacher performance has been carried out before. first, research was conducted by . it found that the principal's leadership style, work motivation, rai (2011) and compensation are significant determinants of teacher performance at smk negeri 1 denpasar separately or simultaneously. thus, these three factors can be used as predictors of the level of performance tendencies of teachers at smk negeri 1 denpasar. similar to this finding, mahendri et also found a determination of the principal's leadership style, work discipline, and al. (2013) academic supervision on teacher performance in sdn gugus 3, north kuta district, badung regency. based on the relevant descriptions, facts, and research, the principal's leadership, teachers’ work motivation, and mindset are factors suspected of determining teachers’ performance. moreover, there are problems with the teachers' performance in the marga district that need to be improved, so the researchers feel interested in researching the determination of the principal's leadership style, teachers’ work motivation, and mindset on the performance of elementary school teachers in the marga district. the research objective was to determine the determination of the principal's leadership style on the performance of elementary school teachers in marga district, the determination of teachers’ work motivation on the performance of elementary school teachers in marga district, the mindset of teachers on the performance of teachers elementary schools in the marga district, and the principal's leadership style, teachers’ work motivation, and mindset on the performance of elementary school teachers in the marga district. the theoretical benefit of this research is to provide information and an overview of the determination of the principal's leadership style, teachers’ work motivation, and mindset on the performance of elementary school teachers in marga district. the research results are expected to provide benefits for school principals, teachers, and researchers. the description results of this research are expected to provide information and input to school principals so that their leadership can increase teachers’ motivation and performance so that they work better and optimally. these research results are expected to provide input to teachers to improve their work motivation and performance in carrying out their duties and responsibilities so that they are more optimal. the results of this research are expected to provide information to further researchers, especially research related to school principals' leadership and teachers’ work motivation on their performance. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design and approach this research uses a quantitative method with a survey approach. quantitative research is a research method that uses data in the form of numbers and analysis using statistics ). (sugiyono, 2013 a quantitative is used to describe a research problem by thoroughly analyzing trends, comparing groups, or connecting variables using statistical analysis, and interpreting the results by comparing them with previous predictions or previous research (creswell, 2012). this research includes correlational associative research. the research method used is the associative research method. according to associative research aims to determine sugiyono (2013), the effect of two or more variables. this research type was chosen because the researcher intends to reveal whether there is a determination of the principal's leadership style, teachers’ work motivation, and mindset (independent variable) on teachers’ performance (dependent variable) as measured through a questionnaire as the main instrument. furthermore, the data obtained is tabulated based on the score obtained in each of the numbers and analyzed using statistics to test the hypotheses that have been made. therefore, multiple linear regression analysis was carried out to determine the determination between the dependent variable (y) and the independent variable (x1, x2, and x3) one by one or simultaneously. research sites, access, and sample the population in this research were all 320 elementary school teachers in marga district. the samples were chosen using probability sampling techniques, multi-stage random sampling, where the researcher determined the sample area first and provided equal opportunities for each member of the population (teachers in the marga sub-district) to be selected as a random sample without regard to strata in the population itself. using the slovin formula as follows: n = = = 76 data collection procedure the data collection techniques used in this research were questionnaires, observation, and documentation to support the completeness of the research data analysis. for this reason, the researcher used a survey research methodology and designed a questionnaire survey instrument to determine the determination of the principal's leadership style, teachers’ work motivation, and mindset on the performance of elementary school teachers in the marga district. in this research, the questionnaire instrument items were presented using a likert scale expressed in five alternative answer choices. strongly agree (sa) was given a point of 5, agree (a) was given a point of 4, undecided (u) was given a point of 3, disagree (d) was given a point of 2, strongly disagree (sd) was given a point of 1. furthermore, a validity and reliability test of the questionnaire was done to fulfill the requirements of a research instrument. in this research, the reliability of the questionnaire was tested using cronbach's alpha column in the ms excel application with the following formula: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi r₁₁ = ∑ r₁₁ = reliability coefficient ; k = number of valid items; ∑ = number of item variants = total variance based on the analysis, the reliability coefficient value for the principal's leadership style questionnaire was 0.744, the reliability coefficient value for teachers’ work motivation was 0.642, the reliability coefficient value for the teachers’ mindset was 0.787, and the reliability coefficient value for teacher performance was 0.786. it means the questionnaire was reliable for use in this research. data analysis technique the analysis used in this research was in the form of regression analysis for hypothesis testing. the test steps were first to carry out a requirements test which included data analysis, data normality test, linearity test, heteroscedasticity test, multicollinearity test, and autocorrelation test. the next step was to carry out a descriptive analysis to show the research results and translate them using a frequency table (percentage table) which was then explained as a descriptive percentage. furthermore, the next step is the statistical hypothesis. the hypothesis is a temporary answer to a research problem whose truth has yet to be tested empirically. the way to test the hypothesis for population research (census) is to determine the formulation of hypotheses h0 and ha. results and discussion the purpose of this research was to determine the determination of the principal's leadership style, teachers’ work motivation, and mindset on the performance of elementary school teachers in marga district. this research uses a quantitative design with a survey approach. in survey research, attitudes are usually measured using a rating scale following a five-point scale of agreements. descriptive statistics are to describe the data obtained through the average value (mean), maximum value, minimum value, and standard deviation of each variable. the results of the descriptive statistical analysis are as follows: table 1. descriptive analysis x1 x2 x3 y n valid 76 76 76 76 missing 0 0 0 0 mean 84.3158 79.1974 81.2105 90.1711 std. error of mean 1.08259 .63385 1.13791 .62362 median 85.0000 80.0000 82.0000 90.0000 mode 78.00 74.00a 82.00 88.00 std. deviation 9.43781 5.52575 9.92010 5.43664 variance 89.072 30.534 98.408 29.557 range 54.00 24.00 38.00 25.00 minimum 45.00 65.00 60.00 74.00 maximum 99.00 89.00 98.00 99.00 percentiles 25 78.0000 75.0000 73.2500 87.2500 50 85.0000 80.0000 82.0000 90.0000 75 90.0000 83.0000 89.7500 95.0000 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in the spss output table display, the principal’s leadership style variable shows the number of samples n is 76, with a minimum value of 45, a maximum of 99, and an average of 84.3158, with a standard deviation of 9.43781. then on the teacher's work motivation variable, the number of samples n is 76, with a minimum value of 65, a maximum of 89, and an average value of 79.1974, with a standard deviation value of 5.52575. the spss output table display on the mindset variable shows that the number of samples is 76, with a minimum value of 60, a maximum of 98, and an average of 81.2105, with a standard deviation of 9.92010. furthermore, the teacher performance variable shows that the number of samples n is 76, with a minimum value of 74, a maximum of 99, and an average value of 90.1711, with a standard deviation of 5.43664. determination of the principal's leadership style on the performance of elementary school teachers table 2 is the spss output which describes the closeness of the relationship between the independent variables (x1, x2, and x3) to the dependent variable (y). the number of samples for each variable analyzed is shown in row n as many as 76 people. to test hypothesis-1, consider the spss output presented in table 2 below. table 2. correlations y x1 x2 x3 pearson correlation y 1.000 .736 .350 .453 x1 .736 1.000 .191 .187 x2 .350 .191 1.000 .478 x3 .453 .187 .478 1.000 sig. (1-tailed) y . .000 .001 .000 x1 .000 . .049 .053 x2 .001 .049 . .000 x3 .000 .053 .000 . n y 76 76 76 76 x1 76 76 76 76 x2 76 76 76 76 x3 76 76 76 76 the closeness of the relationship between the independent variable principal’s leadership style (x1) and creativity (y) can be seen in the pearson correlation line, which is equal to 0.736 with a sig. value = 0.000 <0.05. thus, the conclusion is to reject h0 and accept h1, which shows a significant relationship between the principal's leadership style and teacher performance. it means that part, the work motivation variable has an effect of 73.6% on the performance of elementary school teachers therefore, a leader must be able to use a leadership style that is acceptable to his teacher so that the teacher can carry out his duties and responsibilities properly to achieve the goals optimally. the leadership style is good if the leadership style can be applied properly by a leader and can be accepted by the teacher so that the teacher's performance increases it is (nasution & ichsan, 2020). a concern for school management, especially school principals, to improve the quality and edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi effectiveness of the leadership style used so that the teachers' performance increases school activities themselves. the results of this research are in line with research conducted previously by rai (2011). his findings showed the principal’s leadership style has a significant effect on teacher performance at smk negeri 1 denpasar separately or simultaneously. research by also mahendri et al. (2013) corroborated where there was a determination of the leadership style of the school principal on teacher performance at public elementary schools gugus 3, north kuta district, badung regency. therefore a school principal must have a personality or traits, ability, and skills to lead an educational institution. in his role as a leader, the principal must be able to pay attention to the needs and feelings of the people who work so that the teacher's performance is always maintained. through this research, improving teacher performance can be carried out through an instructional leadership system that prioritizes a commitment to work, cultivating work activities with a direct activity orientation on what becomes the main task of a teacher. determination of teacher work motivation on the performance of elementary school teachers to test hypothesis-2, look again at table 2 correlations above. the closeness of the relationship between the independent variables teacher work motivation (x2) on creativity (y) can be seen in the pearson correlation line, which is equal to 0.35 with a sig. value= 0.001 <0.05. thus, the conclusion is to reject h0 and accept h1, which means there is a significant relationship between teacher work motivation and teacher performance. it means that the work motivation variable has an effect of 35% partially on the performance of elementary school teachers. it is under the notion of motivation where motivation is an encouragement for individuals internally and externally, which can affect the work ethic or quality of the individual's work (aprida motivation is also a desire that arises within a person or individual because they feel et al., 2020). inspired, encouraged, and compelled to carry out activities or activities with sincerity, pleasure, and earnestness so that the results of the activities carried out get good quality results if (afandi, 2018). teachers have high motivation to achieve their personal goals, their performance will also increase. thus, increasing teachers’ motivation will improve the performance of individual teachers, groups, and organizations, so that they can achieve the organizational targets that have been set (riyadi et al., 2017). the effect of motivation on teacher performance was also supported by research conducted by nasir usman in 2017 at sma n 1 banda aceh, which explained that there was a significant effect between work motivation on teacher performance, namely 99.3%. it means that the teachers' work motivation will affect their activities in schools to achieve optimal teacher performance. the same thing was also revealed by that a partial influence test between work motivation riyadi et al. (2017) on teacher performance obtained a beta of 1.115 with a positive sign and a value of 0.007 <0.05, so h1 is accepted, which shows that work motivation has a positive and significant effect on teacher performance. it means high motivation will encourage teachers to develop creativity and actualize all their abilities and energy to achieve optimal learning achievement. professional teachers are expected to be able to generate and develop self-motivation for the benefit of the process of aspects of learning in the classroom where the presence of students varies individually, for example, differences in interests, talents, needs, abilities, social backgrounds, and concepts being studied. teachers’ motivation is one factor that determines student achievement in edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achieving the expected learning objectives because, with teachers' motivation, the students' interest grows to continue learning to achieve the dream he wants. motivation, if collaborated with an effective learning process and supported by appropriate student learning styles, methods, models, media, and other adequate facilities and infrastructure, will produce quality output. teacher professionalism in teaching and educating is also a supporting factor for student success, so a teacher with high motivation will make his performance more optimal, especially in conducting learning. determination of mindset on the elementary school teachers' performance to test hypothesis-2, look again at table 2 correlations above. the closeness of the relationship between the independent variable teacher mindset (x3) and creativity (y) can be seen in the pearson correlation line, which is equal to 0.453 with a sig. value= 0.000. thus, the conclusion is to reject h0 and accept h1, which means there is a significant relationship between mindset, and teacher performance. it shows the work motivation variable has an effect of 45.3% partially on the performance of elementary school teachers. furthermore, it means the work motivation variable has an effect of 45.3% partially on the performance of elementary school teachers. it is under the research of ) found that partially, principles that have a significant effect are mindset winarni (2018 principles with an effect on employee performance of 2,171. the principle of goals, work attitudes, and mentality has no significant effect on employee performance. therefore, the mindset as a mental map is used as a basis for behaving and acting for a teacher. professional teachers with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating their students should always have a positive and developing mindset to continue to improve their competence in maximizing their performance in achieving the expected learning goals. determination of the principal's leadership style, teacher's work motivation, and mindset on the performance of elementary school teachers to test hypothesis 4, consider table 3 anova which states the close relationship between the independent variables x1, x2, and x3 simultaneously with the dependent variable y. table 3. anova a model sum of squares df mean square f sig. 1 regression 1441.577 3 480.526 44.631 .000b residual 775.200 72 10.767 total 2216.776 75 a. dependent variable: y b. predictors: (constant), x3, x1, x2 in table 3 above, the value of f = 44,631 with a value of sig. = 0.000 <0.05. thus, in conclusion, h0 is rejected, and h1 is accepted, which means a significant relationship between the principal's leadership style, teacher's work motivation, and mindset on the performance of elementary school teachers in the marga district. to see how much influence the principal's leadership style (x1), edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teacher's work motivation (x2), and teachers’ mindset (x3) simultaneously have on creativity (y), look at table 4 of the summary model b below. table 4. model summary b model r r square adjusted r square std. error in the estimate change statistics r square chang e f change df1 df2 sig. f change 1 .806a .650 .636 3.28126 .650 44.631 3 72 .000 a. predictors: (constant), x3, x1, x2 b. dependent variable: y in table 4 above, the influence between the variables principal’s leadership style (x1), teacher's work motivation (x2), and mindset (x3) simultaneously on performance (y) is shown by the coefficient of determination (r-square) of 0.650. it means that simultaneously the coefficient of determination (r-square) of 0.650 has an effect of 65% on the performance of elementary school teachers. meanwhile, 35% of the elementary teacher performance variable is influenced by other factors not examined in this research. the magnitude of the influence between the principal's leadership style, the teacher's work motivation, mindset and the performance of elementary school teachers can be used as input to stakeholders in educational policymaking. conclusions based on the results of testing, hypothesis testing, and the supporting theories regarding the determination of the principal's leadership style, teacher's work motivation, and mindset on the performance of elementary school teachers in marga district, the conclusions are principal’s leadership style has a significant effect on the performance of elementary school teachers in the marga district, teachers' work motivation has a significant effect on the performance of the elementary teachers in the marga district, the mindset has a significant effect on the performance of elementary school teachers in the marga district, principal’s leadership style, teacher's work motivation, and mindset simultaneously affect the performance of teachers in marga district. they are evidenced by the coefficient of determination (r-square) of 0.650 or 65%. teachers' performance in marga district is influenced by variations in the three variables used in the research, and the remaining 35% is influenced by other factors. references afandi, p. (2018). manajemen sumber daya manusia (teori, konsep dan indikator) (human resource management (theory, concepts and indicators)). riau: zanafa publishing. aprida, y., fitria, h., & nurkhalis, n. (2020). pengaruh supervisi kepala sekolah dan motivasi kerja guru terhadap kinerja guru (the influence of the principal's supervision and teacher's work motivation on teacher performance). journal of education research, 1(2), 160-164. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi creswell, j. w. (2012). research design pendekatan kualitatif, kuantitatif, dan mixed (research design qualitative, quantitative, and mixed approaches). yogyakarta: pustaka pelajar. hadiyanto., mukminin, a., & pratama, r. (2015). the contributions of leadership, supervision, and working motivation to indonesian elementary school teachers’ performance and policy recommendations. national research foundation of korea (nrf)-asia-pacific collaborative education journal, 11(2), 59-70. hidayat, m., putri, d. m., fortunasari, f., fridiyanto, f., habibi, a., & mukminin, a. (2021). preparing future human resources in language learning: efl student teachers’ voices’ academic stressors. theory and practice in language studies, 11(12), 1655-1661. doi:10.17507/tpls.1112.18 idrus, a., & mukminin, a. (2016). the effects of conscientiousness, agreeableness, organizational climate, and job satisfaction on lecturer’s commitment and policy implications. the international journal of educational researchers, 7(2), 48-55. kamil, d., mukminin, a., jamin, a., yusuf, m., & idrus, a. (2013). curriculum orientation and teaching conception among islamic elementary public school teachers in indonesia: a rasch analysis approach. asia-pacific collaborative education journal, 9(1), 1-13. mahendri, k. d. a., suhandana, g. a., & suarni, n. k. (2013). determinasi gaya kepemimpinan kepala sekolah, disiplin kerja, dan supervisi akademik terhadap kinerja guru di sekolah dasar negeri se-gugus 3 kecamatan kuta utara kabupaten badung (determination of the principal's leadership style, work discipline, and academic supervision on teacher performance in public elementary schools gugus 3, north kuta district, badung regency). jurnal administrasi pendidikan indonesia, 4(1), 1-11. muazza, m., habibi, a., & mukminin, a. (2023). the socially responsible human resources management and its impacts on the organizational legitimacy: the case of indonesian employees. ikonomicheski izsledvania, 32(3), 162-177. mukminin, a., & habibi, a. (2019). promoting access and success for disadvantaged students in indonesian basic education: social justice in education. handbook of research on social inequality and education. 403-413. nasution, l., & ichsan, r. n. (2020). gaya kepemimpinan kepala sekolah terhadap kinerja guru (the principal's leadership style on teacher performance). jurnal penelitian pendidikan sosial humaniora, 5(2), 78-86. pianda, d. (2018). kinerja guru: kompetensi guru, motivasi kerja dan kepemimpinan kepala sekolah (teacher performance: teacher competency, work motivation and principal leadership). cv. jejak. rai, d. m. (2011). determinasi gaya kepemimpinan kepala sekolah, motivasi kerja, dan kompensasi terhadap kinerja guru smk negeri 1 denpasar (determination of the principal's leadership style, work motivation, and compensation for teacher performance at smk negeri 1 denpasar). jurnal administrasi pendidikan indonesia, 2(1). riyadi, s., & mulyapradana, a. (2017). pengaruh motivasi kerja terhadap kinerja guru radhatul atfal di kota pekalongan (the influence of work motivation on the performance of radhatul atfal teachers in pekalongan city.). jurnal litbang kota pekalongan, 13, 106-117. sugiyono, d. (2013). metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan r&d (educational research methods with quantitative, qualitative and r&d approaches.). bandung: alfabeta. wahyudi, i. (2012). mengejar profesional guru strategi praktis mewujdkan citra guru profesional (pursuing teacher professionals practical strategies to create a professional teacher image). jakarta: prestasi pustaka publisher. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 183 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the efl undergraduate students and english reading styles: evidence from one english education program fortunasari fortunasari universitas jambi, jambi, indonesia corresponding author: fortuna@unja.ac.id rd. m. ali universitas jambi, jambi, indonesia lili lestari universitas jambi, jambi, indonesia harlina harja institut agama islam nusantara batanghari, jambi, indonesia siti rahma sari institut agama islam nusantara batanghari, jambi, indonesia sri hidayati institut agama islam nusantara batanghari, jambi, indonesia abstract the study was aimed to investigate the students‘ english reading learning styles used by efl undergraduate students. the participants were students from one english study program at faculty teacher training and education in jambi, which aims to produce teachers in english teaching. this study used total sampling with 75 participants consisting of 22 participants in the second semester, and 53 participants in the sixth semester. the analysis of the data was based on the students‘ response to twenty five statements that consist of five parts: there are auditory, kinesthetic, group, visual, and individual. for which they were required to choose any of five alternatives namely strongly agree, agree, not sure, disagree, and strongly disagree. the results revealed that the most preferred reading learning style among the respondents was the auditory learning style and the least is visual learning style. then, for the gender male used kinesthetic learning style and female used auditory learning style. in this study, suggestions for future research, students, lectures and university are also discussed. keywords: learning style, auditory, kinesthetic, group, visual, individual, survey research manuscript submitted: july 2, 2022 manuscript revised: november 10, 2022 accepted for publication: december 15, 2022 mailto:fortuna@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 184 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction nowadays, one of the foremost aimed in learning english as a foreign language is to increase awareness of learners‘ learning differences and their possible impacts on the learning process and results. there exist a number of factors affecting the success of foreign language learning. reid (1987) claimed that among the factors influencing how learners learn was learning styles. learners have one of more learning styles in learning process. fleming (2001) defined learning style as ―an individual‘s characteristics and preferred ways of gathering, organizing, and thinking about information‖ (p.1), celcia-murcia (2001) argued that learning styles were related to the general approaches including-global or analytic, auditory or visual—that learners apply in acquiring a new language or in learning something. grasha (1996) defined it as, "personal qualities that influence a student's ability to acquire information, to interact with peers and the teacher, and otherwise participate in learning experiences‖ (p. 41). in other words, learning style refers to how a person gathers, understands, organizes, judges, and processes information that she or he receives from her or his environment. reid (1987) identified six types of learning styles including auditory (listening to lectures and tapes), visual (reading and studying diagram), kinesthetic (physical activity and movement), tactile (hands-on, doing lab experiments), group (studying with others or in group), and individual learning (studying alone). information about learning style can help teachers and lecturers become more sensitive to the differences that learners bring to the language classroom as indicated by previous studies such as ahmed (2012), sywelem, al-harbi, fathema, and witte (2014), sivanandan, letchumanan, ramayah, nasrijal, and leong (2014), ibrahim and ramli (2010), wu (2010), park (1997), wang and huang (2006), hayashi and cherry (2004), hyland (1993), and reid (1987). then, wu (2010) who studied the pattern of language – learning style (llsys) and language – learning motivation (llm) of esl learners studying at a vocational institute in hongkong found that among the six types of style preferences (visual, auditory, tactile, kinesthetic, group and individual style), auditory preference was the most popular, followed by kinesthetic and group preferences and the least popular was visual preference followed by individual preference. while hyland's (1993) study on japanese learners found that they favored auditory and tactile styles, and disfavored visual and group styles, reid (1987) reported that chinese university learners studying in the usa favored kinesthetic and tactile styles, and disfavored group styles. as indicated in previous studies, learners learn in various different styles. some of them are visual (by means of charts, graphs, and pictures) while others are auditory (listening to lectures and reading) or kinesthetic (learning by doing). learners may prefer one, two, or three learning styles and due to these different learning styles, it is essential for teachers to be aware of the differences in learning styles. until now, regardless of the significant volume of studied on learning styles in learning english as a foreign language that has been documented in scholarly journals and articles, most of them studied learning styles and language learning in general. currently, research focuses on indonesian efl undergraduate learners‘ reading learning styles in learning english as a foreign language in the classroom is understudied. this study was intended to fill the gap by investigating the english reading learning styles (auditory, visual, kinesthetic, group, and individual styles) used by efl undergraduate learners so they can achieve the target language at one public university in jambi. to achieve the purpose of the study, the study attempted to answer the question: what types of the reading learning styles do efl undergraduate learners at one public university in jambi use? edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 185 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research design and approach of the study this study employed quantitative method with a survey approach. according to creswell (2012, p.13), ―the quantitative method is an approach used to describe a research problem through analyzing trends, comparing groups, or relating variables using statistical analysis, and interpreting results by comparing them with prior predictions or previous research‖. in here, the researchers investigated a research problem based on trends in the field or on the need to explain why something occurs. this method matched with the study to find out learners‘ learning style in reading and also quantify the data. for these reasons, the researchers used a survey research methodology and designed a questionnaire survey instrument to assess the learners‘ learning style in reading. research site, access, and sample the site for this research was at one public university in jambi province, indonesia. to get access to research site among people networking sources, the researchers got permission from the head of english education program and the dean of faculty of teacher training and education at the research site. then, in conducting the survey research, the researchers confirmed the lecturers to get permission for asking their learners to contribute in this research. finally, the researchers asked the participants to contribute in this research. population is a group of people who have one characteristic that different them from another group (creswell 2012). in this study, the population chosen by the researchers consists of people that would be involved as the participants in the study is the english department‘s learners at one of public university in jambi would be involved as the participants in this research, they still learned and had passed reading skill. the sample in this study was the learners of english study program. this study used a target population or sampling frame. there were one class in the second semester with the total number of participants was 22 students and two classes in the six semester with 53 students. data collection procedures questionnaire was used in this study. the researchers used likert scale that consists of a series of statements all of which are related to a particular target: ranging from strongly agree, agree, not sure, disagree and strongly disagree. the participants would give a symbol or mark (v) on the table that is provided. in this study, the questionnaires were constructed into two categories: (1) demographic background and (2) statements relating to student learning style in learning reading english , divided into five types of learning style: visual auditory and kinesthetic, individual and group. first, in the demographic background, the participants would be asked to complete about: their name, place of birth, previous senior high school, the name of the college attended, semester and gender. second, the participants would be asked which chose statements regarding their learning style in learning reading. in terms of data collection, survey was conducted through distributing questionnaires to english student teachers at one public university in jambi. furthermore, in conducted the survey, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 186 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the researchers asked the lecturers first and got permission and then the researchers asked the participants to contribute in this study. finally, the participants would be asked to complete the questionnaires in the beginning at the end of their course for about 15 minutes. there are some steps of data collection. permission, in this step, the researchers would ask permission from the dean of the faculty of teacher training and education, the head of english education program, and also some lecturers by giving the formal letter for doing this research. giving invitation letter and inform consent form, in this step, the researchers gave the invitation letter and the inform consent form to ensure the learners to be the participants in this study. in addition, in this step the researchers would explain briefly about this research to make them understand and get general understanding about the research and the questionnaire that would be distributed. distributing the questionnaire, in here, the researchers collected the data of the participants by distributing the questionnaires. the researchers distributed the questionnaires for learners that had been ready and agreed to participate in this study. the researchers provided 15-20 minutes as the time to answer the questionnaire. after that time, the researchers collected the questionnaires to be analyzed. reliability of the questionnaire, in this study, the researchers adapted from the previous questionnaires used by other researchers. in addition, those kinds of learning styles had 25 questions in the questionnaire based on type of learning styles there are visual learning style, auditory learning style, kinesthetic learning style, group learning style and individual learning style. however, to test the consistency of participants‘ choices and provide for data reliability, the questionnaire was tested with another group of undergraduate learners. based on the pilot study, revisions would be used. in this study, to found out the reliability coefficient for the questionnaire, this study would use the cronbach‘s alpha formula. data analysis in analyzing the data, descriptive statistics are used to describe the data of the respondents‘ demographic background. it means that descriptive statistics proposes a tidy way of presented the data. for this study, the researchers decided to compare group percentages for describing the results. since one of the purposes of this study is to know the learners learning style in reading, concerning with their backgrounds. then, to describe the result, the researchers needed to calculate the percentages in learning english language skills. by using the formula of participants‘ choice of each item divided by the number of participants and multiplied by 100%. findings the purpose of this study was to analyze the student‘s english reading learning styles at one public university in jambi. this study used a quantitative design with a survey approach, in survey research the attitudes were usually measured by using rating scales, following the five-point agreement scale. the site for this study was one public university in jambi province, indonesia. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 187 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reliabilities of the questionnaire the result of try out showed the reliability of the questionnaire was 0.863. since the result of the reliability calculation was bigger than 0.7 based on the cronbach alpha, it means that this questionnaire was reliable to be used in this research. types of the reading learning styles of efl undergraduate learners according to kolb (1984), learning style is a method of personal choice to perceive and process information. in this study, the researchers used the five of learning styles including auditory, kinesthetic, group, visual, and individual. auditory learning style, this category consists of five items to find out learners‘ learning style in reading based on the visual learning style. the statements are no. 1, 7, 9, 14, 17. the data presented that 41 respondents chose ―agree‖ for the statement of ―in reading course, i understand better when the teachers read the instruction.” then it was followed by 15 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 8 respondents chose ―disagree,‖ and no one respondent chose ―strongly disagree.‖ additionally, the data exhibited that 50 respondents chose ―agree‖ for the statement of ―when someone or teacher tells me how to do something in class, i learn it better in reading course.” then it was followed by 12 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 2 respondents chose ―disagree‖ and no one respondent chose ―strongly disagree.‖ furthermore, the data disclosed that 46 respondents chose ―agree‖ for the statement of ―in reading course, i remember lessons that i have read in class better lessons i have heard.” then, it was followed by 24 respondents chose ―not sure‖, 2 respondents chose ―strongly agree‖, 2 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ our data also indicated that 51 respondents chose ―agree‖ for the statement of ―i understand better in reading course when the teacher give the lectures,‖ then it was followed by 15 respondents chose ―not sure‖, 9 respondents chose ―strongly agree‖, no one ―disagree‖ and ―strongly disagree.‖ next, our data revealed that 48 respondents chose ―agree‖ for the statement of ―i understand better in reading class when i listen to someone or teacher,” then it was followed by 13 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and no one respondent chose ―strongly disagree.‖ kinesthetic learning style, this category consists of five items to find out learners‘ learning style in reading including statements no. 2,8,13,16,21. our data displayed that 48 respondents (64%) chose ―agree‖ for the statement of ―in reading course, i like better to learn by doing something,‖ then it was followed by 18 respondents chose ―not sure‖, 8 respondents chose ―strongly agree‖, 1 respondent chose ―disagree‖ and no one respondent chose ―strongly disagree.‖ additionally, our data presented that 50 respondents chose ―agree‖ for the statement of ―i learn better when i do things in reading course,” then it was followed by 14 respondents chose ―not sure‖, 9 respondents chose ―strongly agree‖, 1 respondent chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ next, the obtained data displayed that 46 respondents chose ―agree‖ for the statement of ―in reading course, i like learning by doing experiments,‖ then it was followed by 19 respondents chose ―not sure‖, 7 respondents chose ―strongly agree‖, 2 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ our data also revealed that 43 respondents chose ―agree‖ for the statement of ―i learn things better in reading class when i involve in role-playing,‖ then it was followed by 12 respondents chose ―not sure‖, 9 respondents (12%) chose ―strongly agree‖, 11 respondents chose ―disagree‖ and no one respondent edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 188 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi chose ―strongly disagree.‖ last, our data showed that 47 respondents chose ―agree‖ for the statement of ―i understand best in reading course when i can involve in related activities,‖ then it was followed by 17 respondents chose ―not sure‖, 10 respondents chose ―strongly agree‖, 1 respondent chose ―disagree‖ and no one respondent chose ―strongly disagree.‖ group learning style, this category consists of five items to find out learners‘ learning style in reading, they are statements no. 3,4,518,19. our data showed that 46 respondents chose ―agree‖ for the statement of ―in reading class i get more work done when i work with other learners,‖ then it was followed by 16 respondents chose ―not sure‖, 10 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and no one respondent chose ―strongly disagree‖. also, the data showed that 46 respondents chose ―agree‖ for the statement of ―in reading course, when i study with a group, i will learn more,” then it was followed by 14 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ next, the data showed that 50 respondents chose ―agree‖ for the statement of ―in reading course, i learn best when i work with other learners.” then it was followed by 13 respondents chose ―not sure‖, 8 respondents chose ―strongly agree‖, 4 respondents chose ―disagree‖ and no one respondent chose ―strongly disagree‖. moreover, the data displayed that 47 respondents chose ―agree‖ for the statement of ―i like doing on a task with two or three learners in reading course.” then it was followed by 12 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 4 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ last, our data indicated that 41 respondents chose ―agree‖ for the statement of ―in reading course, i prefer to study with other learners,” then it was followed by 20 respondents chose ―nor sure‖, 10 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ visual learning style, this category consists of five items to find out learners‘ learning style in reading, they are statements no. 6,10,11,20,24. our findings data showed that 46 respondents chose ―agree‖ for the statement of ―in reading course, i learn better by reading what the teacher writes on the whiteboard,” then it was followed by 22 respondents chose ―not sure‖, 7 respondents chose ―strongly agree‖, no respondent chose ―disagree‖ and no one chose ―strongly disagree.‖ next, our findings indicated that 45 respondents chose ―agree‖ for the statement of ―in reading course, i remember the instruction better when i read the instruction than when i listen to them,‖ then it was followed by 16 respondents chose ―not sure‖, 12 respondents chose ―strongly agree‖, 1 respondents chose ―disagree‖, and 1 respondents chose ―strongly disagree.‖ also, our data showed that 47 respondents chose ―agree‖ for the statement of ―in reading course, reading instruction makes me more understand than listening to them.” then it was followed by 14 respondents chose ―not sure‖, 13 respondents chose ―strongly agree‖, and 1 respondent chose ―strongly disagree‖ and no one chose ―disagree.‖ then, our data exhibited that 33 respondents chose ―agree‖ for the statement of ―i learn better by reading than by listening to teachers,” then it was followed by 25 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 4 respondents chose ―disagree‖ and 1 respondent (1.4%) chose ―strongly disagree.‖ last, the data disclosed that 31 respondents chose ―not sure‖ for the statement of ―in reading course, i understand more by reading course book than by listening to lectures,” then it was followed by 30 respondents chose ―agree‖, 11 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and no respondent chose ―strongly disagree.‖ individual learning style, this category consists of five items to look at learners‘ learning style in reading. our findings showed that 42 respondents chose ―agree‖ for the statement of ―in reading course when i study by myself , i remember things better,” then it was followed by 21 respondents chose ―not sure‖, 8 respondents chose ―strongly agree‖, 3 respondents chose ―disagree‖ and 1 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 189 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi respondent chose ―strongly disagree.‖ also, the data showed that 36 respondents chose ―agree‖ for the statement of ―in reading course when i work alone i understand better,” then it was followed by 25 respondents chose ―not sure‖, 9 respondents chose ―strongly agree‖, 5 respondents chose ―disagree‖ and no respondent chose ―strongly disagree.‖ our findings showed that 41 respondents chose ―agree‖ for the statement of ―in reading course i learn better when i learn alone.” then it was followed by 21 respondents chose ―not sure‖, 6 respondents chose ―strongly agree‖ and also 6 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ next, the data showed that 40 respondents chose ―agree‖ for the statement of ―in reading course, i like to work on project by myself,” then it was followed by 18 respondents chose ―not sure‖, 11 respondents chose ―strongly agree‖, 5 respondents chose ―disagree‖ and 1 respondent chose ―strongly disagree.‖ last, the data showed that 39 respondents chose ―agree‖ for the statement of ―in reading course, i like to work by myself.” then it was followed by 21 respondents chose ―not sure‖, 9 respondents chose ―strongly agree‖, 6 respondents chose ―disagree‖ and no one respondent chose ―strongly disagree.‖ discussion the aim of this study was to find out the student‘s english reading learning styles at one public university in jambi. based on the previous studies, there were many kinds of learning style that learners have. then there were categorized into five kinds of learning style that were auditory learning style, kinesthetic learning style, group learning style, visual learning style, and individual learning style. within this study, five categories of learning style that included twenty five reasons related to the research question based on the questionnaire, that what types of the reading learning styles do efl undergraduate learners at one public university in jambi use? in this case, the researchers used the previous studies as the lens of study. there were various reasons had been classified into five learning styles: auditory, kinesthetic, group, visual, and individual. (ahmed (2012), sywelem, al-harbi, fathema, and witte (2014), sivanandan, letchumanan, ramayah, nasrijal, and leong (2014), noormala and hidayah (2010), wu (2010), park (2009), wang, wang, wang, and huang (2006), hayashi and cherry (2004), hyland (1994), and reid (1987). the following part discussed the finding of the learners learning style in reading under auditory, kinesthetic, group, visual, and individual learning style based on the questionnaire. learners learn usually used comfortable learning style. from the results of the questionnaire, the researchers found the higher percentage learning style in reading skill is auditory learning style with the high percentage 64%, and followed by kinesthetic learning style 62%, group learning style 58%, individual 52.6%, and the last visual 53.58%. learning style is as an individual preferred or habitual ways of processing and transforming knowledge. in addition, when the learners study reading skills, almost of them used auditory learning style. while, in auditory learning style learners understand better when the teacher reads the instruction, listen someone tells something, it means that learners usually listen to the teacher in learning english reading. auditory learning styles are reasons that influence and encourage female and male‘s learner‘s english reading in learning styles. in addition, this learning style is known as social reasons that are closely related to ―in reading course, i understand better when the teacher reads the instructons, when someone or teacher tells me how to do something in class, i learn it better in reading course, in reading course,i remember lessons that i have read in class better than lesson i have heard, i understand better in reading course when the teacher gives a lecture, in understand better in reading class when i listen to someone or teachers.‖ the findings of auditory learning style showed and edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 190 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussed based on the highest percentage of each reason. in addition, auditory learning style for females showed that 78% chose agree. it means that in reading course, learners (females) understand better when the teacher tells the instruction. while auditory learning style for males showed that 92% chose agree. it means that in reading course, the learners (males) remember lessons that have read in class better than the lesson have them heard. then auditory learning style preference for aural information that is heard or spoken (fleming & mills,1992). kinesthetic learning styles, according to fleming and mills (1992), kinesthetic learning style preference is related to the use of experience and practice. based on the previous studies, the researchers had considered some reason as kinesthetic learning style like ―in reading course i like better to learn by doing something, i learn better when i do things in reading course, in reading course i like learning by doing experiment, i learn things better in reading class when i involve in role –playing, i understand best in reading course when i can involve in related activities. the findings of kinesthetic learning style were showed and discussed based on the highest percentage of each reason. in addition, kinesthetic learning style for females showed that 66% chose agree. it means that in reading course, learners (females) better to learn by doing something. while kinesthetic learning style for males showed that 84% chose agree. it means that in reading course, the learners (males) like learning by doing experiment. group learning styles are reasons that influence and encourage female and male learners english reading in learning style. in addition, this learning style is known as social reasons that are close related to ―in reading class i get more work done when i work with other learners, in reading course when i study with a group i will learn more, in reading course learn best when i work in other learners, i like doing on a task with two or three learners in reading course, in reading course i prefer to study with other learners.‖ the findings of group learning style were showed and discussed based on the highest percentage of each reason. in addition, group learning style for females showed that 72% chose agree. it means that in reading course, learners (female) like doing on a task with two or three learners in reading course. while group learning style for male showed that 72% chose agree. it means that in reading course, the learners (male) learn best when i work in other learners. based on the research, most of the females and males had the same percentage which chose agree in different statements. according to reid (1987 as cited in wu, 2010) ―‗group learners‘, as opposed to ‗individual‘ learners, when the learners learn is more effective to learn when they are in groups than alone. visual learning styles are reasons that influence and encourage female and male learners english reading in learning style. in addition, this learning style are known as social reasons that are closely related to ―in reading course i learn better by reading what the teacher write on the whiteboard, in reading course i remember the instruction better when i read instruction than when i listen them, in reading course reading instruction make me more understand than listening to them, i learn better by reading than by listening to teacher, in reading course i understand more by reading oursebook than by listening to lectures.‖the findings of visual learning style were showed and discussed based on the highest percentage of each reason. in addition, visual learning style for female showed that 66% chose agree. it means that in reading course, learners (female) learn better by reading what the teacher write on the whiteboard. while visual learning style for male showed that 72% chose agree. it means that in reading course, the learners (male) remember the instruction better when i read instruction than when i listen to them.‖ visual learning styles are preference for graphical and symbolic ways of representing information (fleming & mills, 1992). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 191 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi individual learning styles, according to reid (1987 as cited in wu, 2010), ―‗group learners‘, as opposed to ‗individual‘ learners, when the learners learn its more effective to learn when they are in groups than alone. the reasons that influence and encourage female and males learners english reading in learning style. in addition, this learning style is known as social reasons that are closely related to ―in reading course when i study by myself i remember things better, in reading course when i work alone i understand better, in reading course i learn better when i learn alone, in reading course i like to work on project by myself, in reading course i like to work by myself.‖ the findings of individual learning style were showed and discussed based on the highest percentage of each reason. in addition, individual learning style for females showed that 58% chose agree. it means that in reading course, learners (female) like to work on project by myself. while individual learning style for male showed that 68% chose agree. it means that in reading course, the learners (male) remember things better when study by themselves. conclusion the purpose of this study was to investigate the english reading learning styles (auditory, visual, kinesthetic, group, and individual styles) used by efl undergraduate learners so they can achieve the target language at one public university in jambi. on the whole, a successful learner learns in the several ways. every learner has dominance in one or more styles of learning within the type of learning style including auditory learning style, kinesthetic learning style, group learning style, visual learning style and individual learning style. auditory learning style is a learning style that learners usually learn through listening, learning best in discussion and have highly developed auditory skills and are generally like listening to what others have to say. kinesthetic learning style is one of the learning styles that usually learners express themselves through movement, learning through moving, doing and touching, remembering the process information through interacting with the space around them, more activities and also explorations, hands on and doing the experiment. in group learning style, learners tend to learn with other learners. here the learners need some interactions in learning processes. visual learning style, usually learners learn through seeing, enjoying looking at map, chart, and pictures and having visual skills which are demonstrated by reading and interpreting visual images. and the last, individual learning styles commonly have characteristics including learning alone based on the finding of this study, almost learners chose ―agree‖ with the auditory learning style when they learn english reading. however, between males and females have different learning styles. male students in english reading skill tended to be kinesthetic while female students tended to be auditory. references ahmed, o. n. (2012). the effect of different learning styles on developing writing skills of efl saudi learners. british journal of arts and social science, 5 (2), 226 227. celce-murcia, m. (2001). teaching english as a second or foreign language. heinle & heinle publisher, boston. creswell. j.w. (2012). educational research : planning, conducting, and evaluating quantitative and qualitative research. pearson : pearson education incorporate. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 2|dec 2022| 192 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi fleming, n.d. (2001). teaching and learning styles: vark strategies. neil fleming, christchurch. grasha, a. f. (1996). teaching with style: a practical guide to enhancing learning by understanding teaching and learning styles. pittsburgh, pa: alliance publishers. hayashi, m., & cherry, d. (2004). japanese students' learning style preferences in the efl classroom. bulletin of hokuriku university, 28, 83-93. hyland, k. (1993). culture and learning: a study of the learning style preferences of japanese students. relc journal, 24(2), 69-91. ibrahim, n., & ramli, n. h. (2010). a comparative study on the learning styles of second year education (living skills) students and the teaching styles of their lecturers. a comparative study on the learning styles of second year education (living skills) students and the teaching styles of their lecturers . pp. 1-7. park, c. c. (1997). learning style preferences of asian american (chinese,filipino, korean, and vietnamese) students in secondary schools. equity & excellence in education, 30(2), 68–77. reid, j. m. (1987). the learning style preferences of esl students. tesol quarterly, 21, 87-111. http://dx.doi.org/10.2307/3586356 sivanandan, p., letchumanan, t., ramayah, m., nasrijal, n.h., leong, l.c., & jaya, s. (2014). learning style preferences: influence of cultural background among business students. international journal of arts and commerce, 3(5), 87-98. sywelem, m.m., al-harbi, q., fathema, n., & witte, j.e. (2012). learning style preferences of student teachers: a cross-cultural perspective. institute for learning styles journal, spring, 10-24. wang, x.j. and huang, j. (2006) the relationships between key stakeholders‘ project performance and project success: perceptions of chinese supervising engineers. international journal of project management, 24, 253-260. wu, m. m. (2010). an exploratory study of the language-learning style preferences and languagelearning motivation of esl learners at a vocational education institute in hong kong. electronic journal of foreign language teaching, 7 (2), 222-238. http://dx.doi.org/10.2307/3586356 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 1 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editor amirul mukminin, universitas jambi, indonesia assistant editors vahid nimechisalem , university putra malaysia, malaysia dedi rahman nur, widya gama mahakam university, east kalimantan, indonesia akhmad habibi, faculty of teacher training and education, universitas jambi, indonesia muhamad holandyah, state islamic university of raden fatah palembang, indonesia nova lingga pitaloka, sriwijaya university, indonesia web production and technical editor fahruddin, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia kemas jumansyah, information technology and data center, state islamic university of raden fatah, palembang, indonesia, indonesia https://www.scopus.com/authid/detail.uri?authorid=57200338539 https://www.scopus.com/authid/detail.uri?authorid=55850809900 https://scholar.google.co.id/citations?hl=en&user=9-skib8aaaaj https://www.scopus.com/authid/detail.uri?authorid=57192920423 https://www.scopus.com/authid/detail.uri?authorid=57204475227&amp;eid=2-s2.0-85055721834 https://scholar.google.com/citations?user=jsthhmuaaaaj&hl=en http://pustipd.radenfatah.ac.id/?page=profil https://www.linkedin.com/in/kemas-jumansyah-a61181135/ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 2 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international editorial board prof. karim sadeghi, ph.d, urmia university, iran prof. stephen krashen, ph.d, university of western florida, usa prof. judit navracsics, ph.d, pannon egyetem, veszprem, hungary prof. erdogan bada, ph.d, hakkari university, turkey prof. florante p. ibarra, ph.d, central luzon state university, munoz, philippines prof. john sivell, ph.d, brock university, canada mohd faiz mohd yaakob, universiti utara malaysia, sintok, malaysia dr hassan soodmand afshar, university of hamedan, iran dr. ricky lam, hongkong baptist university, hongkong dr. jhon i. liontas, university of south florida, usa dr farah ghaderi, urmia university, iran mohd afifi bahurudin setambah, institut pendidikan guru, malaysia dr is'haaq akbarian, university of qom, iran hadiyanto, m.ed., ph.d, jambi university, jambi, indonesia yunisrina qismulla yusuf,m ling., ph.d, syiah kuala university, aceh, indonesia failasofah, phd. (scopus id: 57195244114), jambi university and university of pannonia, hungary dr. masbirorotni, (scopus id: 57204809540), jambi university, jambi, indonesia dr. umar fauzan, m.pd (scopus id: 57205097271), state islamic institute of samarinda, indonesia dr. dairabi kamil, m.pd, state islamic institute of kerinci, jambi, indonesia dr. dian erlina, s.pd., m.hum, (scopus id: 57168893300), universitas islam negeri raden fatah palembang, palembang, indonesia dr. siti rahma sari, iai nusantara, jambi, indonesia https://www.scopus.com/authid/detail.uri?authorid=54881358300 https://scholar.google.co.id/citations?hl=en&user=brdymc0aaaaj https://www.scopus.com/authid/detail.uri?authorid=57036826700 https://scholar.google.co.id/citations?user=b2vkscuaaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57193909163 https://www.scopus.com/authid/detail.uri?authorid=55288012100 https://www.scopus.com/authid/detail.uri?authorid=57203537360 https://scholar.google.co.id/citations?user=bxuz4yeaaaaj&hl=en http://educ.hkbu.edu.hk/?page_id=5788 http://educ.hkbu.edu.hk/?page_id=5788 https://www.usf.edu/education/faculty/faculty-profiles/john-liontas.aspx https://www.scopus.com/authid/detail.uri?authorid=55535409400 https://scholar.google.com/citations?user=baznvjqaaaaj&hl=en https://scholar.google.com/citations?user=z5hzkn0aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=57195236668 https://www.scopus.com/authid/detail.uri?authorid=55351138500 https://scholar.google.co.id/citations?hl=en&user=lgmkzc0aaaaj https://scholar.google.co.id/citations?user=f_cpy30aaaaj&hl=en https://scholar.google.co.id/citations?hl=en&user=mlcgwogaaaaj https://www.scopus.com/authid/detail.uri?authorid=57193135293 https://scholar.google.com/citations?user=txczia8aaaaj&hl=en https://www.scopus.com/authid/detail.uri?authorid=57203321918 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 3 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: education in general, english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 4 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi indexing we are proud to announce that edukasi: jurnal pendidikan dan pengajaran is currently indexed by: the indonesian minister of research, technology and higher education, sinta 3 (science and technology index), delivers access to citations and expertise in indonesia, web-based research information system offering fast access, easy and comprehensive to measure the performance of researchers, institutions and journals in indonesia. sinta provides benchmarks and analysis, identification of research strength of each institution to develop collaborative partnerships, to analyze the trend of research and expert directories. doaj on 29 april 2018. doaj's mission is to increase the visibility, accessibility, reputation, usage and impact of quality, peer-reviewed, open access scholarly research journals globally, regardless of discipline, geography or language. doaj will work with editors, publishers and journal owners to help them understand the value of best practice publishing and standards and to apply those to their own operations. doaj is committed to being 100% independent and maintaining its primary services and metadata as free to use or reuse for everyone. google scholar provides a simple way to broadly search for scholarly literature. from one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. google scholar helps you find relevant work across the world of scholarly research. moraref (ministry of religious affairs' reference) in an academic portal under the initiative of the ministry of religious affairs of indonesia run by the association of journals, universities' publishers, and research centers under the administration of higher education division in the ministry. this portal is made with the aim at enhancing, facilitating digitalization and indexation of academic journals published by the institutions under the coordination of the ministry of religious affairs of indonesia. these journals focuses not only on islamic studies or religious studies, but also on other sciences or discipline related to these studies. https://doaj.org/toc/2580-5711?source=%7b%22query%22%3a%7b%22filtered%22%3a%7b%22filter%22%3a%7b%22bool%22%3a%7b%22must%22%3a%5b%7b%22terms%22%3a%7b%22index.issn.exact%22%3a%5b%222580-5711%22%5d%7d%7d%2c%7b%22term%22%3a%7b%22_type%22%3a%22article%22%7d%7d%5d%7d%7d%2c%22query%22%3a%7b%22match_all%22%3a%7b%7d%7d%7d%7d%2c%22size%22%3a100%2c%22_source%22%3a%7b%7d%7d edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 5 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 1-5 editorial 6-17 increasing learning outcomes through the student team heroic leadership and provision of structured tasks strategies nasir s, sriyanti mustafa, mamad ahmad 18-33 the role of parents in online learning assistance for elementary school students azolla afifah kusuma wardani, ika candra sayekti 34-50 the impact of english on products branding in a non-speaking english area: customers’ perception sri gustiani, moehamad ridhwan, yusri yusri 51-68 teachers’ strategies in teaching reading comprehension through elearning platform during the pandemic adhe syahputra, marzul hidayat, bunga ayu wulandari 69-83 the implementation of the cambridge lower secondary english curriculum: teachers’ voices at one private school in palembang muhamad holandyah, dian erlina, lenny marzulina, diah yulianti 84-95 exploring podcast and teaching writing, why not? dodi erwin prasetyo issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 99 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers' perspectives towards validity of teacher-made test hasnan yasin, septia tri gunawan, nida husna, didin nuruddin hidayat uin syarif hidayatullah jakarta abstract some studies that had been conducted showed that teacher-made tests were good and satisfactory. however, the majority of teachers did not validate their tests before administering them to the students. this study was conducted to investigate the perspective of teachers towards their-ownmade (teacher-made) tests they had made. the purpose of this study was to know to what extent their agreement regarding their attitudes, quality, and use of the tests. the method used was qualitative descriptive analysis. five english teachers from greater jakarta (jabodetabek region) participated in this research. the data were gathered through a questionnaire. their view on the test they have made was analyzed and it was then described. the results showed that (1) the teachers agreed about the appropriateness of the test they administered; (2) the teachers believed that the data quality obtained during research was useful and meaningful, and (3) the teachers used the test to identify and to evaluate their learning objectives, students’ learning needs, students’ learning difficulties, and school evaluation. keywords: english, teachers’ perspective, teachers’ made test, validity manuscript submitted: september 24, 2020 manuscript revised: november 4, 2020 accepted for publication: december 1, 2020 introduction in indonesia, anincredibly diverse and multicultural country, english is regarded as one of the most popular foreign. as an assessment approach, standardized tests played a crucial position both in efl and esl curriculum evaluation and student evaluation. brown and abeywickrama (2010) claimed that an exceptional standardized test was an outcome of practical research and improvement beyond merely acknowledging particular standards or benchmarks. this type of test also entailed systematic procedures for administration and scoring. most schools around indonesia employed standardized tests to evaluate students at each level of their educational proficiency. in some cases, particular entities, such as the board or ministry of education and culture, developed and administered standardized tests. meanwhile, in other parts with different policies, the tests were administered by the departments within the schools (akiyama, 2004). a valid instrument was determined the quality of the test when it was adequately conducted to measure what was deemed to be measured (muijs, 2011). when an instrument accurately measured any destined variable, it was considered a valid instrument for that particular variable. jackson (2003) mentioned at least four types of validity: face validity, criterion validity, content validity, or construct validity, as one of the important parts in determining good instruments. face validity focused on the concept of whether the test seemed valid or not on its facade (jackson, 2003). criterion validity was issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi a notion that would be displayed in the actual study to build it required a good knowledge of theory associating the idea and measuring the relationship between the measurement and the factors related to it. meanwhile, content validity addressed the content of items, whether it computed the concept being gauged in the study or not. lastly was the construct validity, which covered the extent of an instrument, so it would precisely measure the theoretical construct composed to figure out the score's amount. the validity concept could be formulated as to how significantly a test measures what it was meant to be measuring. valid evaluations produced data that could be used to provide input to educational agreements at various rates, from school advancement to teacher evaluation for individual student earnings and fulfillment. nevertheless, caffrey (2009) contended that validity was not an attribute of the test on its own; instead, validity referred to the extent to which specified conclusions drawn from the test results could be perceived as meeting a purpose or situation and important requirements. the validation included collecting facts to justify the use and interpretation of test results based on the principles that the test was intended to assess, defined as buildings. suppose a test did not measure all the capacity within a concept. in that case, the judgments described from its test results might accurately reflect on the student's knowledge and thus be in place of a validity fulmination. when the test as an evaluation tool had been proven to have a clear description of the expertise and abilities and aimed to evaluate, an evaluation was considered accurate. it should be part of the validity process that when monitoring for a wide variety of learners, it should also be both compatible with the norm in determining the students' skill and calculable over test settings and scorers (darling-hammond, herman & pellegrino, 2013). furthermore, types of data for validity assessment might include: (1) evidence of alignments, as in a statement from a functionally reliable unbiased adjustment study substantiating coordination between the evaluation and its test design, and the criteria of the authority; (2) justification of the validity of using test results for their main objectives, such as a consideration of validity in an authoritative declaration that affirms the aims of the tests, the intended explanations and the use of results; and (3) justification that scores are associated with possible external factors as anticipated, acting as summaries of investigations showing positive relationships with a) external assessments gaging similar constructs, b) student readiness teacher verdicts, or c) test-taker academic attributes. evaluation is a daily-based work in the classroom and employed to be a guidance of the teaching-learning process. evaluation was considered as an instrument or a process used to understand or quantify something in certain situations using certain rules (arikunto, 2005). additionally, an evaluation or test might be worth assessing a person's particular aptitudes and skills (hopkins et al., 1990). consequently, both evaluation and tests were used as a part of a particular process that educators and examiners’ effort in attempting and quantifying students’ ability by demonstrating some of the criteria as the sign of the skills being tested (hedge, 2008). there were several types of tests that the teachers usually used to see whether or not the learning objectives were achieved. one of them is the achievement test. achievement test could be categorized into two different types, the standardized evaluation and non-standardized test. a standardized test was when administering the test was prescribed and properly defined (turkstra et al., 2005). meanwhile, a non-standardized test was where the process served as an assortment of purposes, such as determining elements in domains where there was no standardized evaluation, describing performance from the context of real-world settings and cognitive requirements and supposed supports (turkstra et al., 2005). issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 101 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi one that was included as a non-standardized evaluation was the teacher-made evaluation (also referred to as the classroom evaluation). teacher-made evaluations were developed by topic teachers in schools or universities to rate pupils' achievement in regions covered in education. usually, it would be limited to be based on a specific topic or group of pupils. while the standardized evaluation was valid, dependable, and contained a table of criteria, the teachergenerated test did not necessarily go through complete sorts of standardization (okpala et al., 1993). the standardized evaluation was usually made to be used on a far bigger scale compared to teachermade tests. therefore, it was exposed to a string of standardization procedures until they were administered on pupils. the teacher-made test used here was included the daily tests, midterm test, and final term test, which had been administered to the students on a smaller scale. there was plenty of research that had been conducted on the validity of teacher-made tests. nurhalimah et al. (2019) researched the quality of english teacher-made tests. her findings showed that most items (80%) in teacher-made tests were in the rate of excellent, good, and satisfactory. this was one of the evidence that teacher-made test quality should not be not taken for granted. in her research, she also gave some comparison to standardized tests. it had been proved that 50% of standardized test items were irrelevant, while teacher-made tests were more superficial. it could be one reason why high scores in schools obtained lower scores in national examinations (razali & jannah, 2015). however, most teachers did not validate their test items before administering (ugwu & mkpuma, 2019). despite the urgency and impact of the validity in testing (friberg, 2010), some teachers still did not consider their test validity. since no previous studies above explored teachers’ notion on a test, the present study attempted to examine the teachers' perspective towards theirown-made (teacher-made) test by formulating several research questions: (a) what are teachers’ attitudes towards the appropriateness of the test? (b) what are teachers’ perceptions of accuracy in a test? (c) what are the uses of a test for teachers? this inquiry was expected to provide the teachers’ agreement regarding their attitudes, quality, and use of the tests. methods research design this study used a qualitative method with a descriptive analysis to analyze teachers’ perspectives on teacher-made test validity. it was used to describe teachers’ perspectives about the teacher-made test and its effect on their teaching. this study's focus was on the perspective or view that was owned by the teachers of the teacher-made test. it was meant to demonstrate the approaches used to determine the validity of the test used by the teachers. this research participants were five english teachers who had been teaching for one to ten years, and they were from jakarta, bogor, depok, tangerang, and bekasi (jabodetabek) area. the participants were chosen by applying a random sampling technique based on availability, and they had a habit of making their tests. data collection and analysis an adapted questionnaire from kyriakides (2004) was deployed to see the extent to which the teachers view the validity of the teacher-made test. it was important to remember that the data used was a teacher-made test implemented in the final test. after administering the test, the teacher was asked to fill out a questionnaire. the questionnaire covering the following issues, such as (a) the teacher's attitude towards the suitability of test; (b) teacher attitudes towards the quality of data obtained from tests; and (c) the use of the test by teacher, was adapted from kyriakides (2004). the questionnaire reliability results were assessed by measuring cronbach alpha values relative to the issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 102 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi scale used to assess the teacher's perspective on teacher-made assessments. to measure the teacher responses, cronbach alpha is valued for the five scales used in the questionnaire (cronbach, 1990). findings five teachers participated in this research by answering the questionnaire related to teacher attitudes regarding the test's appropriateness, teacher attitudes regarding the quality of the data obtained from the test and the test used by teacher. teacher attitudes toward the appropriateness of the test table 1. responses of teacher attitudes towards the appropriateness of the test means and standard deviations descriptive statistics n mean std. deviation the usefulness of data 5 4.40 .548 the evaluative criteria 5 4.40 .548 the scoring 5 4.20 .837 valid n (listwise) 5 data from table 1 was based on the teacher's responses in answering the questionnaires that were related to the suitability of each test activity. the teacher's assessment of the suitability of the testing activity might be based on the suitability of the information collected, the suitability of the topic being assessed and evaluative criteria, and the assessment guidelines' openness. thus, the teachers were to rate items on a 1 (absolutely disagree) scale to 5 (absolutely agree). the result showed that the average value of items in line one was high (4.40), where the maximum score was 5, and the standard deviation was relatively low. this showed that, on average, most respondents agreed about using the tests they had made as providing information about their students' literacy skills. second, the average value of items in line two shows the same value as the previous one (4.40), which shows that evaluative criteria are appropriate. finally, the average score is lower than the previous two (4.20); therefore, it is still of high value and shows that the teacher considers the assessment guidelines for the tests to be beneficial. teacher attitudes towards the quality of the data obtained from the test table 2. percentages of respondents concerning perceptions of accuracy of test result and factors that influenced students’ test result, their means, and standard deviations descriptive statistics n agree* disagree** mean std. deviation test scores give me some idea of students’ literacy 5 60% 20% 4.00 .707 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 103 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ability the test is indiscrimin ate and too simple 5 20% 80% 1.80 .447 test scores only rank students compared to each other 5 20% 80% 3.00 1.414 test scores in each activity reveal the learning needs of each student in specific aspects of literacy assessed by the test 5 100% 0% 4.40 .548 student scores are affected by the fact that students are not interested in demonstrati ng their skills 5 60% 40% 3.80 1.095 teacher’s knowledge about the individual student is critical to the interpretati on or meaning 5 100% 0% 4.40 .548 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 104 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi given to student’s responses to test activities student scores are affected by the context of each test activity, which is familiar only to some groups of students (e.g., middleclass rather than workingclass students) 5 40% 40% 2.60 .894 student scores are affected by the fact that students are not familiar with the form of activities included in the test 5 40% 60% 2.80 1.643 student scores are affected by anxiety 5 40% 60% 3.00 1.414 teachermade test doesn’t portray minority language to 5 20% 60% 2.40 1.140 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 105 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students accurately valid n (listwise) 5 *the respondents either agree or absolutely agree **the respondents disagree or absolutely disagree most respondents (80%) did not think that the test was indiscriminate and too simple. additionally, they argued that test results were not only useful compared to each other in ranking students but were also useful in giving teachers ideas about their student literacy skills. all respondents (100%) supported the idea that student scores from tests expressed students’ learning needs in particular literacy aspects. this assumed that the teacher found the test result was useful for both the formative and summative evaluation functions. however, more than 40 percent of respondents accepted that grades were affected by the fact that students did not want to show their skills. furthermore, all respondents believed the knowledge of individuals influenced that test results. about half of the respondents also believed that their familiarity with some students' tests affected the score results. 40% of respondents also supported the idea that student scores were influenced by anxiety. finally, more than half of respondents believed that this test accurately described minority languages. the uses of test by teachers this described how the teachers used the test further. the data of the respondents were shown in the following table. table 3. the use of test by the teacher and its means and standard deviations descriptive statistics n mean std. deviation the test helps teachers to identify whether the objectives were achieved 5 4.60 .548 the test helps teachers to identify the learning need of students 5 4.60 .548 the test helps teachers to identify students learning difficulties 5 4.00 1.225 the test is used for summative reasons 5 3.80 1.095 the test is used as sources for evaluating the effectiveness of the school 5 4.60 .548 valid n (listwise) 5 table 3 showed that the average test helped the teacher identify whether goals were achieved, students' learning needs, and evaluation of high school effectiveness (4.60) and low standard deviations. this showed that the test or test results were used to do all three things. it also helped teachers to identify student difficulties and was used for summative reasons. this was based on the average value of 4.00 and 3.80, respectively. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 106 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion the information mentioned above could be explained in terms of its impacts on the improvement of teacher-made tests and, in particular, to increase the usefulness of information resulting from tests in decision making and provide appropriate explanations for basic assessment. moreover, a more general question emerged concerning the significance of examining the instructor's definition as a way of determining the validity test. first, teachers agreed that this exam offered a depth of information on their students' literacy skills. this idea agrees with brown (2003), who stated that the test's function is to measure a person’s ability, knowledge, and performance. they also often considered evaluative criteria to measure student responses to each related test operation. furthermore, criteria for evaluation of almost all tasks were found very helpful. this indicated that the teacher seemed to assume that the teacher-made test had to evaluate students for its validity. in addition to that, some research findings showed that most of the teacher-made tests that had been administered to students indicated valid (e.g., irhamsyah, 2020; sugianto, 2017). on the other hand, another research found that the teachermade assessments' validity was low (minda, 2018). one among other reasons for these varieties is the teachers. as mentioned in a research, the experienced teachers who have gone through training on test development and analysis tended to design tests with higher validity and reliability than their counterparts without such training (odimo, 2014). second, the teacher claimed that the teacher-made test provided information on students’ literacy that was to be evaluated. the findings were seen as offering more facts about the validity of the test. the teacher also believed that several factors affect student test scores or results, including student interest, teacher knowledge about individuals, the context of the test, students' familiarity with several groups of students, and anxiety. it is in line with what had been found in several research studies indicating that test scores are affected by many factors (el-omari, 2016; farooq et al., 2011; jurkovic, 2010; khamkhien, 2010; shvidko et al., 2015). third, it could be claimed that teachers used tests or test scores to identify or evaluate whether goals were achieved, students’ learning needs, students' and learning difficulties. according to other research, test scores could be used in evaluating students and teachers themselves as part of a broader form of teachers’ evaluation (baker, 2010; corcoran, 2010) or even principals of the school (grissom et al., 2015). this test could also be viewed as a summative reason and a school evaluation for its effectiveness. conclusion to conclude, the gathered data showed that (1) the teachers agreed with the appropriateness of the test they administered; (2) the teachers also believed the quality of data obtained during research was useful and meaningful; and (3) the teachers used the test to identify and evaluate learning objectives, students’ learning needs, students’ learning difficulties, and school evaluation. therefore, it was reasonable to assume that validity was a crucial aspect of constructing a test. it is strongly suggested that teachers do some validity test at least randomly if regularly is difficult to conduct. however, one thing that may become a problem, many teachers use the same test several times, and they are barely changing into new ones. whether or not the validity of their tests is in line with those tests' reliability, it may become a further area to be researched. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 107 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references akiyama, t. (2004). introducing efl speaking tests into a japanese senior high school entrance examination. melbourne: university of melbourne. arikunto, s. (2005). dasar-dasar evaluasi pendidikan. indonesia: bumi aksara. baker, e. l. (2010). problems with the use of student test scores to evaluate teachers. retrieved from: http://epi.3cdn.net/b9667271ee6c154195_t9m6iij8k.pdf brown, d., & abeywickrama, p. (2010). language assessment principles and classroom practices (2nd ed.). white plain,ny: pearson education. brown, h. d. (2003). language assessment principles and classroom practices. london:longman. caffrey, e. (2009). assessment in elementary and secondary education: a primer. english: congressional research service). retrieved from: https://fas.org/sgp/crs/misc/r40514.pdf. corcoran, s. p. (2010). can teachers be evaluated by their students’ test scores? should they be? the use of value-added measures of teacher effectiveness in policy and practice. texas:education policy for action series. cronbach, l. j. (1990). essentials of psychological testing. new york,ny: harper & row. darling-hammond, l. herman, j., & pellegrino, j. (2013). criteria for high-quality assessment. stanford,ca: stanford center for opportunity policy in education. el-omari, a. h. (2016). factors affectingsstudents’ achievement in english language learning. journal of educational and social research, 6(2), 9–18. farooq, m. s., chaudhry, a. h., shafiq, m., & berhanu, g. (2011). factors affecting students’ quality of academic performance: a case of secondary school level. journal of quality and technology management, 7(2), 1–14. friberg, j. c. (2010). considerations for test selection: how do validity and reliability impact diagnostic decisions?. child language teaching and therapy, 26(1), 77–92. grissom, j. a., kalogrides, d., & loeb, s. (2015). using student test scores to measure principal performance. educational evaluation and policy analysis, 37(1), 3–28. hedge, t. (2008). teaching and learning in the language classroom. oxford ,uk: oxford university press. hopkins, k. d., stanley, j. c., & hopkins, b. r. (1990). educational and psychological measurement and evaluation. boston: prentice hall. irhamsyah, l. h. (2020). the analysis of the teacher-made test for senior high school at state senior high school 1 kutacane, aceh tenggara. jurnal ilmiah didaktika, 21(1), 10–20. jackson, s. l. (2003). research methods and statistics: a critical thinking approach. wadsworth : thomson wadsworth. jurkovic, v. (2010). language learner strategies and linguistic competence as factors affecting achievement test scores in english for specific purposes. tesol journal, 1(4), 449–469. khamkhien, a. (2010). factors affecting language learning strategy. electronic journal of foreign language teaching, 7(1), 66–85. kyriakides, l. (2004). investigating validity from teachers’ perspectives through their engagement in large-scale assessment: the emergent literacy baseline assessment project. assessment in education: principles, policy & practice, 11(2), 143–165. minda, m. h. (2018). content validity of efl teacher-made assessment: the case of communicative english skills course at ambo university. east african journal of social sciences and humanities, 3(1), 41–62. muijs, d. (2011). doing quantitative research in education with spss. london,uk: sage publications. nurhalimah, n., fahriany, f., & dadan, d. (2019). determining the quality of english teacher-made issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 108 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi test: how excellent is excellent? indonesia. indonesiann efl journal: journal of elt, linguistics, and literature,5(1), 24-38. odimo, l. (2014). validity and reliability of teacher-made tests: case study of year 11 physics in nyahururu district of kenya. african educational research journal, 2(2), 61–71. okpala, p. n., onocha, c. o., & oyedeji, o. a. (1993). measurement and evaluation in education. stirling: horden publishers. razali, k., & jannah, m. (2015). the comparison between national final examination test items and english teacher made-test items of 2010 and 2011. al-talim journal, 22(1), 10–22. shvidko, e., evans, n. w., & hartshorn, k. j. (2015). factors affecting language use outside the esl classroom: student perspectives. system, 51, 11–27. sugianto, a. (2017). validity and reliability of english summative test for senior high school. indonesian efl journal: journal of elt, linguistics, and literature, 3(2), 22–38. turkstra, l. s., coelho, c., & ylvisaker, m. (2005). the use of standardized tests for individuals with cognitive-communication disorders. seminars in speech and language, 26(4), 215–222. ugwu, n. g., & mkpuma, s. o. (2019). ensuring quality in education: validity of teacher-made language tests in secondary schools in ebonyi state. american journal of educational research, 7(7), 518–523. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the positive effects of mind mapping strategy integration on improving efl learners’ writing skill kristion florensio wijaya sekolah tinggi internasional cita hati samarinda, indonesia email: kristianwijaya500@gmail.com abstract the ever-changing nature of modern l2 writing enterprises has added incremental challenges for worldwide efl learners to continue their productivity, participation, and commitment in this long-lengthy process as they are required to become more proficient l2 writers. concerning this issue, this study aimed to investigate the positive effects of mind mapping strategy integration in elevating efl learners’ writing skills. thus, the researcher reviewed the research results taken from 25 mind mapping strategy studies with the help of a thematic analysis to generate more robust and reliable research results. after analyzing the prior research results forming in 25 previous mind mapping strategy studies, the researcher subsumed them into some main specific themes to ascertain the comprehensibility of the targeted data. two major specific themes were stipulated namely: (1) mind mapping strategy enables efl learners to become more organized l2 writers and (2) mind mapping strategy transforms efl learners into more avid l2 writers. it was revealed that mind mapping strategy can potentially elevate efl learners’ writing motivation, confidence, autonomy, and skills. keywords: efl learners, library study, mind mapping strategy, thematic analysis, writing introduction in this ever-changing era, it is vitally essential for worldwide efl learners to fully master writing skills to be deemed proficient l2 academicians. in the writing processes, efl learners are required to address their intended thoughts, ideas, and argumentations clearly to the targeted readers to create more meaningful writing compositions. this fundamental l2 writing learning process aligns with stating that upon generating more qualified writing products, efl maharani et al. (2018) learners are encouraged to express their particular ideas, feelings, and opinions understandably to the readers. contrastively, mastering advanced l2 writing competencies is not an easy task for efl learners. as they frequently confront various obstacles while attempting to delineate their ideas. the first common obstruction efl learners oftentimes face is due to the lack of ideas leading them to experience frustrating l2 writing learning activities. mention that efl thiel and conroy (2022) learners will have a higher degree of tendency to depart from their existing writing learning dynamics while they are not able to discover specific ideas to be explicated in their writing compositions. furthermore, other taxing hurdles that can hinder efl learners’ writing motivation are the mailto:kristianwijaya500@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi complexities of writing tasks, grammatical knowledge, dictions, and vocabulary that are suitably relevant to the writing learning contexts they are engaging with. this belief corresponds with repudiating that to be able to become lestari et al. (2022) qualified l2 writers, efl learners are advised to constantly employ appropriate word choices, grammar, and vocabulary throughout their writing tasks. these frequently-occurred writing hindrances do not only halt the cognitive but also the affective sides of efl learners. since efl learners are highly depressed to generate their specific ideas in high-quality writing products, they tend to instill a higher level of anxiety. when efl learners are not able to minimize their existing growth of this feeling, they will encounter another arduous impediment in organizing particular thoughts into well-composed writing products. this above-mentioned affective issue is meaningfully associated with ) avowing that a predominant number of globalized efl yunus and chien (2016 learners generally experience hard times while attempting to delineate their intended thoughts into a good piece of writing as they experienced a higher level of restlessness before dealing with the specifically-given writing tasks. the good news to better mitigate all the aforementioned l2 writing learning issues is through the constant utilization of a mind mapping strategy. mind mapping strategy is one of the useful approaches for efl learners to plan, organize, and explain the ideas residing in their minds easily by creating creative and interesting graphic organizers that are specifically apprehensible for them. theorize that with the integration of mind mapping strategy, efl tay and phang (2022) learners will be more capable of managing their upcoming writing tasks effortlessly as they are intensively trained to create creative, fascinating, and comprehensible writing outlines. it is also worth emphasizing that in the light of mind-mapping strategy implementation, efl learners can intensively monitor their writing contents as they can recall the previously-written ideas that are already depicted in the writing plans. adduce that mind mapping wahid and sudirman (2023) strategy is worthwhile to be continuously applied in a wide variety of l2 writing learning enterprises where efl learners’ critical writing skills are honed simultaneously as they can compose the intended writing products in line with their prior writing plans. of considerable importance is efl learners can progressively transfigure into more competent, strategic, and critical l2 writers through continuous exposure to mind mapping strategy. these commendable writing learning outcomes can take place since they have gained a more profound understanding of the nature of their targeted writing tasks. strongly suggest l2 writing instructors to incorporating mind al-zyoud et al. (2018) mapping strategy at the beginning of writing activities to significantly raise efl learners’ particular awareness of the writing topics they have selected. to the best of researcher’s knowledge, none of these previous studies have specifically investigated the positive effects of mind mapping strategy integration in improving efl learners’ writing skills. to fill this gap, the researcher planned to profoundly investigate the positive impacts of this learner-oriented learning approach in fostering efl learners’ writing competencies for the betterment of future writing learning processes endured by them. the first study conducted by revealed that the majority of indonesian efl learners were still having difficult fauzan et al. (2020) moments while applying a set of decent academic writing rules to their writing products, which motivate l2 writing learning instructors to intensively train them on how to implement those writing conventions accurately. strongly encouraged indonesian efl educators to mardiansyah (2020) nurture their learners’ self-confidence before commencing varied writing activities to enable them to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi obtain more satisfying writing learning achievements. in the third study, highly putri (2018) prompted indonesian efl educationalists to reinforce learners’ development of critical thinking skills and creativity that might be influential for them to compose more high-quality writing products. unfolded that through the process genre approach, efl learners have saputra (2015) gained a higher degree of enthusiasm and interest to continue doing the specifically-given writing tasks as they have been more familiar with the writing task genres they have been into. in the last study, uncovered that in the light of robust metacognitive awareness development, wijaya (2022) graduate university efl learners had a sustainable determination to accomplish the taxing writing tasks since they were capable of planning, monitoring, and evaluating their writing compositions. this current small-scale qualitative study was initiated to profoundly investigate the positive effects of mind-mapping strategy integration in fostering worldwide efl learners’ writing competencies. by conducting this study, the specifically-attained research results can have a more promising way for globalized l2 writing learning instructors to start initializing a mind mapping strategy at the onset of their writing activities to address more promising writing learning assistance in which efl learners can construct better writing compositions to achieve more fruitful writing learning outcomes. aligning with the main purpose of this study, the researcher aimed to answer one following research problem namely: (1) what are the positive effects of mind mapping strategy integration towards the elevation of efl learners’ writing skills? literature review a notable advantageous value of employing a mind mapping strategy is l2 writing learning instructors can check whether their learners have already inculcated specific background knowledge of the major writing topics. by obtaining this beneficial writing background, l2 writing learning instructors can provide greater assistance for efl learners to accomplish their writing tasks efficiently. this conception is in agreement with believing that with the chalak and rastgoo (2021) presence of mind mapping strategy, efl learners will have broader opportunities to finish their challenging writing assignments successfully as their teachers have appropriately identified the particular writing learning needs and prior knowledge that should be possessed by them. to embody the above-elucidated advantageous writing learning values, l2 writing learning instructors are concurrently advocated to apply questioning strategies in their mind mapping strategy to help learners particularly identify the writing contents, which in turn is beneficial for enhancing their writing competencies to the utmost potential. highly recommend l2 writing learning fu et al. (2019) instructors all around the globe incorporate questioning techniques upon incorporating mind mapping strategy in their writing learning circumstances to enable them to become more familiar with the writing strengths and weaknesses, eventually improving their writing skills to the fullest development. mind-mapping strategy can potentially promote a more positively-sound and emotionallysupportive writing learning atmosphere where efl learners can proactively engage with given writing tasks, be more highly motivated to overcome a vast range of writing challenges, and become more fluent writers. all these advantageous writing learning outcomes are in obedient with the previous finding of revealing that a vast majority of efl learners are more luangkrajang (2022) willing to actively participate in the complex writing processes, confidently face varied writing interferences, and delineate the intended ideas easily after they have been introduced to mindedukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mapping strategy. from the l2 writing learning instructors’ side, the employment of a mind mapping strategy can create more enjoyable writing learning dynamics owing to the gradual diminution of lecturing time, better classroom management, and significant improvement of teachers’ attention to learners’ writing processes. these meritorious benefits are closely interlinked with finding out that under the guidance of a mind mapping strategy, akihary and apituley (2022) efl learners have undergone more pleasant writing learning climates in which there is a significant reduction of teacher-oriented style, placement of supportive classroom environments, and teachers’ considerable attention toward learners’ writing learning activities. methodology research design and approach of the study the researcher set out this current small-scale qualitative investigation with the accompaniment of a library study approach. by employing this research method, the specificallyobtained research results can generate a more insightful understanding of the specific phenomenon that was being explored. having such a purpose, the researcher critically reviewed the research results from 25 mind mapping strategy studies. two major reasons of conducting the study two main reasons encouraged the researcher to select these 25 prior studies. firstly, it is hoped that the reviewed research results will help efl learners to possess more robust selfconfidence and motivation while confronting various challenging writing learning tasks during their academic journeys. secondly, it is also expected that efl learners will experience more enjoyable writing learning processes with the support of mind mapping strategy in the future events. as a result, they will be more capable of managing their writing learning activities accordingly and generate qualified writing products suitable with the subject-specific subjects they have mastered. data analysis and depictions stages during the data depictions processes, the researcher subcategorized the most often appeared research results generated by 25 studies into some major-specific themes to enable l2 writing learning instructors to fully understand the significance of incorporating a mind-mapping strategy at the outset of writing enterprises. to release this study aim, the researcher also employed a thematic analysis approach to yield more valid, well-structured, and robust research results that might be contributable to the further advancement of efl writing learning dynamics conducted globally. after embodying all these consecutive data analysis processes, the researcher expounded all the divided research themes argumentatively by integrating prior relevant theories and findings by which the attained research results were considered trustworthy and reliable. the researcher formulated the research instrument with the help of annotated bibliography in which the specific research results were explained in depth details. annotated bibliography enabled the researcher to structure the argumentations of targeted research results clearly based on the sub-specific themes having been edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi categorized in a thematic analysis process. face validity was employed to ascertain the reliability of this research instrument. before argumentatively explicating the subcategorized research results, the researcher asked a help from his former lecturer to check whether the annotated bibliography instrument is compatible with this study’s context. after receiving some constructive feedback from the lecturer, the researcher proceeded into the data delineation stage. results and discussion after conducting an in-depth thematic analysis, two major specific themes were stipulated namely: (1) mind mapping strategy enables efl learners to become more organized l2 writers and (2) mind mapping strategy transforms efl learners into more avid l2 writers. in the previouslyconducted studies, the researchers only focused on explaining how mind-mapping strategy assisted efl learners to become more independent, well-organized, and proficient l2 writers. practically speaking, the previous researchers merely explained the effective integration of mind mapping strategy comprising of brainstorming, planning, monitoring, drafting, and revision stages without explicitly mentioning the influential impacts of this strategy for the advancement of efl learners’ writing learning progress. therefore, the forthcoming research results attained in this small-scale library study specifically focus on various meritorious writing learning rewards potentially obtained by efl learners through mind mapping strategy. these reviewed research results will be an additional complementary for the systematized research results generated by the previous researchers by which educational institutions and efl teachers will be helped a lot in maximizing the utmost potential of this strategy for advancing our learners’ writing skills. theme 1. mind mapping strategy enables efl learners to become more organized l2 writers theme 1 authors mind mapping strategy enables efl learners to become more organized l2 writers abbaspour and rastgoo (2020); al-zyoud et al. (2018); bukhari (2016); erdiana (2016); fadillah (2019); karim (2018); sebit and yildiz (2020); ngo and tran (2021); vijayavalsalan (2016); wahid and sudirman (2023); waloyo (2017); wangmo and chalermnirundorn (2018); yunus and chien (2016). based on theme 1 above, it is worth noting that mind mapping strategy can potentially enable efl learners to become more organized l2 writers. this happened since efl learners can structure their specific ideas, thoughts, and ideas accordingly before immersing into the real-time writing processes. articulate through the implementation of a mind mapping strategy, efl alzyoud et al. (2018) learners can better plan their writing compositions constructively in which their argumentations are well-organized before commencing the apparent writing activities. efl learners are also able to explain their targeted ideas clearly to the targeted readers with the support of mind mapping strategy since they have known the following writing steps that should be performed. this argumentation is in agreement with adducing that through the constant utilization of mind mapping fadillah (2019) strategy, efl learners have successfully transfigured into more mindful writing planners and judicious decision makers as they can develop the targeted writing ideas easily and organize their thinking in accord with the prior writing plans. another cognitive side having been escalated edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi through the use of mind mapping strategy is efl learners’ successfulness of composing high-quality writing products based on the appropriately-chosen writing strategies. by employing a wide variety of meaningful writing strategies, efl learners are more likely to compose more qualified writing products as they can fine-tune these chosen writing strategies in accord with the specific nature of their writing tasks. this meaningful writing learning strategy is in harmony with the finding of sebit and who discovered that a predominant number of iranian university efl learners yildiz (2020) were skillful in delineating their writing argumentations comprehensibly to the targeted readers since they have been armed with the exhaustive knowledge of how and when to utilize a set of meaningful writing strategies that are suitable for their writing tasks. furthermore, mind mapping strategy can simultaneously diminish excessive writing anxiety experienced by efl learners to be replaced by a higher level of self-confidence. when efl learners have gradually become more confident toward their writing learning activities, they are strongly motivated to participate in varied writing learning dynamics in order to foster their writing competencies to the fullest development. these research results strengthened a study of wahid and unraveling that a vast number of indonesian university efl learners have been sudirman (2023) able to survive and thrive in their current writing learning complexities since they are sufficiently eager to overcome every single writing adversity, diminish the excessive writing anxiety, increase their self-confidence, and hold more positive perspectives toward writing learning activities they are engaging with. as they have been more comfortable with the demanding l2 writing learning situations, efl learners can concurrently begin to understand the specific nature of their writing tasks. by instilling this in-depth writing understanding, they can become more successful l2 writers as they can fulfill all the prerequisite writing requirements presented in their tasks. waloyo (2017) strongly suggested l2 writing learning instructors to applying the mind mapping strategy at the onset of writing activities to supportively assist efl learners to accomplish the specifically-given writing tasks in conformance with the writing requirements addressed to them. in the last line of argumentation, the meaningful internalization of the mind mapping strategy can also bring about a more profound transformation to efl learners’ higher-order thinking skills and creative development. learners can become more critical l2 writers since they are required to create a series of effective writing plans mutually correspond with their writing tasks. this finding was corroborated by believing that mind wangmo and chalermnirundorn (2018) mapping strategy can sustainably scaffold efl learners’ higher-order thinking skills growth by assigning them to design appropriate writing plans. in line with the further development of creativity, the mind mapping strategy trains efl learners to creatively select language expressions, dictions, coherence, and cohesion appropriate for their writing tasks. have yunus and chien (2016) likewise acknowledged that mind mapping strategy can reinforce efl learners’ creative minds as they have to be more adaptable and flexible in incorporating a set of selected writing contents in conformance with their writing situations. all these reviewed research results aimed to provoke a higher level of awareness for educational stakeholders to start integrating mind mapping strategy at the onset of writing activities endured by efl learners in order to progressively transfigure them into more strategic, autonomous, and critical l2 writers. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi theme 2: mind mapping strategy transforms efl learners into more avid l2 writers theme 2 authors mind mapping strategy transforms efl learners into more avid l2 writers alqasham and al-ahdal (2021); fu et al. (2019); karim et al. (2019); karim et al. (2021); karim et al. (2016); khudhair (2016); lestari et al. (2022); naibaho (2022); pradasari and pratiwi (2018); pratiwi et al. (2016); tarin and yawilong (2022); vejayan and yunus (2022). theme 2 interestingly unfolded that mind mapping strategy can be one of the critical determinants for efl learners to progressively transfigure into more avid l2 writers. as mind mapping strategy implementation successfully creates an anxiety-free writing learning atmosphere where efl learners can propose their personalized writing guidelines freely, their current writing learning interest is inevitably aroused resulting in the significant enhancement of their l2 writing proficiency. this first rewarding benefit affirmed the previous finding of confessing that alqasham and al-ahdal (2021) mind mapping strategy significantly helped efl learners to plan their writing learning processes in a better purpose without feeling intimidated by severe judgments addressed by their teacher or classmates. when efl learners have felt more comfortable with mind mapping strategy, they are more willing to bravely cope with a vast range of writing learning hurdles in which qualified writing products can be produced. this laudable writing learning character concurs with the prior finding of confirming that when efl learners have inculcated more positive perceptions fu et al. (2019) toward the use of mind mapping strategy, they will strongly determine to put forth a higher degree of writing efforts to produce better writing compositions. moreover, mind mapping strategy can supportively provide great assistance for efl learners to obtain various new words and expressions to be incorporated in their writing compositions. this action should be undertaken to allow efl learners to become more broad-minded l2 writers. this suggestion has an agreement with khudhair confessing that mind mapping strategy can act as one of the propelling forces for efl (2016) learners to become more insightful l2 writers by which they obtain new vocabulary and expressions that are indispensable for the betterment of their writing quality. life-long writing characters can easily reside within efl learners when l2 writing learning instructors committedly promote more positively-sound and emotionally-supportive writing learning enterprises in the light of mind mapping strategy. it is noteworthy to be propounded that through mind mapping strategy, efl learners can infuse a higher level of intellectual curiosity, initiatively initiate their independent writing practices, and earnestly cope with various writing obstacles. highly encouraged l2 writing learning instructors in indonesia promote more naibaho (2022) enjoyable writing learning atmosphere where efl learners are committed to participate in the entire writing processes. upon incorporating a mind mapping strategy, second language teachers need to teach efl learners on how to make the best use of certain writing strategies in harmony with their particular writing situations. as a result of this training, efl learners can gradually transform into more strategic writing planners in the long run. this fundamental principle aligns with pradasari and strongly motivating indonesian university efl teachers to equip their learners with pratiwi (2018) appropriate writing strategies in order to make them become more effective problem-solvers. in the end, mind mapping strategy can eventually help efl learners to attain more satisfying writing edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achievements. this positive writing learning outcome took place as they can self-initiate, manage, and evaluate their particular writing activities autonomously. in obedient with this ultimate writing learning outcome, contended that through mind mapping strategy, efl learners pratiwi et al. (2016) can endure more meaningful writing learning processes impacting the specific writing learning achievements they are going attain. the aforementioned research results review attempted to encourage worldwide efl teachers to internalize mind mapping strategy in their writing classroom contexts wherein efl learners can truly become life-long l2 writers possessing the robust writing desire in the entire academic lives. conclusion and recommendations/implications reflecting on the obtained research results forming in this present small-scale library study, it can be inferred that the continual integration of mind mapping strategy in l2 writing learning enterprises can potentially bring about a wide variety of advantageous values for efl learners comprising cognitive, affective, and mentality domains. from the cognitive side, efl learners are more strongly willing to proceed into the complexities of writing processes as they have noticed how to effectively create meaningful writing plans sustaining the continuity of their writing processes. moving on to the affective areas, the mind mapping strategy is believed to significantly improve efl learners’ writing endeavor, motivation, and perseverance turning them into more optimistic l2 writers. regarding the mentality aspect, efl learners having been equipped with a mind mapping strategy will have a more robust tendency to deal with a vast variety of writing obstacles that may result in more satisfying writing achievements and performances. apart from the above-mentioned shortfall, the specifically-attained research results have slightly provided beneficial insights into the critical importance of internalizing mind mapping strategy at the commencement of l2 writing learning enterprises in which efl learners can optimistically confront the constant writing complexities with the existence of high-quality writing compositions to be proved as a well-deserved result of all their writing efforts. future researchers need to tap into the potential disadvantages of mind mapping strategy in order to enable efl teachers to combine this learner-oriented teaching approach with other applicable pedagogical method in order to better promote a positively-sound writing climate for all learners. references akihary, w., & apituley, p. s. (2022). digital media-based quantum learning: improving students’ german writing, critical thinking and learning motivation. reila : journal of research and innovation in language, 4(1), 116–131. https://doi.org/10.31849/reila.v4i1.9395 alzyoud, a. a., al jamal, d., & baniabdelrahman, a. (2018). mind mapping and students’ writing performance. ssrn electronic journal, 5(1), 11-21. https://doi.org/10.2139/ssrn.3094556 bukhari, s. s. f. (2016). mind mapping techniques to enhance efl writing skill. international journal of linguistics and communication, 4(1), 30-40. https://doi.org/10.15640/ijlc.v4n1a7 chalak, a., & rastgoo, v. (2021). perceptions of language learners toward the use of traditional vs. digital mind mapping techniques in english writing classes. international journal of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi language and translation research winter, 21(1), 97–115. https://doi.org/10.12906/978389966713 erdiana, n. (2016). improving students’ writing skill through mind mapping. proceedings of english education international conference, 1(2), 245–250. fadillah, r. (2019). students’ perception on the use of mind mapping application software in learning writing. a journal of culture english language teaching literature & linguistics, 6(1), 58-69. https://doi.org/10.22219/celticumm.vol6.no1.58-64 fauzan, u., aulya, s. f., & noor, w. n. (2020). writing error analysis in exposition text of the efl junior high school students. indonesian journal of efl and linguistics, 5(2), 517-528. https://doi.org/10.21462/ijefl.v5i2.330 fu, q. k., lin, c. j., hwang, g. j., & zhang, l. (2019). impacts of a mind mapping-based contextual gaming approach on efl students’ writing performance, learning perceptions and generative uses in an english course. computers and education, 137(6), 59–77. https://doi.org/10.1016/j.compedu.2019.04.005 hamad alqasham, f., & ahmed mohammed hassan al-ahdal, a. (2021). effectiveness of mindmapping as a digital brainstorming technique in enhancing attitudes of saudi efl learners to writing skills. journal of language and linguistic studies, 17(2), 1141–1156. www.jlls.org karim, r. a. (2018). technology-assisted mind mapping technique in writing classrooms: an innovative approach. international journal of academic research in business and social sciences, 8(4), 25-37. https://doi.org/10.6007/ijarbss/v8-i4/4146 karim, r. a., adnan, a. h. m., abu, a. g., idris, n., & ismail, i. (2021). mobile-assisted mind mapping (mammat) as a tool to support university students’ argumentative writing. international journal of interactive mobile technologies, 15(5), 43–53. https://doi.org/10.3991/ijim.v15i05.14003 karim, r. a., idris, n., ismail, i., saad, n. h. m., & abu, a. g. (2019). the impact of utilizing mobile-assisted mind mapping technique (mammat) on the development of undergraduate students’ writing performance. journal of advanced research in dynamical and control systems, 11(12), 674–680. https://doi.org/10.5373/jardcs/v11sp12/20193264 karim, r., abu, a., & khaja, f. (2016). brainstorming approach and mind mapping in writing. teacher’s efforts to overcome students’ difficulties in reading comprehension, 5(2), 358–361. http://www.eeic.unsyiah.ac.id/proceedings/index.php/eeic/article/view/83 khudhair, n. k. (2016). the impact of applying mind mapping technique as a prewriting tool on efl college students in essay writing ministry of educationthe general district of al karkh the second. 27(1). 17-25. https://www.iasj.net/iasj/download/9eb651aec43d2bc1 lestari, t., robiasih, h., azizah, d. m., pambudi, a. d., studi, p., bahasa, p., & tamansiswa, u. s. (2022). the use of mimind app to support the writing. 29–37. https://wej.unwir.ac.id/index.php/wej/article/view/164 luangkrajang, m. s. (2022). use of mind-mapping in language learning: a cognitive approach. theory and practice in language studies, 12(8), 1616–1621. https://doi.org/10.17507/tpls.1208.18 maharani, s., fauziati, e., & supriyadi, s. (2018). an investigation of writing strategies used by the students on the perspective language proficiency and gender. international journal of edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi multicultural and multireligious understanding, 5(5), 185-198. https://doi.org/10.18415/ijmmu.v5i5.364 mardiansyah, r. (1970). a correlation between self-confidence and essay writing achievement. edukasi: jurnal pendidikan dan pengajaran, 5(2), 154–166. https://doi.org/10.19109/ejpp.v5i2.2326 naghmeh-abbaspour, b., & rastgoo, v. (2020). analysis for finding the effect of mind mapping technique on the iranian english as foreign language learning’ writing skills. texto livre, 13(2), 102–116. https://doi.org/10.35699/1983-3652.2020.24559 naibaho, l. (2022). the integration of mind mapping strategy on students’ essay writing at universities kristen indonesia. jppi (jurnal penelitian pendidikan indonesia), 8(2), 320-331. https://doi.org/10.29210/020221678 pradasari, n. i., & pratiwi, i. (2018). mind mapping to enhance students ’ writing performance. let : linguistics , literature and english teaching journal, 8(2), 130–140. https://jurnal.uinantasari.ac.id/index.php/let/article/view/2395 pratiwi, d. i., faridi, a., & hartono, r. (2016). the implementation of mind mapping strategy to teach writing in ielts preparation class. lembaran ilmu kependidikan, 45(1). https://journal.unnes.ac.id/nju/index.php/lik/article/view/7640 putri, r. o. (1970). investigating the link between critical thinking skill and argumentative writing skill: the case of islamic senior high school. edukasi: jurnal pendidikan dan pengajaran, 5(2), 144–153. https://doi.org/10.19109/ejpp.v5i2.2090 saputra, h. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1–12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 sebit, s., & yildiz, s. (2020). individual and collaborative computerized mind mapping as a prewriting strategy: effects on efl students’ writing. journal of computer and education research, 10(5), 11-27. https://doi.org/10.18009/jcer.710461 tarin, s., & yawilong, r. (2022). using mind-mapping to develop efl students’ writing performance. english language teaching, 15(11), 14. https://doi.org/10.5539/elt.v15n11p14 tay, s. y., & phang, b. l. (2022). mind mapping software to aid academic writing: pre-service english language teachers using i-think maps. issues in educational research, 32(1), 394–412. https://search.informit.org/doi/abs/10.3316/informit.475899051342004 thiel, l., & conroy, p. (2022). ‘i think writing is everything’: an exploration of the writing experiences of people with aphasia. international journal of language and communication disorders, june, 1381–1398. https://doi.org/10.1111/1460-6984.12762 vejayan, l., & md. yunus, m. (2022). application of digital mind mapping (mindomo) in improving weak students’ narrative writing performance. creative education, 13(08), 2730– 2743. https://doi.org/10.4236/ce.2022.138172 vijayavalsalan, b. (2016). mind mapping as a strategy for enhancing essay writing skills. new educational review, 45(3), 137–150. https://doi.org/10.15804/tner.2016.45.3.11 wahid, j. h., & sudirman, s. (2023). the effect of mind mapping technique on students' writing skills. journal of languages and language teaching, 11(1), 39-49. https://ejournal.undikma.ac.id/index.php/jollt/article/view/6692 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi waloyo, e. (2017). the implementation of mind mapping technique in teaching writing: a case study at man 13 jakarta. elt echo : the journal of english language teaching in foreign language context, 2(1), 72. https://doi.org/10.24235/eltecho.v2i1.1596 wangmo, k., & chalermnirundorn, d. n. (2018). the use of mind mapping technique to enhance writing skills of grade four bhutanese students. st. theresa journal of humanities and social science, 4(2), 30–57. https://journal.stic.ac.th/index.php/sjhs/article/view/69 wijaya, k. f. (2022). exploring english education master students’ metacognitive awareness in academic writing learning enterprises. eltr journal, 6(1). https://www.apspbi.or.id/eltr/index.php/eltr/article/view/120 yunus, m. m., & chien, c. h. (2016). the use of mind mapping strategy in malaysian university english test (muet) writing. creative education, 07(04), 619–626. https://doi.org/10.4236/ce.2016.74064 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 97 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi problem-based learning, character education approach, and the impacts on the students’ entrepreneurial attitudes and critical thinking skills dewi maulinda madrasah aliyah negeri 3, kota jambi abstract this study aimed to determine the effect of implementing learning as well as producing a more effective, efficient, and meaningful economic learning through the application of problem-based learning in the economic subject with a character education approach and its impact on the student's entrepreneurial attitudes and critical thinking skills. the research subjects were 80 students of the twelfth (xii) grade of social sciences in one madrasah in jambi city. this research was a quasi-experiment with a control group design pretestposttest design. the data collection used tests. the data analysis technique used a quantitative analysis. the results of the study indicated that there was an increase in student's character in the experimental class, entrepreneurial attitudes, and critical thinking skills compared to the control class group. also the findings showed that students had a very good character in the experimental class, were able to think critically, and showed a truly entrepreneurial attitude compared to the control group. keywords: character education, entrepreneurial attitude, critical thinking skill, problembased learning manuscript submitted: january 5, 2021 manuscript revised: july 14, 2021 accepted for publication: november 7, 2021 introduction the economic learning based on the education projections in the 21st century and the 4.0 industrial revolution with the demands of the 2013 curriculum needs the ability of professional teachers to manage the learning (habibi et al., 2021). additionally, the depletion of character values (lickona, 1996) of the indonesian culture gives a sense of concern for the educators in creating a quality educational output, character, entrepreneurial spirit and having the skill to think critically and able to answer various socio-economic problems in society (menteri pendidikan dan kebudayaan, 2018) and plays an active and competitive role in various fields of life (herlambang et al., 2021). when it is related to the demands of the 2013 curriculum and the objectives of economic learning in government regulation number 22 of 2006 stating that economic learning forms a wise, rational, and responsible attitude by having knowledge and skills in economics that is beneficial to oneself itself, household, community, and country. this objective can show that economic learning does not edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 98 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi only refer to curricular goals so that teachers and educational institutions that apply it should make innovative improvements, especially in creating output or graduates who can face economic challenges in lives. the use of problem based learning (pbl) model aims to prepare students to think critically and analytically and also able to get and use learning resources appropriately. so it can be interpreted that pbl is a learning process which is the starting point of learning based on problems in real life and from these problems the students are stimulated to learn problems based on the knowledge and experiences they have encountered in their previous life (prior knowledge) so that from this prior knowledge the new knowledge and experiences will be formed. the diversity of human characters that interact in schools, various cultures, activities, and student habits are all components that must be managed by teachers as educators without distinguishing gender, ethnicity, race, culture, social strata, religion, also preparing students to be knowledgeable, independent, and entrepreneurial (menteri pendidikan dan kebudayaan, 2018; jeynes, 2019; mukminin et al., 2019; prasojo et al., 2020). the diversity of these factors when they are combined with problem-based learning and character education, especially in fostering entrepreneurial attitudes and training student's critical thinking skills is expected to be an alternative learning for teachers in realizing meaningful and quality learning. this study aimed to determine the effect of implementing learning as well as producing a more effective, efficient, and meaningful economic learning through the application of problem-based learning in the economic subject with a character education approach and its impact on the student's entrepreneurial attitudes and critical thinking skills. methodology research design, site, and respondents this was a quasi-experimental study analysis. in this design, two groups were selected randomly to determine which group was the experimental class and which was the control class. furthermore, the two groups were given a pre-test to determine the initial state of the difference between the experimental group and the control group. the results of the initial test (pre-test) were good if the scores in the experimental class were not significantly different. furthermore, the experimental class group was given a treatment in the form of problem based learning in economics learning with a character approach while the control class group did not use problem based learning in economics learning, but used expository learning methods, namely student-centered learning and mostly used lectures, questions and answers , and discussion. after being treated, a final test (post-test) was conducted to see the final results of students' entrepreneurial attitudes and critical thinking skills in implementing economic learning for their lives. the population in this study was all students of class xii social studies in one madrasah in jambi city, namely classes of xii ips-1, xii ips-2, and class xii ips-3 with the number of students in each class was 40 students with a total of students from 3 classes, namely 120 students. the determination of the sample was done by giving a pre-test of the number of population classes. based on the results of the highest pre-test, the 1st and 2nd classes were used as the basis for selecting the experimental class and the control class. based on the results of the sampling in this study, the class xii ips-1 was the experimental class and the class xii-2 was the control class with a total of 80 students from both classes. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 99 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection and analysis in this study, tests were conducted on experimental class and control class students in the form of a written test with a closed questionnaire in a certain number with details of 40 questions measuring character education, 15 questions measuring entrepreneurial attitudes, and 25 questions measuring students' critical thinking skills as measured by likert scale. pre-test was conducted to determine the students' initial ability in learning economics, especially the basic accounting equations and other materials before being given a treatment by using character-based economic learning and learning with an expository approach. post-test was conducted to determine the final ability of students in learning economics, especially the basic accounting equations and other materials after being given a treatment by using character-based economic learning with economic learning by using an expository approach. the initial test data (pre-test) should reflect similar mean values and the same variance (homogeneous). therefore, the data from the initial test results were tested for the homogeneity first while the one–way anova test with spss 25 to determine the homogeneity of the data. this analysis was used to determine two or more groups that were significantly different. in this analysis, two methods were used. first, to look at the average difference by comparing alpha with the probability number (sig.) in the anova table. second, to look at the data variance by comparing alpha with the probability number (sig.) in the test of homogeneity of variences table. findings the use of the mancova test in this study was based on the number of the experimental class group and the control class group samples in the following data: table 1. general linear model between-subjects factors treatment factors value label n treatment 1.00 experiment class 40 2.00 control class 40 based on the table above, there were 40 respondents that were analyzed for each group. table 2. descriptive statistics variables treatment mean std. deviation n enhancement of entrepreneurial attitude experimental 11.2250 4.59926 40 control 3.4250 2.62031 40 total 7.3250 5.40692 80 enhancement of critical thinking skills experiment 13.4250 6.40868 40 control 6.1000 3.65710 40 total 9.7625 6.36096 80 n gain on learning outcomes experimental .4407 .13728 40 control .1752 .18514 40 total .3080 .20994 80 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 100 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the table above shows the results of descriptive tests of the increasing \ value of entrepreneurial attitudes and critical thinking skills also n gain on learning outcomes as the dependent variable of each group in experimental class (treatment). the test results indicated that the highest mean or average enhancement of entrepreneurial attitudes was 11.2250 in the experiment class group while the lowest was 3.4250 in the control class group. furthermore, the mean value in the experiment class and control class group was 7.3250. the table also explains that the results of the mean value or average increase in the highest critical thinking skills was 13.4250 in the experiment class group (treatment) while the lowest mean result was 6.100 shown in the control class group. the result of the mean value between the experimental class group and the control class group was 9.7625. furthermore, the result of the mean value or the mean of n gain of the highest learning outcomes was 0.4407 in the experiment class group (treatment), while the lowest mean result was 0.1752 in the control class group. for the result of the mean value between the experimental class group and the control class group was 0.3080. the difference in the mean value of the increase in the value of entrepreneurial attitudes, critical thinking skills, and n gain between the two groups of the experiment class (treatment) and the control class group would be tested whether significant or not using the mancova and ancova test. furthermore, below were the results of the covariance homogeneity test using box's m with the box's m test p-value of 0.000 <0.05, so that it accepted h1 where it meant not homogeneous, then the mancova test was not valid to use. however, many opinions stated that if the normality and homogeneity assumption were not met, the pillai trace test can be used as a mancova calculation, where pillai trace is robust to violations of the normality and homogeneity assumption. for more details, the results of a calculation using box's matrices can be seen in the table below. table 3. box's test of equality of covariance matrices box's m 31 365 f 5009 df1 6 df2 44080,302 sig. .000 tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across groups. a. design: intercept + character enhancement with pbl + treatment below is the analysis test by using mancova. for the use of mancova itself, there were several types of tests including; pillai's trace, wilks' lambda, hotelling's trace, and roy's largest root. based on the assumptions of normality and homogeneity by using the mancova test from pillai trace, the test results can be used to answer the multivariate hypothesis. for more details, the mancova calculations of various types can be seen in the following table. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 101 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. mancova multivariate tests a effect value f hypothesis df error df sig. partial eta squared intercept pillai's trace .429 18 747 b 3,000 75,000 .000 .429 wilks' lambda .571 18 747 b 3,000 75,000 .000 .429 hotelling's trace .750 18 747 b 3,000 75,000 .000 .429 roy's largest root .750 18 747 b 3,000 75,000 .000 .429 character enhancement with pbl pillai's trace .260 8,791 b 3,000 75,000 .000 .260 wilks' lambda .740 8,791 b 3,000 75,000 .000 .260 hotelling's trace .352 8,791 b 3,000 75,000 .000 .260 roy's largest root .352 8791 b 3.000 75.000 .000 .260 treatment pillai's trace .226 7,280 b 3,000 75,000 .000 .226 wilks' lambda .774 7,280 b 3,000 75,000 .000 .226 hotelling's trace .291 7,280 b 3,000 75,000 .000 .226 roy's largest root .291 7,280 b 3,000 75,000 .000 .226 a. design: intercept + character enhancement with pbl + treatment b. exact statistics based on the mancova test with the pillai trace calculation as described above, it can be explained that an enhancement character with pbl significantly influenced the enhancement of entrepreneurial attitudes, critical thinking skills, and n gain on learning outcomes at once and for the f count value of 8,791 with a p-value of 0.000 <0.05. thus, h1 was accepted with the effect was 26,0 % significant. also, there was a given treatment that significantly influenced the enhancement of entrepreneurial attitudes, critical thinking skill, and n gain on learning outcomes also for f count value was 7.280 with a p-value 0,000 < 0,05. thus, h1 was accepted with the effect was 22,6%, which was significant. furthermore, below was the variance homogeneity test as the second condition of the ancova test. the result was the sig or p-value of increasing entrepreneurial attitudes and critical thinking skills <0.05, so h1 was accepted and this means that the variable of enhancement of entrepreneurial attitudes and critical thinking skills were not homogeneous invariance. this happened because the homogeneity of the variants was not met, so the second ancova test on enhancement of entrepreneurial attitudes and critical thinking skills must be corrected with brown forsythe or welch's f. however, although it was not corrected, the experts stated that ancova was still robust against homogeneity violations. meanwhile, n gain on learning result got a p-value of 0.347> 0.05, so that h0 was accepted where it means the variance of n gain on learning outcomes between treatments was not significantly different or met the homogeneity assumption. for more details, it can be seen in the following table. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 102 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. levine’s test of equality of error variances a f df1 df2 sig. attitude improvement 9.151 1 78 .003 increased critical thinking 8.927 1 78 .004 n gain on learning outcomes .897 1 78 .347 tests the null hypothesis that the error variance of the dependent variable is equal across groups. design: intercept + enhancement of pbl + treatment furthermore, the results of the 3 types of ancova test can be seen as follows. table 6. tests of between-subjects effects source dependent variable type iii sum of squares df mean square f sig. partial eta squared corrected model enhancement of entrepreneurial attitude 1373.850a 2 686 925 56 528 .000 .595 enhancement of critical thinking skills 1191,626b 2 595 813 22 883 .000 .373 enhancement of n gain on learning outcomes 1,603c 2 .802 32 849 .000 .460 intercept enhancement of entrepreneurial attitudes 185 672 1 185 672 15,279 .000 .166 enhancement of critical thinking skills 553,613 21,262.216 1 .000 553,613 enhancement of n gain learning outcomes .428 17,524.185 1 .000 .428 character enhancement with pbl enhancement of entrepreneurial attitude 157,050 12,924.144 1 .001 157,050 enhancement of critical thinking skills 118,514.036 .056 1 4,552 118,514 enhancement of n gain learning outcomes .193 7,903 .006 .093 1 .193 treatment enhancement of entrepreneurial attitude 127,377 10,482 1 127,377 .002 .120 enhancement of critical thinking skills 127,667.060 1 4,903 .030 127,667 enhancement of n gain on learning outcomes .140.019 .069 1 5,742 .140 error enhancement of entrepreneurial attitude 935 700 77 12,152 enhancement of critical thinking skills 2004.861 77 26 037 enhancement of n gain on learning outcomes 1,879 77 .024 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 103 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi total enhancement of entrepreneurial attitude 6602.000 80 enhancement of critical thinking skills 10821.000 80 enhancement of n gain on learning outcomes 11.070 80 corrected total enhancement of entrepreneurial attitude 2309.550 79 enhancement of critical thinking skills 3196.488 79 enhancement of n gain on learning outcomes 3.482 79 a. r squared = .595 (adjusted r squared = .584) b. r squared = .373 (adjusted r squared = .357) a. r squared = .460 (adjusted r squared = .446) from the ancova test results on the enhancement of entrepreneurial attitudes, the f count value was 12,924, and a p-value of 0.001 <0.05 so that it means that the effect was significant with the amount of 14.4%. furthermore, if it was seen from the experimental treatment with an f count value of 10,482 and with a p-value of 0.002 <0.05, it meant that the experimental treatment had a significant effect, with the amount of 12%. meanwhile, simultaneously the character enhancement with pbl and experimental treatment had an f count value was 56.528 with a p-value of 0.000 <0.05, it means that the effect was significant with the amount of 59.5%. furthermore, if it was corrected with standard error, the amount of the effect was 58.4% (adjusted r square). furthermore, from the ancova test results on the enhancement of character values through pbl with critical thinking skills, it was obtained 4.552 of f count with a p-value was 0.036 <0.05. this meant that there was a 5,6% of significant effect between enhancement of character values through pbl with the critical thinking skill. the experimental treatment of critical thinking skills had an f value of 4.903 and a p-value of 0.030 < 0.05 so that it means that the effect was significant with the amount of 6%. whereas simultaneously, the enhancement of character with pbl and treatment had an f count value of 22,883 with a p-value of 0,000 <0.05, so it means that the effect was significant with the amount of 37.3%. if it was corrected with a standard error, the amount of the effect was 35.7% (adjusted r square). furthermore, to analyze the ancova test results on the enhancement of n gain on learning outcomes with character enhancement through pbl has an f count value of 7,903 with a pvalue of 0.006 <0.05, so it meant that the effect was significant with the amount of 9.3. %. for the experimental treatment of n gain on learning outcomes, the f count value was 5.742 with a p-value of 0.019 <0.05, so it meant that the effect was significant, with the amount of 6.9%. meanwhile, simultaneously the enhancement of character with pbl and treatment had an f count value of 32,849 with a p-value of 0.000 <0.05. thus, it meant that the effect was significant with the amount of 46%. if it was corrected with standard error, the amount of the effect was 44.6% (adjusted r square). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 104 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion each value obtained from the pretest and posttest results for all research variables was compared and tested using statistics to determine whether the changes that occurred were appropriate with the research hypothesis or vice versa. furthermore, the results of the presented pretest and posttest showed that there was an increased value for the experimental class group on all research variables whereas in the control class group, the pretest score was on the pbl variable with a higher character than the score of the experimental class group. for statistical tests, it was conducted with mancova (multivariate analysis of covariance). the test with mancova was also known as a multivariate test because there was more than 1 or> 1 dependent variable that was an enhancement of entrepreneurial attitudes, student's critical thinking, and n gain on student's learning outcomes. to conduct the mancova test, first, there was the ancova test whose numbers were adjusted for the number of dependent variables while the assumptions of the ancova test had been met and seen from the ancova test which was corrected by the brown forsythe or welch's f test that robust to homogeneity violations. however, the ancova test was still robust enough to homogeneity violations. meanwhile, the test results between the pretest and posttest scores for all variables in the treatment group using the pearson and kolmogorov smirnov formula with the lilifors correction approach showed that the test results between the pretest and posttest score had a positive result of skewness the degree of asymmetry of the frequency curve was normally distributed / almost normal. this was from the value of the skewness obtained a negative (minus) less than 0 (zero). furthermore, the size of the degree of curvature of the frequency distribution curve or kurtosis showed a normal distribution. this can be seen from the kurtosis value closed to 0 (zero). meanwhile, for the results of the normality test of the enhancement of character values with pbl, entrepreneurial attitudes, critical thinking, and n gain on learning outcomes of each variable in all treatment groups (experiments) using the liliefors test (correction of kolmogorov smirnov, that in spss version 23 or newest, all kolmogorov smirnov tests were corrected by liliefors) showed that all variables had a sig or p-value <0.05, so it means that all normality tests were accepted by h1 or had an abnormal distribution. furthermore, based on the results of the variable normality test using the kolmogorov – smirnov formula with the liliefors formula with a p-value <0.00 explained that in line with the result, it can be concluded that the graph showed nothing was distributed normally, so this means h1 was accepted. based on the results of the correlation test between the dependent variables, it can be explained that the value obtained for p-value (sig) <0.05 so that it means that all the dependent variables were significantly correlated. likewise, the correlation between the covariate variable and the dependent variable showed that the p-value was <0.05, so it means that the covariate variable had a significant correlation with all the dependent variables, so the requirements for testing using mancova had been met, so to explore the relationship between several categories of independent variables with two or more dependent variables, testing techniques using the mancova test can be used. based on the descriptive test results, the pretest and posttest score for all research variables in the experimental class group and the control class group can be seen for the variable of character value enhancement with pbl, entrepreneurial attitudes, critical thinking skills, and the final number of n gain on learning outcomes showed that the number of means, standard deviation, variance, minimum value, maximum value, and range value for the experimental class group had a significant edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 105 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi increase compared to the number of means, standard deviation, variance, minimum value, maximum value, and range value obtained by the class group control. conclusion the implementation of this learning was included in the teacher's lesson plan when compiling learning tools by giving special project assignments to students within a predetermined time. in the implementation of this learning, the students were asked to be more active in finding the problems that they encountered in life, especially in the economic field, and also to find the right solutions for these problems. besides, through this learning, the students can compare and prove between the learning theories received from the teacher or the textbooks they read with the real conditions (reality) of everyday life. in the experimental class of this research shows a significantly estimated average of character enhancement that using problem-based learning for all treatment groups was 21.8875, with an enhancement entrepreneurial attitude of the experimental class was 9.398, and the control class was 5.252. furthermore, the critical thinking skill in the experimental class was 11,838, and the control class was 7,687. whereas for n gain on learning outcomes of the experimental class group was 0.377 and the control class was 0.239, so it significantly proved that the experimental class was better in enhancing the n gain on learning outcomes than the control class group, whereas the descriptive results showed that the experimental class students had very good character, able to think critically, and a truly entrepreneurial attitude compared to the control class students. references habibi, a., yaakob, m.f.m., mukminin, a., muhaimin, m., prasojo, l.d., yusop, f.d. and muzakkir, m. (2021), "teachers' digital technology access to motivation, skills and use: a structural equation modeling study", aslib journal of information management, herlambang h, fitri ad, mukminin a, muhaimin m, hidayat m, elfiani e, shafira nna, puspasari a, tarawifa s, salam aa, yaakob mfm, habibi a. (2021). quality assurance for sustainable higher education: structural equation modeling. sustainability, 13(9):4954. jeynes, w. h. (2019). a meta-analysis on the relationship between character education and student achievement and behavioral outcomes. education and urban society, 51(1), 33-71. lickona, t. (1996). eleven principles of effective character education. journal of moral education, 25(1), 93–100. menteri pendidikan dan kebudayaan. (2018). peraturan menteri pendidikan dan kebudayaan nomor 18 tahun 2018 tentang penguatan pendidikan karakter pada satuan pendidikan formal. jakarta: indonesia. mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 prasojo, d. l., habibi, a., mukminin,a., sofyan, indrayana, b., & anwar, k. (2020). factors influencing intention to use web 2.0 in indonesian vocational high schools. international journal of emerging technologies in learning (ijet), 15(5), 100-118. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 162 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teaching speaking through story telling: the case of a junior high school yelia universitas jambi davizayelia@gmail.com vera whayuni smp laboratorium stkip jambi, jambi, indonesia rachmawati universitas jambi dony efriza universitas jambi abstract this collaborative classroom action research described the use of storytelling in teaching english speaking. the subjects of the research were 13 junior high school students at smp laboratorium stkip jambi, indonesia. the qualitative data consisted of field notes, students’ diaries, photographs, and videos of teaching and learning process collected through observations and analyzed descriptively. the quantitative data were the students' scores in their english speaking performance generated through speaking tests and analyzed by using microsoft excel. the findings showed that the use of storytelling in teaching speaking could attract students’ attention to the lesson and encourage them to speak english. pronouncing words, constructing sentences, and retelling the story could enhance students’ speaking performance. the students’ mean scores in their speaking performance tests got a significant improvement from cycle to cycle. keywords: speaking test, storytelling, teaching speaking manuscript submitted: september 18, 2021 manuscript revised: november 10, 2021 accepted for publication: december 25, 2021 introduction among the four skills of language, speaking is one of the basic skills taught in language classroom. as a productive skill, speaking helps the students use their english in communication and interaction with other people. most of the students have daily practice on english listening, reading, and writing at home, but only a few of them have opportunities to speak english at home mailto:davizayelia@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 163 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi due to lack of social environmental support to practice. therefore, speaking skill should be taught and practiced in the classroom. to develop students’ speaking skills, english teacher should have creativity to design communicative activities in teaching speaking. these activities can motivate students to produce the language actively and productively. effective learning with appropriate techniques and adequate opportunities should be created to motivate students speaking english. therefore, one of the purposes of teaching english at smp laboratorium stkip jambi, indonesia is to develop students’ communicative competence. at the end of the semester, the teacher found that the students got unsatisfied scores in speaking skill, under the minimum mastery criterion ( kkm) for all four skills in english subject (75). so, the researchers tried to investigate this problem by collaborating with the teacher. it was found that the students’ speaking skill was unsatisfied due to lack of vocabulary and motivation to speak. the teacher did some reflections, especially towards the lesson plan. although, the example of real life conversation had been provided for the students, they still had difficulty constructing their sentences and responding to the input orally. this made them reluctant to use english. therefore, it was important to use appropriate strategies to improve students’ vocabulary and motivation to speak. curriculum 2013 has pointed out some important issues. for example, in english subject , listening, speaking, reading, and writing should be taught integratedly. they should not taught separately because they are related each other. the more they are taught individually, the less communication will take place. to address this issue, the researchers applied integrated -skills teaching. speaking was taught integratedly with three other skills (listening, reading, and writing) through the use of storytelling. storytelling activity can facilitate students in expressing their ideas and constructing their own sentences in story format including characters and settings. this provide enjoyment and motivation for them to use english. through watching an d listening to the story, the students can listen to native speaker of english and other storyteller’s voice, and then retell the story. in addition, storytelling can be a strong support in pedagogical theory as it is fundamental to education, specifically to language teaching. an indian proverb says, “tell me a fact and i’ll learn. tell me the truth and i’ll believe. but tell me a story and it will live in my heart forever.” so, the use of storytelling in teaching speaking enables students to listen, retell, and create the story by using their own words. literature review according to widdowson (1994), as an active oral production skill, speaking enables students to express what they feel and think orally. it also as an interactive process of constructing meaning that involves producing, receiving, and processing information. as underwood (1997, p. 11), “speaking means creative process, an active interaction between speaker and listener that involves thought and emotion.” they are often spontaneous, open ended, and evolving. but, most of the students feel that speaking is complex and harder than other skills because it happens in real time. unlike in writing, the words that have been produced cannot be edited or revised in speaking. as a complex skill for the students, the teachers are demanded to create the classroom activities in teaching speaking. through these activities, students get more opportunities and practices to speak automatically and fluently (walters et al., 2005). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 164 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in creating the activities, the teacher may not ignore the three functions of speaking. as brown and yule (1983) as citied in richard (1997, p. 21) point out, “talks as interaction, talk as transaction, talk as performance.” talking or speaking as performance happens in storytelling. hence, according to harmer (2002, p. 144), fulcher and davidson (2007, p. 94), “five components can develop students’ performance in speaking namely grammar, pronunciation, vocabulary, fluency, and comprehension.” in addition, the characteristics of successful speaking activity based on ur’s opinion (2009, p. 120) are as follows “learners talk a lot, participation is even, motivation is high, students are eager to speak, and language is of an acceptable level.” meanwhile in language teaching, stories are used to develop efficient listening, fluent speaking, and ability to read and write easily and competently (celce and murcia, 2006, p. 144). one of the story activities according to donna brinton as citied in celce and murcia (2006, p. 145) is retelling the story. scrivener (2010, p. 337) and harmer (2007, p. 130) mentioned that the activity of storytelling can make students successful in speaking skill. this activity enables them to summarize the story in their own words. narrative or monologue text is one kind of texts that should be taught to the junior high school students and storytelling is one of the activities suggested in teaching narrative text. characteristics of a good storytelling are as follows: (1) it provokes students’ curiosity; (2) it evokes students’ imagination and interest in language skill; (3) it improves language skills such as grammar, vocabulary, comprehension, sequencing, and story recall; (4) it improves listening and oral communication skills; (5) it is an interactive and co-operative process; (6) as an art it is an enjoyable tool for practicing language learning skills and verbal expressions; (7) it binds listeners together; (8) it helps listeners to remember; (9) it uses all kinds of language conventions to make the story vivid; (10) it makes listeners forget their misery. techniques for retelling the story include voice, body language, and composure. voice consists of volume, pitch, pace, and silence. body language consists of stance, gestures, and facial expression. composure is needed when retelling the story. nervousness can be controlled and eliminated by a lot of practice. to teach speaking through storytelling, teacher can ask students to read a text or watch a video of a story (moon & tongue, 1991, p. 187). teacher can use tape recorder, video, etc. (scrivener, 2010, p. 365), and ensure the text or recording can involve students to read, listen, and retell the story (o’malley & pierce, 1996). teacher should follow three activities proposed by howe and johnson (1992 as citied in gomez, 2010, p. 14); pre-storytelling stage, while-storytelling stage, and post-storytelling stage. methodology the researchers used a collaborative classroom action research (car) approach to describe the implementation of storytelling in teaching english speaking. kemmis and mctaggart (1988) as citied in burns (2010, p. 9) state that car consists of planning, acting, observing, and reflecting. the subjects of this research were 13 eighth grade students of junior high school at smp laboratorium stkip jambi, indonesia, which consisted of 7 females and 6 males at the age of 14–15 years old. we prepared two cycles for this research, and added one more cycle of teaching and learning process. the treatment was given to the students through several activities and tasks in group and individual works in pre-storytelling stage, while-storytelling stage, and post-storytelling stage. we were assisted by the teacher as research collaborator by using field notes, students’ diaries, documentations, and tests to generate qualitative and quantitative data. the qualitative data edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 165 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi consisted of field notes; students’ diaries, photographs, and videos of teaching and learning process were collected through observations and analyzed descriptively (zikmund, 2003). the qualitative data from field notes and students’ diaries were written and analyzed by doing elliptical writing; omitting words from a direct quotation and beginning the expression with semicolon, then inserting a comma. meanwhile, quantitative data were obtained through speaking test conducted in each cycle. students’ speaking scores were analyzed by using microsoft excel to get the mean score to determine the improvement of students’ speaking performance. findings and discussion several activities were carried out in pre-storytelling, while-storytelling, and poststorytelling stages to teach speaking from cycle one to cycle three. the researchers found that pre-storytelling and while-storytelling activities were easy for the students to do, while poststorytelling activities were difficult for the students to do. cycle one in pre-storytelling stage, the students mentioned and pronounced the words related to the story in pairs. it was difficult for some students to do these two activities. showing the real objects to the students could help them memorize the words. in learning pronunciation of the words, they were encouraged to do many repetitions as supported by thornbury (2005). in whilestorytelling stage, students watched the video in group, and then they had to answer some questions related to the story prepared by the teacher. it was found that all students enjoyed watching as they were curious about the story. however, only a few students responded to the questions, while the others just kept silent. to overcome this problem, the teacher delivered the questions in two languages, english and indonesian. they gave responses to questions when the teacher asked the questions and explained in indonesian. in post-storytelling stage, the students had to discuss the story and then retell the story in their own words in front of the class as speaking test. it was found that most students could not construct their sentences in english. they used indonesian when retelling. therefore, the teacher gave students some treatments to write sentences with correct grammar based on the questions prepared in while-storytelling stage and pronounce their sentences aloud. the results of the speaking test indicated that only a few them were brave to stand up and retell the story in front of the class, while the others were reluctant and unsuccessful in the test as their speaking scores were very low, only three students (23.08%) passed the kkm. cycle two in reference to reflection results of cycle one, the teacher did some revisions by using another material and implementing several strategies in teaching and learning process. in prestorytelling stage, students could mention all words related to the story as the teacher provided some clues. in pronouncing the words, some repetitions were done to some students. for whilestorytelling stage, the teacher arranged the students into groups and asked them to sit and watch the story in their groups. they enjoyed watching the story but in question and answer session for part three and four, some groups gave no response to the questions. the teacher explained in english and indonesian to get students’ responses. in post-storytelling stage, the groups were edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 166 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 50 55 60 65 70 75 test i test ii test iii asked to construct their sentences for retelling the story. some groups still had problems in writing english sentences with correct grammar and appropriate words. referring to the results of students’ works, the teacher explained how to write good sentences and then asked the students to do sentence writing practice. in retelling practice, low scoring students got scaffolding from other group members. students enjoyed retelling the story in front of the class in groups. in speaking test, some of the students still had problem with their speaking performance. but there was an improvement in this cycle; seven students (53.85%) passed the kkm compared to cycle one, 10.20%. cycle three based on the reflection results of previous cycles, the teacher carried out different activities. in pre-storytelling stage, the teacher asked students to choose and read their favorite stories as suggested by moon and tongue (1991, p. 187). they were asked to visit school library to find their story books and reported their titles in front of the class. their seats were managed based on the titles. the students with the same titles worked in a group, while the others with different ones worked individually. it was found that some students enjoyed working in group. in whilestorytelling stage, the students were fond of reading the book they chose, looking up the unknown words in dictionary, and pronouncing them. some of them did not have dictionary, so the teacher helped them in getting the meanings of the words. some of them also had difficulty in constructing english sentences related to the story they read, so the teacher provided more explanations, asked questions about the story elements (orientation, complication and resolution), and helped the students in writing their sentences. to overcome the students’ problems in retelling the story in front of the class, the teacher guided the students in pronunciation practice and encouraged them to be confident in speaking. the results of the test showed that students’ mean score was 71.38, ten students (76.92%) passed the kkm, while three students (23.08%) still got low score. figure 1. the students’ mean score in test i, ii, iii edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 167 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% test i test ii test iii figure 2. the students’ percentage of kkm the results of this research indicated that: (1) the students were motivated to learn language skills, especially speaking through storytelling activities, (2) they had speaking awareness in retelling the story, (3) low-scoring students got scaffolding from high-scoring students, (4) they had significant improvement based on the results of their speaking performance tests from cycle one to three. in cycle one the mean score of students was 60.31, in cycle two was 66.46, in cycle three was 71. 38. the percentage of the students who achieved the kkm also increased. in cycle one was 23.08%, in cycle two was 53.85%, and in cycle three was 76.92%. the mean score of the students and the percentage of students who achieved the kkm in three tests were shown in the following charts. conclusions the use of storytelling in teaching speaking could attract students’ attention to the lesson, encourage students to speak english, and enhance students’ speaking performance as indicated by their significant improvement in speaking performance from cycle to cycle. the students enjoyed learning speaking through storytelling. in conducting storytelling activities, the teacher helped the students determining the story elements in narrative context, constructing english sentences related to the story, pronouncing the words, and improving self-confidence in retelling the story. references brown, g., & george, y. (1983). teaching the spoken language. cambridge: cambridge university press. brumfit, c., moon, j., & tongue, r.(1991). teaching english to children: from practice to principle. london: longman. burns, a. (1999). collaborative action research for english language teachers. cambridge: cambridge university press. burns, a. (2010). doing action research in english language teaching. rutledge: new york. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 168 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi celce-murcia, m. (2006). teaching english as a second or foreign language. canada: nelson education. depdiknas. (2006). kurikulum berbasis kompetensi: mata pelajaran bahasa inggris smp dan mts. jakarta: balitbang depdiknas. ellis, g., & brewster, j. (2002). tell it again! london: penguin. forest, h. (2013). storytelling lesson plans and activities. retrieved from: http://www.storyarts.org fulcher, g., & davidson, f. (2007). language testing and assessment. london: taylor & francis group. harmer, j. (2007). how to teach english. pearson education limited. china: longman. harris, d. p. (1974). testing english as a second language. new delhi: tata mcgraw-hill publisher company ltd. hopkins, d. (1993). a teacher’s guide to classroom research. great britain’s: edmunds bury press, ltd. jianing, x. (2007). storytelling in the efl speaking classroom. the internet tesl journal, xiii (11). retrieved from http://iteslj.org/techniques/jianing-storytelling.html. kemmis, s. & robbin, m. (1988). the action research planner (3rd ed). victoria deakin university press. maynard b. (2005) the importance of story. retrieved from: http://subversiveinfluence.com/2005/01/the-importance-of-story/ [june 12, 2014] nunan, d., & bailey m. (2009) exploring second language classroom research. canada: nelson education, ltd. o’malley, j. m., & pierce, l. v. (1996). authentic assessment for english language learners. usa: addisonwesley publishing company. richard, j. c. (1997) teaching listening and speaking from theory to practice. new york: cambridge university press. scrivener, j.(2005). learning teaching: a guide book for english teacher. great britain: macmillan education. thornbury, s. (2005). how to teach speaking. longman, kanisius. kesainc blanc. ur, p. (2009). a course in language teaching. cambridge: cambridge university press. widdowson, h. (1994). teaching language as communication. london: oxford university press. zikmund, w. g. (2003). research methods. london: dryden press. http://www.storyarts.org/ http://subversiveinfluence.com/2005/01/the-importance-of-story/%20%5bjune issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 334 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi non-native english teachers and varieties of english: ready, or not? yunisrina qismullah yusuf department of english education, faculty of teacher training and education, universitas syiah kuala, banda aceh, indonesia yunisrina.q.yusuf@unsyiah.ac.id abstract language is dynamic. thus, for english as an international language, it keeps on changing and developing over time. now there are more non-native english speakers compared to native speakers around the world. thus, intelligibility becomes fundamental in the world of englishes. besides teaching in the english accent (i.e. american or british english) as part of the educational policy given by schools, respectively, non-native english teachers must also be prepared to inform their non-native students of the englishes around the world. moreover, research in identifying the varieties of english spoken in different areas around the world are rapidly progressing. therefore, in this paper we would like to highlight the field of acoustic phonetics, in which the paper here assists researchers and teachers to identify vowel distinctions among different group of english speakers and the extent of the first language (l1) influence. specifically, the analysis in phonological variations can help teachers deal with variation in varieties of english. finally, we would like to highlight that understanding the varieties of english that exist today and having mutual intelligibility can improve communication with different people from different countries around the world. keywords: non-native english teachers, varieties of english manuscript submitted: 20 august 2019 manuscript revised: 20 september 2019 accepted for publication: 1 october 2019 introduction english today is a worldwide language, with speakers of about 1.5 billion and 2 billion people around the world (xue & zuo, 2013). from these numbers, only about 400,000 people are native english speakers (crystal, 2011). meanwhile, in other non-native english speaking countries, it holds the status of being the official language or the second language in some multilingual countries. this status depends on the geographical area of the speakers, together with their social, cultural and language aspects that play important roles in shaping the form of the english they speak. this situation further develops these “englishes” (crystal, 2003) into different varieties used around the world. the varieties can be found at its grammatical, lexical, and phonological levels (mckay, 2002). when these varieties get in contact in the oral form, the speakers can usually communicate and understand each other with some gaps in understanding. meanwhile, in the written form, gaps are found in the spelling variations that are present between englishes used in the mailto:yunisrina.q.yusuf@unsyiah.ac.id issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 335 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi u.s.a (i.e. american english) and britain (i.e. british english). these dialects or accents are usually the aspects that enable us to distinguish the various types of english used around the world. the establishment of a role for english in any country is part of that country‟s educational policy (abbott, 1984). for example, in malaysia and india, since they were once colonized by the british, the english is spoken in these countries, respectively, shares many of the features of british english. and thus, english textbooks in schools typically use british english. meanwhile, in south korea, the country prefers the american accent over others because of its historical and cultural ties with the united states. the preference has made them more familiar and accessible to american english in schools, where americanstyle textbooks and english education are coupled with a majority of canadian and american teachers. as for indonesia, the preference in its educational policy is still unclear, but a study by mardijono (2003) reveals that indonesian students are more familiar with the american accent compared to other english accents within the inner circle. nevertheless, the "varieties of english" situation has brought about challenges to non-native english teachers in teaching english to their students. the major issue is in pronunciation. as for the case in indonesia, in which english is treated as a foreign language, many teachers are confused with which pronunciation to teach. because now, it is more than just the english used by the inner-circle countries: british english, american, australian, and new zealand english spoken out there. the closest examples to depict is the malaysian english, singaporean english and bruneian english spoken by our neighboring countries. they are frequently in contact with indonesian speakers from the tourism, educational and business sectors. the media also exposes other varieties of english that are also commonly heard by indonesians, such as the indian english as shown in many bollywood movies aired in indonesian television channels. there are also thai and philippines english from the soap operas, korean english from k-pop music, and arabic english and others from international news broadcasts. this is not to mention other english accents that we hear out there from the internet, such as from various youtube videos that are easily accessible to users from young to old. for efl (english as a foreign language) teachers in indonesia, a great number of teachers are not native speakers of english. to begin with, english is taught in public schools from grade 7, where learners are about the age of 12-13 years old when they are first formally introduced to english in the classroom setting. some of these teachers may have also learned english as children in private schools, but a majority can be said to have learned it formally in school starting from their teenage years. the english exposed to them in the past could be assumed to be mostly american or british english, but this is not to say that every non-native speaker in indonesia produces their own "accent" due to influences from their first or second languages. in indonesia, the variation of english can be found between different regions, and across the social strata. this also affects the way they teach pronunciation in efl classrooms. therefore in this paper, we would like to highlight the two important aspects. first we would like highlight what are the real problems of a teacher of english when they have to face varieties of english in terms of teaching pronunciation,where they have to deal with the variations of phonological aspects which become part of the field of acoustic phonetics. the second thing that we would like to highlight is how acoustic phonetics studies can help teachers to study the physical features and characteristics of the sound produced by their learners issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 336 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion dealing with varieties of english non native faced by english teachers in the efl context in school, non-native english teachers who study at the universities in indonesia are trained to speak or to sound, like native speakers, be it the american or british english. this emphasis sets “incorrect” pronunciation other than these two accents as inferior. sometimes, this condition in the classroom leads students to be unmotivated and "lethargic" to learn this language because the teachers constantly correct their pronunciation while they try to speak english. however, when we steer this situation to people across the world who speak english in different accents, english today does not belong to those born in the english-speaking countries anymore, but it now also belongs to anyone willing to learn and speak it. therefore, english teachers in indonesia should start realizing that our multilingual and multicultural learners are individuals who live, grow and learn with their own cultural, social and historical background and experiences. teachers must be aware of their social and cultural backgrounds as foreign language speakers. it is impracticable to keep “pushing” them to speak and sound like either the british or the americans. this is as voiced by martin (2016), who believes that this practice reduces the students' social and cultural identity and entity as foreign-language speakers, and especially as indonesians. she continues that many non-native speakers recognize native speakers‟ different pronunciations as acceptable variations, but when it comes to our english pronunciation, it is instantaneously recognized as incorrect. this situation underestimates the many years of effort that us non-native speakers take to practice and learn english (martin, 2016). despite some studies say that pronunciation can be a measure of the success of teaching and learning a language (fraser 2000; tsukada 2008). jenkins (2005) argues that english‟s role as a lingua franca has implications for teaching pronunciation. it is commonly believed that pronunciation plays a key role in intelligibility between the nonnative and the native speakers of english, but again, according to her, the goal is not to sound like a native speaker, but more importantly, it is to communicate effectively in a global context. jenkins (2005) suggests the model of “lingua-franca core” for pronunciation teaching. this means that non-native teachers still preserve their particular english variety as part of their culture and identity while teaching english to their non-native learners. therefore, with this in mind, jenkins (2005) believes that learners should focus more on aspects of pronunciation which aid understanding. this means to make a distinction between some features of pronunciation to make conversations clearer to the listener. for examples, a clear difference between the /r/ and /l/ sounds. this distinction is sometimes not met by japanese speakers. then there are the /v/ and /w/ sounds, where some german speakers cannot distinguish these two sounds. then there is /b/ and /v/, wherein spanish, these two sounds are allophones or variants of the same sound. but it is not so in english. another feature that teachers may want to focus on is the long and short vowels of the english language, in which some non-native speakers cannot contrast them (as cited in pillai, manueli, & dumanig, 2010). my observation of the acehnese speakers while speaking english is their difficulty in making a difference between the /t/ and /θ/ in some english words. and thus, english teachers, whether native or non-native, need to help their learners to notice such features when teaching the target language. then again, when it comes to speaking, facing these varieties of english around the world seems to be very logical when speakers adopt and adapt english to express their issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 337 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi identity and culture. but let us go back to reality when students have to face exams and tests that are mostly presented in the american and or british accents, such as toefl and ielts. these tests are important not only to students who would like to study abroad but also to students to graduate from some universities. for example, universitas syiah kuala in banda aceh, indonesia, requires every student to achieve a minimum of 477 toefl score to graduate. there are listening sections in which speakers in the tapes or recordings speak in one of these accents. this is where the collision starts, and non-native teachers go "panic" to improve their pronunciation to the said "standard" english and further teach students in the "standard" pronunciation so that they do not get confused, for example, in the listening tests. what should teachers do, then, to further understand the differences in pronunciation between groups of english speakers so that they can find better ways to teach pronunciation in the classrooms? how acoustic phonetics studies can help teachers to study the physical features and characteristics of the sound produced by their learners for efl learners, phonetics and phonology are essential parts of studying english. phonetics is the study of physical properties of speech sounds, including their physiological production, acoustic properties, and auditory perception. meanwhile, phonology is the study of sounds, especially different patterns of sounds in different languages. moreover, the knowledge of phonetics and phonology are important to understand the principles regulating the use of sounds in spoken english. languages like indonesian and arabic are consistent in their spelling and pronunciation, this is to say that each letter represents a single sound which rarely varies with other sounds. however, this is not the case for english because of the irregular relationship between the spelling and sound across the language. this language has many letters with two or more sounds and many letters that are silent. phonetics has three main branches, they are articulatory phonetics (how the organs of articulation are used to produce speech sounds), acoustic phonetics (studying the physical properties of speech sounds) and auditory phonetics (how people perceive speech sounds) (roach, 2000). in the meantime, acoustic phonetics studies the physical transmission of speech sounds from the speaker to the listener (ohala, 2005). this involves the physical properties of sounds through the airwave frequencies that consist of sounds. the frequency of vibrations is measured in hertz and the volume of sound is measured in decibels. the instrument utilized to measure and record speech sounds is the sound spectrograph. it produces readouts called sound spectrograms. by associating articulatory phonetics and using spectrographs, researchers can identify exact point values and acoustic characteristics of different vowel and consonant productions (ball & rahilly, 2014). among the software to conduct acoustic research are wavesurfer and praat. for elt teachers, they must understand the purpose of knowing and implementing phonetics and phonology in teaching foreign languages. these branches of linguistics allow teachers to examine the similarities and differences between the sounds produced by a diverse group of speakers and explain these differences to learners. this can enable learners to better understand and speak the language they are learning. furthermore, acoustic phonetics studies can help teachers to study the physical features and characteristics of the sound produced by their learners. various studies have been published about acoustic phonetics related to english vowels. in the scope of the middle east, there are studies on iranian english (pillai & delavari, 2012), omani english (hubais & pillai, 2010), and others. meanwhile, in the scope of southeast asia, among issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 338 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi these studies are malaysian english (pillai, et al., 2010; pillai, 2014), singaporean english (deterding, 2000, 2005), bruneian english (sharbawi, 2006), thai english (pillai & salamae, 2013; tsukada, 2008), taiwanese english (li, 2004), philippine english (pillai, manueli & dumanig, 2010), indonesian english (fata, ikhwani, fitrian, ikhsan, aulia, & yusuf, 2017; widagsa, 2015), and others. let us take malaysian english as an example. the distinctive features in pronunciation found in the variety of malaysian english are the realization of the front vowels /ɪ/ and /і/, and /ɛ/ and /æ /that are difficult for the malay speakers to distinguish (pillai, et. al., 2010; yap, wong & yasran, 2010). malaysian english vowels also occupy a smaller vowel space than those of british english (pillai, et. al., 2010). below are some findings from previous research on the english monophthong vowels produced esl and efl learners. the vowels are plotted in the vowel space of the speakers, respectively. figure 1. malaysian english vowels (reproduced from pillai, et. al., 2010, p. 165). figure 2. thai english vowels (reproduced from pillai & salamae, 2013, p. 1151). issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 339 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 3. indonesian english vowels (reproduced from fata, et al., 2017, p. 594) the figures above are the result of recorded english sounds produced by speakers and measured in instruments (i.e. praat). the results assist linguists and teachers to identify differences in segmental and prosodic features of english spoken by a different group of speakers. these differences, which can often lead to mispronunciations by non-native english learners, are illustrated based on instrumental analysis and spectral display. analysis of sound recordings also enables researchers to focus in particular on the extent to which vowel distinctions are maintained, and also the extent of the first language (l1) influence of the learners. conclusion the paper has briefly discussed the context of english varieties that are appearing today and how this affects english teachers in teaching pronunciation in the efl classrooms. the goal is to communicate effectively in a global context and not to sound like a native speaker. to understand students‟ problems in english sound distinctions, and also the extent of their first language (l1) influence, there are nowadays so many userfriendly, low-cost and even freely distributed programs that allow reliable and precise measurements/analyses of speech signals. there is simply no excuse for those teachers and researchers in the field of phonetic study who persist in restricting themselves to the „good old‟ articulation-and-perception approach. therefore, as non-native english teachers in indonesia, it is believed that we should teach our students using either the american or british english in the english classrooms that go with these accents. nevertheless, it is also our responsibility to make them aware that these two accents are not the only accents used to speak english out there today. they should also be informed and exposed to non-native accents of english so that they can understand them even if they have not yet managed to acquire the core features of english that they are leaning. references abbott, g. (1984). should we start digging new holes?. elt journal, 38(2), 98-102. ball, m. j., & rahilly, j. (2014). phonetics: the science of speech. london, uk: routledge. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 340 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi crystal, d. (2011). english: a status report. spotlight, 28-33. crystal, d. (2003). english as a global language. cambridge, us: cambridge university press. deterding, d. (2000). measurements of the /eɪ/ and /әʊ/ vowels of young english speakers in singapore. in a. brown, d. deterding & low, e. l. (eds.), the english language in singapore: research on pronunciation (pp. 93-99). singapore: singapore association for applied linguistics. deterding, d. (2005). emergent patterns in the vowels of singapore english. english worldwide, 26(2), 179-197. fata, i. a., ikhwani, fitrian, f., ikhsan, aulia, t. m., & yusuf, y. q. (2017). proceedings of the 7th annual international conference (aic) syiah kuala university. banda aceh, indonesia: syiah kuala university. fraser, h. (2000). coordinating improvements in pronunciation teaching for adult learners of english as a second language. canberra: university of new england. hubais, a. & pillai, s. (2010). an instrumental analysis of english vowels produced by omanis. journal of modern languages, 20, 1-18. jenkins, j. (2005). teaching pronunciation for english as a lingua franca: a sociopolitical perspective. in c. gnutzmann f. intemann (eds.). the globalisation of english and the english language classroom (pp. 145-158). tübingen: narr. li, c-y. (2004). acoustic analysis of taiwanese learners‟ pronunciation in english vowels. journal of language and learning, 2(2), 186-201. mardijono, j. j. (2003). english accent evaluation: a study on indonesian efl learners' perception. k@ta, 5(2), 147-164. martin, n. (2016, february 6). english in indonesia: is it still a matter of british or american?. the jakarta post. retrieved from https://www.thejakartapost.com/news/2016/02/06/english-indonesia-is-it-still-amatter-british-or-american.html. mckay, s. l. (2002). teaching english as an international language: rethinking goals and perspectives. new york, ny: oxford university press. ohala, j. j. (2005). the marriage of phonetics and phonology. acoustical science and technology, 26(5), 418-422. pillai, s., manueli, m. k. s., & dumanig, f. p. (2010). monophthong vowels in malaysian and philippine english: an exploratory study. philippine journal of linguistics, 41, 80-93. pillai, s. & delavari, h. (2012). the production of english monophthong vowels by iranian efl learners. poznań studies in contemporary linguistics, 48, 473-493. pillai. s. & salamae, w. (2012). an instrumental analysis of english monophthongs produced by thai efl learners. pertanika journal of social sciences & humanities 20(4), 1143 1160. pillai, s. (2014). the monophthongs and diphthongs of malaysian english: an instrumental analysis. in shakila, a.m. & hajar a.r. (ed.), english in malaysia: postcolonial and beyond (pp. 55 – 86). frankfurt: peter lang. roach, p. (2000). english phonetics and phonology. cambridge: cambridge university press. sharbawi, s. (2006). the vowels of brunei english: an acoustic investigation. english worldwide, 27(3), 247-264. tsukada, k. (2008). an acoustic comparison of english monophthongs and diphthongs produced by australian and thai speakers. english world-wide, 29(2), 194-211. widagsa, r. (2015). acoustic analysis of english vowel formant frequencies produced by indonesian native speakers. proceedings of the 2nd international language and language teaching conference (pp. 625-633). yogyakarta: universitas sanata dharma. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 341 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi xue, j., & zuo, w. (2013). english dominance and its influence on international communication. theory and practice in language studies, 3(1), 2262-2266. yap, n. t., wong, b. e., & yasran, a. (2010). representation of vowels by bilingual speakers. pertanika journal of social sciences & humanities, 1(2), 379–389. 45 the correlation between reading attitude and writing achievement of the eleventh grade students of sma muhammadiyah 6 palembang ayu lestari muhamad holandyah uin raden fatah palembang e-mail: ayuelestari39@yahoo.co.id abstract: this research was aimed at investigating if there was a correlation between reading attitude and writing achievement of the eleventh grade students of sma muhammadiyah 6 palembang. the writer used correlational research method to find out the relationship between students’ reading attitude and writing achievement. one hundred and ten students participated in this research with the age ranged from 15-17 years old. the writer used ready-made questionnaire used by tullock-rhody, regina and alexander, j estill, 1980 and writing test to collect the data. the result of the test were analyzed by using pearson product moment through spss (statistical package for social and science) 16.0. meanwhile, to measure the correlation between the students’ reading attitude and their writing achievement, it was also referred to the interval coefficient for interpreting the correlation coefficient. from the analysis, it was showed that there was correlation between the two variables since the score of significance .701 higher 0.199 . the factors that influenced this conditions were; 1) most of students spent their time in the library in order to get information, 2) students were interested to read academic and non academic books, 3) more students involved in reading and writing activity. key words: reading attitude, writing achievement introduction in english language, there are four skills that students must know and learn. they are listening, speaking, reading, and writing. among the four skills, reading and writing are important skills because they can be easily linked to other language skills and give more information than listening and speaking. according to mcshane (2005, p.7), reading and writing are a key to learning in all aspects of life. they provide access to get information and knowledge, facilitate life-long learning, and open doors to opportunity. moreover, in the senior high school level, the eleventh grade students have to focus on the specific skills as the courses in their study, especially reading and writing courses. in regard to reading, it helps readers improve their knowledge if they have good reading attitude. but many students still get difficulty to understand about what they are reading. then it makes them lazy to read. reading attitude is defined as a state of mind, accompanied by feeling and mailto:ayuelestari39@yahoo.co.id 46 emotions that makes reading more or less probable (smith, 2001, p.215). unfortunately, many of the students all over the world do not think the same thing, especially for those who use english as their foreign language. based on gilani research foundation in pakistan (2008, p.1), 27% of their respondents read apart from those prescribed in the students’ syllabi and 73% did not read books. this phenomenon is an encouraging indication in a country with low literacy rate. in indonesia, some of the students are reluctant to read books because they think that reading is not the main activity to get new information. a research conducted by siswati (2010, p.124) in one of the public universities in central java showed that 85.9% chose to watch television, 40.3% chose to listen to radio as their source of information while reading was just 23.5%. another research done by strauss (2012, p.1) found that thai l2 students were reluctant to read scientific english books; they chose magazine and fiction english books as their favorite options. they read english text books just to find the information for example technology and traveling book or when an examination pushed them to read an english book. on the other hand, writing is another challenging skill since there are many aspects that must be taken into account such as word choices, grammar, punctuation, spelling, coherence, and still many others. horsburgh (2009, p.9) defines writing as a laborious activity for students since it is not a natural activity and requires strong motivation and a great deal of practice. richards and renandya (2002, p.303) add that another difficulty in writing is not only in generating and composing the ideas, but also in presenting the ideas into the text. in addition, writing is a way to produce language that comes from our thought. by writing, students can share their feeling, ideas and anything that exist in their mind. furthermore, reading and writing skills are said to be so much interrelated at either primary, secondary and/or tertiary levels of education that it has been claimed that ‘‘… good writers are good readers… good reading is the key to becoming a good writer…becoming a good writer works together with becoming a good reader’’ (kessler, 2006, pp.5-9 cited in farahzad and emam, 2010, p.1). seen from another perspective, throughout the years of their stay at school, senior high school students are expected to spend the lion's share of their time primarily on reading many kinds of texts. it is supported by jolliffe and harl (2008, p.599) that an array of national surveys and studies suggests that neither high school nor college students spend much time preparing for 47 class, the central activity of which we presume to be reading assigned articles, chapters, and books. in additional, (pamuji, 2013, pp. 21-23) stated that reading attitude gave positive correlates for writing achievement. it could be seen from the result of students in the process teaching and learning english and most of students got best score in writing. the purpose of this study is to describe the reading attitude and writing achievement of the eleventh grade students of sma muhammadiyah 6 palembang. findings from this study will provide insights into reading behaviours of these students. more importantly, constant reading will help students in academic achievement. concept of reading pardo (2004, p.272) argues that reading is a process in which readers construct meaning by interacting with text through the combination of prior knowledge, previous experience, information in the text and the stance the reader takes in relationship to the text. meanwhile, pang et al. (2003, p.6) state that reading is about understanding written text. it is a complex activity that involves both perception and thought. moreover, nunan (2005, p.69) claims that reading is a set of skill that involves making sense and deriving meaning from printed the word. furthermore horsburgh (2009, p.3) argues that reading is a complicated activity requiring considerable skills. based on the definitions above, it can be assumed that reading is a process of interaction between the reader and the text which includes constant process of guessing, decoding written symbols that involves reacting to a written text in order to get information from the text. concept of attitude attitudes are one of these main concepts. the word attitude, which comes from the latin word “aptus” meaning suitability or adaptation, means behavior, state and line of conduct. there exist different definitions of the term “attitude”, which is characterized as learned tendencies that prompt an individual to exhibit certain behaviors in front of certain people, things and situations (unal and iseri, 2012, p. 1067). for example, a child to have positive attitudes towards reading, it is necessary to carefully select books that will provide the child with willingness to read and deliver them to the student. while attitudes play a significant role in student success, it 48 is highly difficult to develop an attitude in an individual towards an object or to alter the existing attitude. in order to be able to alter students' attitudes, it is primarily necessary to reveal the characteristics of the intended group and the factors that pave the way for the formation and development of their attitudes. concept of reading attitude attitude is one of basic when the students want to master language. the word "attitude" is a latin origin word. its latin origin is "animus". it means "ready to act". according to i̇skender (2007, p. 632) cited in unal and iseri (2012, p. 1067) states that attitudes, which are of dynamic, continuous, incentive and motivative character, influence an individual's emotions, thoughts and behaviors by rendering them compatible to each other. furthermore, reading opens many doors, to employment, higher education and lifelong learning. in addition, smith (2001, p.215) states that reading attitudes are defined as a state of mind, accompanied by feelings and emotions that makes reading more or less probable. in addition, there are many researchers who have tried hard to find the best way to improve students’ reading attitude. besides, reading is an essential attitude that students need to have. it helps teacher a lot to succeed in helping students to learn better. concept of writing writing is a process of expressing ideas or thoughts in sequence in order to communicate with others in written form. it is also considered as a difficult skill in english because it is a process that needs time. many students find that writing is very difficult to acquire owing to its complex components such as mechanics, grammar, punctuations, spelling and most importantly its unity, coherence, cohesion and completeness as well as its balanced paragraph development. lyons and heasley (2009, p.13) explain that writing is clearly a complex process, and is frequently accepted as being the last language skill to be required. in addition, nunan (1999, p. 271) state that writing is probably the most difficult thing there is to do in language. so, writing is most difficult skill and complex process in english. 49 concept of writing achievement writing achievement is the students’ ability in expressing their ideas, thoughts, and feelings in writing that is measured by a writing test. the result of the test is assigned in the form of grades. in this study, students’ writing achievement is the result of writing achievement test of sma muhammadiyah 6 palembang in the academic year 2015/2016 given in the form of a narrative writing test. narrative is a kind of genre aimed to entertain, to gain and hold the reader’s interest in a story (wahidi, 2009, p.7). hence, it is as a kind of writing mostly used in junior and senior high school classes. in the context of writing, every text has structure to compose. method of the study in this study, the writer used correlational research method to find out the relationship between students’ reading attitude and writing achievement. correlation design is procedures in quantitative research in which investigators measure the degree of association (relationship) between two or more variables using the statistical procedure of correlation analysis (creswell, 2005, p.52). the researcher used this method because she wanted to measure the data and analyzed them based on the problems and objectives of the study. the procedures consisted of identifying the association between or among variables to make predictions about an outcome, plotting on a graph between variables to determine the direction, form, and strength of the association, and using appropriate correlational statistics in the design based on whether the data are continuous or categorical and whether the form of the data is linear or nonlinear, and a correlation matrix of the pearson coefficients in the study (creswell, 2005, p. 344). population and sample fraenkle and wallen (2012, p.92) state that the population is the group of interest to the researcher to whom the researcher generalizes the results of the study. the population of this research is the eleventh grade students of sma muhammadiyah 6 palembang. based on the data, there are 110 students in the academic year 2015/2016. within the target population, the researcher selects a sample for the study. creswell (2005, p.146) states that sample is the group of participants in a study selected from the target population. the sample of this research was 50 taken by using purposive sampling method. based on creswell (2005, p. 204), in this method, the researchers intentionally select individuals and sites to learn and understand the central phenomenon whether they are “information rich”. in this research, the researcher selected the sample based on the following criteria: (1) the students who were english score below kriteria ketuntasan minimal (kkm), that was 75, (2) the students were in the same grade (the eleventh grade), (3) the students who got more or less same score of english in the previous semester (the writer assumed the score that they got would represent their ability in writing english. to get the data of this point, the writer asked english teacher of sma muhammadiyah 6 palembang), and (4) the students had different attitude toward reading. findings and discussion validity and reliability test to find out the validity of the questionnaire, content validity was used. from the analysis, it was found that there were 8 items in positive statement considered valid. they were question items number 4, 5, 6, 7, 8, 10, 22, 23. furthermore, there were 8 items in negative statement were valid. they were items number 1, 2, 3, 11, 12, 13, 14, 19. so, it revealed that from 25 items of the questionnaire, 16 of them were valid and appropriate to collect the data. in addition, the researcher made use of content validity to find out the validity of the writing test by having expert judgment. there were three experts evaluating the test whether it was appropriate or not. the raters were on english lecturers of uin raden fatah palembang. there were 5 evaluated items: instruction, topic, time allocation, content and rubric. the results showed that topic, time allocation and rubric were very appropriate, and instruction and content were appropriate. in addition, to measure the reliabilty of the questionnaire, the researcher applied cronbach’s alpha technique which was carried out by using spss to find out the internal consistency reliability of the questionnaire. it was found that the reliability coefficient was .7369. further, to get the reliability of the writing test, inter-rater reliability was used. by using pearson product moment correlation coefficient, the result from each rater were correlated. it showed that there were correlation among them with the coefficients .303, .458 and .244 that were significant at 0.01 level. 51 normality and linearity test from the results of the analysis, it was found that the data from each variable were all normal and appropriate for analysis the data with coefficient .062 for reading attitude and .200 for writing achievement. for linearity test, deviation of linearity was obtained. if probabilty score was more than .05. from the result of the analysis, it was found that the two variable, reading attitude and writing achievement were linear with coefficient .307. hypotheses testing based on the result of the analysis, the writer found that there was correlation between the students’ reading attitude and their writing achievement since the score of significance (.701) was between 0.60 and 0.799. conclusion in this study, the writer concluded that there was correlation between the eleventh grade students’ reading attitude of sma muhammadiyah 6 and their writing achievement. this phenomenon was caused by several reasons such as; 1) most of students spent their time in the library in order to get information, 2) students were interested to read academic and non academic books, 3) more students involved in reading and writing activity. references brown, h. d. (2000). teaching by principles: an interactive approach to language pedagogy (2nd ed.). san francisco, ca: longman. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). boston, ma: pearson education, inc. creswell, j. w. (2012). educational research: planning, conducting and evaluating quantitative and qualitative research (4th ed.). boston, ma: pearson education, inc. farahzad, f. & emam, a. (2010). reading-writing connections in eap courses: implications and application. journal of language teaching and research,1(5), 596-604. doi:10.4304/jltr.1.5.596-604. fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education (7th ed.). new york, ny: mcgraw-hill higher education. gilani, i. s. (2009). gallup pakistan poll findings on reading habits. islamabad, pakistan: gilani research foundation. 52 horsburgh, n. (2009). new oxford modern english. karachi, pakistan: oxford university press. jolliffe, d. a., & harl, a. (2008). texts of our institutional lives: studying the “reading transition” from high school to college: what are our students reading and why?. journal of college english, 70(6), 599-617. lyon, l. h., & heasley, b. (2006). study writing (2nd ed.). cambridge, uk: cambridge university press. mcshane, s. (2005). applying research in reading instruction for adults: first steps for teachers. retrieved from: http://www.nifl.gov/partnershipforreading. nunan, d. (1999). second language teaching and learning. boston, ma: heinle & heinle publishers. nunan, d. (2005). practice english language teaching. new york, ny: mcgraw-hill companies, inc. pamuji, a. (2013). the correlation among attitude, reading comprehension and writing achievement of english study program students of sriwijaya university (magister’s thesis). sriwijaya university, palembang, indonesia. pang, e. s. (2003). teaching reading. retrieved from: http://www.ibe.unesco.org. pardo, l. s. (2004). what every teacher needs to know about comprehension. the reading teacher, 58(3), 272-280. richards, j. c., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. new york, ny: cambridge university press. siswati. (2010). minat membaca pada mahasiswa: studi deskriptif pada mahasiswa fakultas psikologi undip semester 1. jurnal psikologi undip, 8(2), 124-134. smith, m. c. (2001). a longitudinal investigation of reading attitude development from childhood to adulthood. dekalb, il: northern illnois university. strauss, m. j. (2008). reading habits and attitudes of thai l2 students (master of arts’ thesis). university of south africa. trehearne, m. p., & doctorow, r. (2005). reading comprehension: strategies that work. neward, de: international association. tullock-rhody, regina, & estill, a. j. (1980). a scale for assessing towards reading in secondary schools. journal of reading, 23, 609. unal, e. & iseri, k. (2012). analysis of the relationship between reading and writing attitudes of teacher candidates and their academic achievements through the structural equation model. elementary education online, 11(4), 1066-1076. wahidi, r. (2009). genre of the text. retrieved from: http://rachmatwahidi.wordpress.com. yorina. (2014). the correlation among reading habit,writing efficacy, and writing performance of english literature department students of iain sultan thaha saifuddin jambi (magister’s thesis). sriwijaya university, palembang, indonesia. 35 tik menantang profesionalitas dan kreatifitas guru erlan agusrijaya disdikpora kota palembang e-mail: erlan25@yahoo.com abstrak perkembangan yang amat cepat dalam tik (teknologi informasi dan komunikasi) telah menghasilkan sebuah tambahan media bagi pendidik, apakah sebagai sumber belajar atau sebagai alat bantu. media itu diistilahkan dengan multimedia. tulisan ini membahas konsep apa itu multimedia dan apa kelebihan dan kekurangan atau kendala dalam penggunaan tik dalam pembelajaran. tentu saja beberapa sumbangsih solusi dan saran ditawarkan dalam tulisan ini bagi para guru agar mereka lebih profesional dan kreatif menggunakan teknologi ini. kata kunci: tik, komputer, internet, multimedia, surel 1. pendahuluan sejak tahun 1990-an kita di indonesia secara bertahap memasuki kurun waktu yang mana teknologi digital diperkenalkan. barangkali kita masih ingat pc (personal computer) yang waktu itu masih berwarna hitam-putih dan belum memiliki gambar, apalagi video. kemudian kita temui di pasarpasar dan pertokoan elektronik para pedagang menjual perangkat game watch dan nintendo (cikal-bakal ps (play station). pada waktu juga kita lihat orang-orang mulai banyak memakai jam tangan yang tidak lagi bertenaga per (memakai gaya mekanik), yaitu arloji yang memeragakan bilangan dan bertenaga batere. menyusul kemudian televisi yang memakai perangkat remote control yang menggantikan fungsi tombol-tombol. dan perangkat telepon rumah dan kantor (fixed-telephone) sudah menggantikan alat pemutar dengan papan tombol. dan perangkat komunikasi bergerak (mobile) pada masa ini baru berhasil mengoperasikan teks dalam jumlah terbatas yang ditulis oleh operator telepon yang dipesan oleh seseorang. teks itu dibaca pada perangkat pager yang dibawa oleh pelanggan. menjelang era milenium (tahun 2000-an) seiring dengan ditemukannya aplikasi hypertext yang bernama www (world wide web) dan dengan pengembangan yang luar biasa pada perangkat keras komputer , penggunaan komputer dan internet menerobos semua aspek kehidupan dan aktivitas manusia secara besar-besaran. seiring dengan itu, pager mulai diganti dengan telepon seluler atau disingkat ponsel (yang diganti secara salah kaprah oleh orang indonesia dengan istilah “handphone atau hape”). dan dalam waktu lima sampai sepuluh tahun kemudian, ketiga ikon teknologi milenium tersebut (komputer, internet dan ponsel) telah berkembang pesat dan terus meningkatkan kecanggihan teknologinya demi memenuhi kebutuhan manusia yang terus meningkat. sebagai contoh, pada teknologi komputer, beberapa peranti telah telah diciptakan: (1) cd drive yang kemudian berkembang menjadi dvd drive – peranti keras yang mampu menyimpan data pada kepingan (cakra) cd atau dvd dan tentu saja mampu memutar filem atau video dari cakra tersebut; (2) proyektor lcd yang menayangkan isi layar komputer ke layar mailto:erlan25@yahoo.com 36 atau dinding sebesar diagonalnya lebih dari 40 inci. sejalan dengan kemajuan pada perangkat komputernya, maka internet pun telah maju dengan dilengkapinya aplikasi hypertext dengan aplikasi audio dan video, dan orang tidak lagi hanya bisa kirim-mengirim tulisan (dokumen, karya tulis, dll), namun juga file berisi audio (suara) dan video melalui pos elektronik atau surel (email) mereka. dan saat ini, ketiga bentuk teknologi informasi dan komunikasi (tik) itu berhasil dipadukan dalam satu perangkat gadget yakni ponsel pintar (smartphone) atau sabak eletronik (tab=pc tablet versi terbaru). sebagai pemakai teknologi, para guru mau tidak mau harus menghadapi tantangan baru ini sehingga ia harus mengambil sebuah sikap antara dua: apakah ia tetap berkutat dengan cara lama dalam pembelajaran di kelas atau mau menggunakan tik sebagai media pembelajaran. bila disadari dengan mendalam, guru yang ingin profesional dalam menjalankan tugasnya, maka ia harus memaksimalkan kegiatan belajar-mengajar (kbm) di kelasnya, seperti dengan adanya variasi teknik mengajar dan penggunaan media. artinya, para guru yang profesional membutuhkan daya kreasi pada strategi belajarmengajar sehingga kelasnya menjadi dinamis dalam mencapai tujuan instruksionalnya. akibat persaingan bisnis yang semakin ketat dalam pemasaran produk tik, maka perangkatperangkat yang menggunakan tik semakin terjangkau harganya sehingga sekolah-sekolah dan perkantoran semakin banyak menyediakan fasilitas yang memakai tik. dalam pengamatan penulis selama 22 (duapuluh dua) tahun menjadi guru dp (pns yang dipekerjakan di sekolah swasta), para guru dan kepala sekolah yang penulis temui dahulu menyebutkan bahwa sekolah mereka telah memiliki multimedia apabila sudah memiliki perangkat pemutar cd atau dvd dengan televisi layar lebar (minimal 21 inci). beberapa tahun kemudian, sekolah-sekolah menerapkan pemakaian proyektor lcd dalam proses kbm (kegiatan belajar-mengajar), dan dengan ini mereka nyatakan telah memakai multimedia. namun, ada beberapa sekolah yang menyatakan bahwa yang sebenarnya yang telah menggunakan tik adalah sekolah yang telah menggunakan internet, atau dengan istilah yang lebih populer “sekolah yang ada hotspotnya”. di ruangan kelas di sekolah-sekolah yang penulis temui, kebanyakan para guru yang telah menerapkan tik dalam pembelajarannya mereka menggunakan powerpoint. dan terkesan bahwa multimedia yang mereka maksudkan adalah aplikasi powerpoint. namun, penulis lihat slide-slide yang mereka pakai hanyalah berisi teks dan sekali-sekali gambar. dan kegiatan belajar-mengajar mereka hanya berbeda tipis dengan kelas yang tidak memiliki fasilitas komputer dan proyektor lcd. aktivitas siswa kedua kelas sama: mereka duduk dengan mata menatap ke depan mendengarkan penjelasan guru. apakah benar konsep multimedia yang disosialisasikan kepada sekolah? apakah sekolah yang telah menggunakan multimedia bisa dikatakan telah mengimplementasikan pendidikan berbasis tik? apa yang sebaiknya dilakukan para guru agar menjadi lebih profesioanal dan kreatif dalam penggunaan multimedia? 2. pembahasan dalam menetapkan strategi belajar-mengajar yang sesuai , guru menggunakan media yang cocok agar materi pembelajarannya dapat tersampaikan atau tersalurkan dengan baik kepada pembelajar (siswa 37 atau peserta didik). media di sini, menurut syaiful bahri djamarah dan aswan zain [1], terbagi dua, yakni media sebagai sumber belajar dan media sebagai alat bantu belajar. sebagai sumber belajar, maka dengan menggunakan media guru memberikan kesempatan kepada para siswa untuk mendapatkan informasi, ilmu pengetahuan dan keterampilan dari media tersebut. sedangkan, sebagai alat bantu, media membuat para siswa lebih mudah memahami ilmu pengetahuan dan keterampilan yang diberikan oleh guru. dalam pengelompokan media pembelajaran menurut perkembangan teknologi, mengadopsi dan mengadapsi keterangan azhar arsyad [2] dan dennny setiawan [3], terbagi dua: (1) media tradisional, dan (2) media mutakhir. yang termasuk media tradisional adalah: (1) media visual diam yang tidak diproyeksikan, seperti gambar, poster, foto, grafik, dan chart ; (2) media visual diam yang diproyeksikan, seperti slide, transparansi ohp, dan filmstrip; (3) media visual bergerak, seperti film, video dan televisi; (4) media audio, seperti radio, tape recorder, cassette, dan piringan hitam; (5) media cetak, seperti buletin, tabloid, majalah, koran, pamplet, buku, dan ensiklopedi; (6) media realia, seperti miniatur mobil, sample, specimen, peta, dan boneka. sedangkan media mutakhir adalah media yang berbasis komputer atau tik, seperti multimedia. penulis berkeyakinan bahwa semua guru paham tentang konsep media tradisional di atas mengingat dahulu penulis pada saat mengikuti perkuliahan baik di jenjang diploma maupun s1ada mata kuliah yang membahas tentang strategi pembelajaran yang ruang lingkupnya termasuk penggunaan alat peraga dan media. namun, bila dikaitkan dengan penggunaan media berbasis tik, dalam pengalaman penulis, amat sedikit guru yang paham, terutama yang telah berusia 40 tahun ke atas. dalam istilah dunia komputer atau tik, multimedia adalah presentasi yang menggabungkan informasi yang menggunakan gabungan teks, gambar, animasi, suara dan video [4]. jadi, multimedia merupakan sebuah program komputer yang menggabungkan semua elemen-elemen tersebut. ia bisa berupa, misalnya, permainan (games), peranti lunak untuk pembelajaran (learning software) atau materi rujukan (reference material), yang mana bisa disimpan di cd-rom, kartu memori,usb flashdisk atau di internet. powerpoint, seperti yang disebut terdahulu dalam tulisan ini, menurut pengamatan penulis adalah sebagian kecil saja fiturnya yang digunakan, yakni sebatas teks dan beberapa animasi saja. teks yang ditulis oleh guru dalam slide-slidenya pun sebatas copy-paste dari buku teks atau buku pegangan (sehingga slide yang ditampilkan kurang menarik). padahal prinsip kemanfaatan dari media ini hanyalah sebagai alat bantu dalam presentasi materi pembelajaran, bukan menggantikan guru (sebagai sumber belajar); dengan kata lain yang amat berperan adalah orasi gurunya. perlu diingat, ada seorang mantan ceo perusahaan komputer apple yang diakui kepiawaiannya (termasuk oleh pesaing bisnisnya dari microsoft) dalam memperkenalkan produk-produk apple, seperti ipad dan iphone. setiap ia tampil dalam presentasinya, slide yang ia tayangkan amat sederhana dan sedikit kata. namun, itulah letak kekuataannya: minim kata, tapi luar biasa orasinya [5]. 38 selain dari kurang efektif dalam penulisan teks pada powerpoint, para guru juga amat jarang sekali memanfaatkan fitur tambahan, seperti menghyperlink file suara, film, atau video. padahal versi aplikasi microsoft office yang digunakan (yakni ms office 2003) sudah memiliki fitur tersebut. apabila powerpoint yang dibuat oleh guru memang menarik dari segi desain dan penulisan katakata pokok atau kunci, dan memang mengoptimalkan fitur audio-visualnya, maka penulis yakin multimedia yang diterapkan di kelas dapat memberikan perbedaan yang nyata antara kelas yang berbasis tik dengan kelas tradisional dalam peningkatan mutu proses belajar-mengajar. dalam kaitannya sebagai sumber belajar, multimedia akan mencapai puncak kemanfaatannya bila terhubung dengan jaringan internet, atau dengan istilah “online (daring = dalam jaringan)”. keadaan daring betul-betul memasukkan kegiatan belajar-mengajar dalam dunia yang hampir tak terbatas informasi dan komunikasinya. bahkan, ia bisa menggantikan gurunya dalam banyak sisi, sehingga multimedia daring dapat menghubungkan guru dengan siswanya tanpa batas waktu dan jarak. sebagai contoh pembelajaran daring adalah pembelajaran berbasis web. di sini guru membuat website untuk menyajikan materi pembelajarannya yang dilengkapi dengan evaluasi belajarnya, baik dalam bentuk teks, gambar, suara, animasi dan video. para siswa tidak hanya mengunjungi situs gurunya saja tetapi juga diharuskan berinteraksi dengan gurunya melalui surel (email) atau ruang percakapan (chatting room) serta dianjurkan mencari materi tambahan di situs lain. dalam laporan penelitiannya, tarmizi abubakar [6] mengutip penemuan schutte (1997) bahwa pembelajaran berbasis web lebih efektif dibandingkan dengan pembelajaran di kelas tradisional, yakni prestasi belajar siswa yang mengikuti kelas berbasis web lebih tinggi 20 % dari siswa kelas tradisional. dan ternyata, pencarian sumber belajar lain dengan internet lebih disukai siswa daripada mencarinya di luar internet, seperti yang dilaporkan oleh masda simatupang dan soni mirizon [7]. kecepatan akses internet sepuluh tahun terakhir terus melambung tinggi akibat jaringan kabel memakai serat optik (fibre optik) yang berlipat ganda kemampuannya dibandingkan kabel tembaga atau aluminium. kondisi ini membuat pebisnis atau pencari peluang bisnis berlomba-lomba memasukkan banyak calon pelanggan bisnis ke komunitasnya di internet. sebagai contoh usaha mereka adalah menawarkan situs (website) sebagai wahana tempat membuat blog (weblog) dimana siempunya blog (blogger) menuangkan ide, pikiran dan mengunggah dokumen multimedianya. contoh usaha lain adalah membuat jejaring sosial, dimana siapa saja yang mau berteman dapat berinteraksi secara realtime maupun asynchronous dan tukar menukar dokumen multimedia masing-masing dalam komunitas jejaring sosial ini. salah satu situs penyaji weblog gratis yang sering dipakai saat ini adalah www.wordpress.com , dan contoh jejaring sosial yang paling banyak dipakai oleh penduduk dunia saat ini adalah twitter dan facebook. dalam pembelajaran berbasis internet, siswa dan guru lebih luas lagi kegiatannya dan lebih banyak frekuensi pertemuannya bila mereka semua tergabung dalam suatu jejaring sosial dan masingmasing guru membuat blog. dalam pengalaman penulis, berinteraksi dengan para peserta didik melalui facebook lebih efektif daripada melalui surel. hal in disebabkan: (1) mereka lebih sering membuka facebook daripada surel; http://www.wordpress.com 39 (2) mereka memiliki surel hanya untuk membuat akun facebook bukan untuk bertukar dokumen; (3) langkah-langkah membuka dan mengirim dokumen di facebook lebih mudah daripada di surel. (4) facebook menyediakan hyperlink untuk blog dan juga sebaliknya, tidak demikian dengan surel, ia hanya mampu mengaitkan (menge-link) ke facebook tapi tidak sebaliknya. untuk memenuhi kebutuhan pencarian data terutama informasi dari berbagai disiplin ilmu, guru dan siswa dapat memanfaatkan sebuah situs yang berfungsi sebagai ensiklopedi daring (online encyclopedia) yang dapat diupdate oleh semua orang di dunia. namanya wikipedia. situs ini, menurut hemat penulis, amatlah menantang guru untuk berkreasi dalam pemberian motivasi kepada siswa dalam pencarian informasi apa saja yang berkenaan dengan pelajaran mereka dan kehidupan sehari-sehari dan yang berkaitan dengan aktualisasi diri mereka agar dapat menjadi manusia yang bermanfaat bagi orang banyak, sekaligus juga pemberian bimbingan kepada siswa untuk menghasilkan tulisan ilmiah [8]. sebagai contoh, dalam pelajaran bahasa indonesia dan daerah, siswa bersama guru bisa mengunggah kosa kata baru yang belum ada dalam kamus besar. dalam pelajaran geografi, siswa dan guru dapat mengunggah nama sebuah kota atau desa, atau tempat yang berpotensi wisata yang besar yang dilengkapi denga foto, denah, peta, informasi kependudukan, sumber daya alam, kegiatan seni dan budaya , dan sebagainya. atau dalam pelajaran sejarah, mereka bisa mengunggah nama sebuah peristiwa yang belum terungkap dalam sejarah populer selama ini. seperti yang sudah disebutkan di muka, hasil pengembangan tik mampu menggabungkan teknologi komputer, internet, dan ponsel. ini artinya dalam konteks pembelajaran yang berbasis tik, guru dapat memanfaatkan ponsel dalam pembelajaran di kelas. secara sederhana, tentu saja, para siswa dapat mengakses materi dan tugas dari gurunya yang diunggah ke facebook. secara rinci, hayo reinders [9] menyebutkan ada 20 cara menggunakan ponsel dalam pembelajaran bahasa. meskipun beliau mengungkapkannya dalam konteks pembelajaran bahasa inggris, namun para guru mata pelajaran lain bisa mengambil faedah dari ide beliau. beberapa cara yang dapat kita pertimbangkan dan kita ambil faedahnya adalah sebagai berikut: 1) gunakan fitur catatan (notes) untuk mengkoleksi kata-kata atau ungkapan bahasa inggris yang mereka dengar atau baca tiap hari; 2) gunakan kamera ponsel untuk mengambil foto dokumen berbahasa inggris dan mengunggah foto tersebut ke internet (misalnya ke facebook); 3) gunakan fitur rekaman untuk merekam jawab siswa, percakapan siswa, dll.; 4) gunakan fitur sms untuk mempraktekkan bahasa yang dipelajari, menulis berantai (tugas menulis dalam bentuk kegiatan yang menarik dan menantang siswa); 5) gunakan ponsel untuk mengungggah tulisan dan foto ke situs (misalnya blog); 6) gunakan ponsel untuk bercakap dan tukar-menukar data di jejaring sosial (misalnya twitter dan facebook); dan 7) gunakan memori (atau kartu memori) ponsel sebagai penyimpan data yang akan dibagi-bagikan kepada peserta didik dan sesama guru. 40 jadi, nampaknya masih banyak yang harus diketahui dan diterapkan dari pemanfaatan tik ini oleh guru dalam meningkatkan profesionalitasnya dengan secara kreatif menjadikan komputer dan ponsel sebagai multimedia dalam pembelajaran baik di kelas maupun di luar kelas. namun, apakah ilmu dan keterampilan ini dapat diserap dan diimplemantasikan oleh para guru? terlepas dari sikap malas dan skeptis, maka para guru hendaknya secara berkala atau bertahap dibekali dengan pengenalan tik. hal ini bisa dilakukan dengan: 1) mengikuti pelatihan atau bintek tik yang diselenggarakan oleh kantor dinas pendidikan provinsi dan kota/kabupaten; 2) mengikuti pelatihan yang diselenggarkan oleh musyawarah guru mata pelajaran (mgmp) gugus rayon atau kota/kabupaten; 3) mengikuti kursus-kursus di lembaga-lembaga pendidikan diploma jurusan teknologi informatika atau kursus-kursus komputer; 4) belajar atau kursus secara privat dengan bimbingan orang atau guru yang berpengalaman. dalam pelatihan atau kursus yang diikuti, para guru akan mendapatkan keterampilan yang mendasar seperti menghidupkan dan mematikan komputer, mengenali perangkat keras (hardware) dan lunak (software). pada perangkat keras, misalnya, mereka mengenali dvd drive dan fungsinya serta mengoperasikannya; perangkat penyimpan data, seperti flashdisk yang dicolokkan pada lubang usb, serta perangkat proyektor lcd. pada perangkat lunak, mereka mempelajari berbagai aplikasi, misalnya microsoft office, aplikasi untuk perkantoran yang memiliki 3 (tiga) aplikasi yang populer yakni word untuk menulis dokumen, excel untuk menghitung data dengan rumus dan pembuatan grafik atau diagram, serta powerpoint untuk presentasi tulisan, gambar, animasi dan video. serta yang tidak kalah pentingnya, mereka dapat mengenal internet dan apa saja informasi yang dapat mereka cari di sana. sebenarnya,hampir semua sekolah (tentu saja yang sudah dialiri listrik) , sekarang sudah mengajarkan mata pelajaran tik . jadi guru yang ingin belajar tik bisa menyempatkan diri ikut dalam pembelajaran di kelas atau di laboratorium komputer. jumlah komputer meja (desktop pc) yang terbatas tidak menjadi masalah mengingat harga komputer jinjing (laptop pc) saat ini sudah amat terjangkau. dan ukuran be\sar laptop itu pun saat ini juag tidak jadi masalah lagi dengan ditemukannya notebook. masalah listrik di sekolah pun pun juga dapat diatasi dengan adanya produk baru yang lebih praktis dan tahan lama baterenya, yakni pc tablet (disingkat dengan tab, atau dalam bahasa kita, sabak elektronik). memang tidak semua guru memiliki semangat yang sama untuk menguasai teknologi ini. gina mikel petrie dan lisa avery [10] menyebutkan bahwa para guru dalam hal menghadapi penggunaan teknologi seperti tik untuk media pembelajaran tergolong dalam 4 (empat) kategori: 1) golongan pecinta teknologi, yakni para guru yang meyakini teknologi mampu mengatasi semua permasalahan dalam pembelajaran; 2) golongan pembenci teknologi, yakni para guru yang meyakini teknologi hanyalah merusak pembelajaran; 41 3) golongan netral, yakni para guru yang berkeyakinan pengggunaan teknologi akan berhasil atau gagal tergantung pada pemilihan pembelajaran yang cocok; dan 4) golongan kritis, yakni para guru yang berkeyakian bahwa penggunanaan teknologi itu berpengaruh pada pembelajaran dengan cara yang dalam, kurang jelas, dan tidak dapat diperkirakan sehingga perlu dipertimbangkan aspek sosial-budayanya ketika menggunakan teknologi dan mengevaluasinya. oleh karena itu, agar pelatihan tik untuk para guru mencapai sasaran, maka para penentu kebijakan seperti kepala dinas, kepala bidang persekolahan, dan kepala sekolah harus menunjuk instruktur yang mampu mengenali keempat golongan tersebut sehingga obat yang diberi sesuai dengan penyakitnya. sebenarnya, kepala dinas dan jajarannya saat ini dapat merangsang dan mendorong para guru untuk berkreasi dalam pembuatan media pengajaran dan karya tulis dengan berlandaskan pada permenpan no. 16 tahun 2009 tentang jabatan fungsional guru dan angka kreditnya yang mana ada unsur pengembangan diri yang menghendaki adanya kreasi dan inovasi dalam pembelajaran serta karya tulis berupa penelitian tindakan kelas, dan lain-lain. 3. simpulan dari uraian di atas simpulan yang dapat ditarik adalah: 1) tik mampu menjadikan kegiatan belajar-mengajar menjadi lebih mudah dipahami, menarik, menantang, dan memotivasi siswa dan guru. 2) tik mampu menjadikan hubungan guru dan siswa melewati batas waktu dan jarak. 3) tik mampu memberikan apresiasi dan kepuasan bagi guru dan siswa baik secara pribadi, kelompok, akademik, sosial dan kebangsaan. adapun saran yang dapat diberikan adalah: 1) hendaknya guru bersemangat dalam penggunaan tik mengingat hampir semua siswa sudah memiliki produk teknologi ini, minimal ponsel. 2) hendaknya guru tidak menunggu jatah pelatihan tik dari kedinasan, namun hendaknya proaktif dengan mengikuti kursus dan pendidikan komputer pada sektor non-formal atau informal. 3) hendaknya guru menyadari bahwa tunjangan profesi guru yang telah diberikan pemerintah semenjak tahun 2008 adalah salah satu amanah agar guru lebih professional dal pelaksanaan tugas mereka. rujukan [1] syaiful bahri djamarah dan aswan zain. 2006. strategi belajar mengajar. rineka cipta: jakarta [2] prof.dr.azhar arsyad,m.a. 2009. media pembelajaran. raja grafindo persada: jakarta. [3] denny setiawan, dkk. 2008. komputer dan media pembelajaran. universitas terbuka: jakarta [4] william ditto. “multimedia”. dalam microsoft ® encarta ® 2009 (cd-rom). microsoft corporation. 42 [5] wim permana, s. kom. 2011. sepuluh tips rahasia presentasi spektakuler ala steve jobs (bagian 2). diakses dari www.pengusahamuslim.com tanggal 9 oktober 2011. [6] tarmizi abubakar. 2003. “pembelajaran bahasa indonesia berbasis web: suatu upaya difusi pembaruan strategi pembelajaran”. dalam forum kependidikan vol. 23 no.1. fkip unsri: palembang. [7] masda s.simatupang dan soni mirizon. 2005. “using computer technology in english teaching”. dalam forum kependidikan vol.25 no.1. fkip unsri: palembang. [8] christine m. tardy. 2010. “wrting for the world: wikipedia as an introduction to academik writing”. dalam english teaching forum vol.48 no.1. us departmen of state: washington dc. [9] hayo reinders. 2010. “twenty ideas for using mobile phones in the language classroom”. dalam english teaching forum vol.43 no.3. us departmen of state: washington dc. [10] gina mikel petrie and lisa avery. 2011. “identifying our approaches to language learning technologies: improving professional development” in english teaching forum vol.49 no.3. us department of state: washington dc. http://www.pengusahamuslim.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi exploring podcast and teaching writing, why not? dodi erwin prasetyo universitas bakti indonesia ddikrwn@gmail.com abstract there were very extremely rare study exploring the integration of podcast and the writing skill. therefore, this paper aimed at discussing pedagogical aspects toward the utilization of podcast for writing skill, at exploring the use of podcast for writing skill, at conveying some benefits and weakness toward the use of podcast for writing lesson. as conceptual paper, this study used library research method. thus, the data were gathered via research paper, book, journal and broader relevance references. the findings were that students challenge in writing in terms of lack of grammar, lack of vocabulary acquisition and so forth, teachers challenge in terms of strategy’ usage to enhance every different students’ lack level, and ict challenge in terms of the lack of technical support, discouragement to use it, less confident and so forth. there were five steps in integrating podcast, namely preparation, composing, recording, revising and publishing. the preparation was to set technical devices and software. the composing was to list writing materials such as its topic, objectives, writing strategy and so forth. the recording was to record all the content. meanwhile the revising was to revise in terms of content writing material, voice clarity, visual and so forth. then the publishing was to publish in the online platforms. the suggestions were provided for pedagogic aspect and future research. keywords: ict, challenge, podcast, students’ challenge, teachers’ challenge, the writing skill manuscript submitted: march 09, 2022 manuscript revised: april 19, 2022 accepted for publication: june 30, 2022 introduction the virtual education program commonly develops. it trigger many educators to foster up their creativity on how integrate a virtual particular technology and teaching-learning program. this utilization, as one example, is used podcast. it allows any users to listen their favorite podcast contents in their own i-tunes. it is easy downloadable. lafferty & walch (2006), thus, it was as digital audio and video recording in web which was supported with rapid simple syndication (rss) feeds. various podcast in the online media i.e radio podcast, group podcast, classroom podcast and so forth. many study utilized podcast for the teaching and learning process (aditya, 2018; alfa, 2020; ampuni, 2017; bamanger & alhassan, 2015; faramarzi, tabrizi, & chalak, 2018; hasan & hoon, 2013; nwachokor, onah, & uddin, 2019; saputra, 2014; supanakorn-davila & bolliger, 2014; wiyanah 2015). aditya (2014) conducted the research for the teaching of listening comprehension through podcast at university. he applied quantitative research and one class. he proved that there was positive influence of podcast for the teaching mailto:ddikrwn@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi listening comprehension. it was shown that t-value 23.18 was higher than ttable with degree 0.05 (1.72). he suggested for lecturers to use appropriate technique of listening comprehension in their teaching activities. alfa (2020) led discussion on the speaking skill through podcast as its learning materials. she asserted that teachers play most pivotal roles to guide the learning process. another study in the podcast scope, ampuni (2017) examined how podcast affect to students’ achievements of pronunciation levels. she recruited 15 grade students of junior high school. she, then, deployed instruments in terms of flashcard, pronunciation rubric, and so forth as long with applying pre-test and post-test. the findings pinned that podcast assisted students achievements in pronunciation, created good learning atmosphere and encourage students be autonomous. faramarzi et al., (2018) performed the study on how effects of vodcasting tasks on efl listening comprehension during elearning. they applied quasi experimental study and engaged 120 english learners to participate in their study. paired sample test to assess the listing achievements and test taking performance by comparing pre and post test results. they discovered that better performances of learners contribute to better completing vodcasting tasks. they also highlighted that learners’ engagements roles rate in learning correlate with vodcasting tasks and their test performance. podcast impacts positively in certain skills in english. hasan and hoon (2013) insisted that podcast not only affect positively to listening and speaking skill but also other language components such as grammar, pronunciation, and vocabulary. saputra (2014) studied on the use of podcast for listening comprehension based on students listening habit. he employed 84 students. they divided into experimental and control groups. he found that podcast is more effectively rather than movie as the learning media, students with higher listening habit outperformed than students’ lower listening habit and existences particular effects between media and different listening habits of students during the learning of listening comprehension. wiyanah (2015) led the research toward the use of podcast of listening skill. she optimized an action research. she realized podcast assisted students’ listening skill. another study has contradictions point of views toward podcast for learning. nwachokor, onah and uddin (2019) conducted the students’ perception toward vodcast and podcast as learning media. they recruited 225 participants in their study. they found that lacks of using podcast and vodcast in the lesson process. the study by supanakorn-davila and bolliger (2014), they analyzed about instructor utilization of podcast in the online learning environments. they examined 35 instructors during the use of podcast for their teaching. they underlined that the producing of the study through podcast set new skill and more time consuming also some technical problems might emerge. in addition, darwis (2016) studied on students’ perception toward the use of podcast in learning english. he found that students gained problems toward the use of podcast for their learning such as time duration of podcast content too long, lack of gadget support, and lack of internet access. many researches explore podcast for speaking and listening skill. however, there were extremely rare study to discuss the use of podcast for the teaching and learning of writing skill. it impacts on very limited empirical findings to be fostered up. therefore, this paper aimed at discussing pedagogical challenge may emerge toward the use of podcast for writing skill, at discussing the utilization of podcast for writing skill, at explaining some benefits and weakness toward the use of podcast for writing lesson. literature review: overviews of podcast one of the technology improvements is podcast. it is multimedia which is available in the internet to be downloaded. it derives from the words ipod and broadcast (chan, lee & mcloughlin, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2007; rosellaguilar, 2007). it is multimedia which content of audio and visual video which uploaded in the internet platform within certain time interval (chan, chen & dopel 2011; sze, 2007). students’ positive attitudes on the internet easily support their won learning process (prasetyo, 2021b). sze (2007) categorized podcast as radio podcast and independent podcast. radio podcast is radio program in podcast. meanwhile independent podcast is web based podcast which made by individual or institutional. panday (2009) suggested that podcast can be made based on need such as an institutional podcast, a department podcast, a class podcast, an instructor podcast, and a student podcast. rosell-aguilar (2007) divided two parts of podcast for learning activities. the first part is developing own podcast materials. it can be teachers developed and student developed. the second part is using existing resource for podcast. it can be authentic material and language course. the valuable in the utilization of podcast contributed to improve students’ english skill as well as their linguistic features. yaman (2016) asserted that podcast decrease barriers of learning through original speech, dialogues, radio, tv programs and others. podcast also commonly provides transcript audiovideo files. those can be used as lesson materials and exercises. he also adds some podcast strengthens generally such as motivating, no time and place restriction to be accessed, enhance learner autonomy, developing listening skill and pronunciation, limitless resources, authentic and involving actively teachers and students. kavaliauskiene (2008) additionally argued that podcast generates more vivid visual. sloan (2005) asserted that podcast can be accessed through the internet and as innovative learning instruments. it can transfer the file (audio-visual or video forms) to mobile phone. podcast commonly is applied for listening course (helgesen, 2003; morris, 2010). methodology this study is to elaborate podcast for the learning of writing. as conceptual paper, it used library research methodology to find any empirical findings related to the topic discussed. sugiyono (2012) mentioned that library research is to collect as many as possible scientific references and research findings to build new perspectives in the particular field such as education, norm, culture, social, and so forth. in addition, arikunto (2010) asserted that it needs the data collection technique through documenting from research paper, book, journal and others. further, the writer also explored, interpreted, combined, compared, and categorized the data to result an outcome of new paradigm and perspective. findings and discussion students challenges in the writing skill the writing process is not simple as the listening and speaking skill. writing skill is by training step by step. it involves complex process which is determined by theme, clarity, purpose, target readers, sequence, cohesion, vocabulary and so forth (westwood, 2008). therefore, it sometimes triggers some learning writing problems. the teaching and learning process which, of course, engaged teachers and student to work together that will potentially face difficulties and issues during the teaching and learning writing. therefore, the challenge and issues of the teaching and learning writing can derive from two side, teachers and students. gridharan and robson (2011) reported that 44% university member argued their students not ready yet for college level writing. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi another problem might emerge based on jabur, maloyan and smith’s reported (2013). they argued that students problems of writing which concerned on grammar. they underlined that students tended to use particular grammar without taking attention to others grammars pattern to produce more accurate language. al-seyabi and tuzlukova (2014) led the research to examine writing problems and strategies might appear. they employed 1114 school students and 317 university students. both institutional students have similar issues on the writing, lexical and content issues. however, university students were more assertive to handle up their writing problems. they further clarified five main problems during the writing lesson which might emerge. those were (1) deciding how start paragraphs, (2) less knowledge to write correct english sentence, (3) lack of arranging ideas into the right chronological order or about ideas coherency, (4) lack of abilities to choose proper vocabulary to express writing’ ideas, and (5) less abilities to gain the writing ideas. another writing issues revealed by hasan and akhand (2010), they investigated the strengths and weaknesses of efl writing lesson. they found that most of students gathered difficulties in interpreting the important writing topics points to develop as paragraph into their own writing. they also reported that brainstorming were still as problem faced by students whose did not comprehend how implement brainstorming technique. students also faced difficulties to organize ideas coherently and cohesively. another students’ challenge in the learning of writing is an exposure to books and any reading material to enhance their inputs (fareed et al., 2016). reading book references benefit to gain ideas as many as possible teachers challenges to teach the writing skill another issues or challenge rises potentially also from the teacher’s perspectives. alnufaie and grenfell (2012) also reported that lecturers gained more time to deploy brainstorming technique to their students rather than teachers school. it implied that brainstorming technique in the writing issues still properly needs obviously efforts to be solved. almubark (2016) conducted the study to explore the writing problems faced by teachers during their teaching writing. he highlighted that some problems might influence. the first was grammatical problems. students’ limited variance of grammar usage would be boundaries to their grammar level achievement in their writing lesson. this is challenge to the teachers to teach more on grammar to their students. second challenge, vocabulary problem was also the main prominent. teachers challenge was on how upgrade the students’ vocabulary as many as possible. this was to gain more accuracy written results for their students. the third challenge was the less attractive and persuasive of topics and other materials for teaching writing. teachers were demanded to gain various ideas as many as possible to avoid students’ boredom during the learning of writing. the fourth challenge, lacks motivation of students in the learning of writing badly influenced to their writing proficiency level. the fifth challenge, the less collaborative among students during the learning writing led to less effort to gain feedback. this would impact also to their writing error corrections. the fifth challenge, less credit hour of teaching writing impacted to the less teaching attentions. the sixth challenge was less teachers’ competence to apply devices for the teaching of writing. another challenges based on gündoğmuş (2018), lack of parents supported students in the learning. it decreased students’ willingness to achieve the writing learning goals. they felt probably less support and fewer enthusiasts to join the lesson process. different level of students in the writing skill is also challenge for teachers (setiawan et al., 2014). teachers sometime need different strategies to acquire different lack level of student in the writing skill. they need to design lesson plan and appropriates approaches on how coordinate those https://www.scirp.org/html/12-6304648_97129.htm#ref06 https://www.scirp.org/html/12-6304648_97129.htm#ref09 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi different level of writing proficiency level. this particularly affect to students interest if the teachers fail to innovate interesting lesson. students’ lack of interesting in the teaching of writing is part of challenge to be considered. in short, sociocultural factors in terms of teachers’ roles, students’ habit, learning environments, motivation and so forth impact on the teaching and learning process (prasetyo, 2021a). ict challenges in the teaching and learning process rapid the developments of technology affects to the teaching and learning process. it triggers some innovative teaching approach as long as its stumbles within. podcast is as one kind of ict. kurniawan (2014) conducted the study in analyzing obstacles faced by teachers toward integrating of ict in their teaching. he engaged 50 teachers from ten senior high schools in palembang to be involved in his research. he found that teachers faced difficulties on professional development and training on how integrate ict into their teaching process. another teacher lack was less technical support, less incentives, lack of time and lack attitude of teacher such as avoiding ict in their teaching process. in line with salehi and salehi (2012), they revealed that more than 70% teachers were familiar and used ict in their daily life, however, they resisted to use ict in their teaching process. they also added that one most discouragement factor to use ict in the daily teaching activities was because of lack technical support system in the school. less training of teacher in the ict also is as the one of the factors where teachers avoid using ict in their teaching (bingimlass, 2009). nair et al., (2012) found that the significant difference between teachers attitude toward the use of ict for their teaching media and teachers’ age. they found that the older teachers, the less competence on ict usage, meanwhile the younger teachers, more competence they use ict. they added that older teachers need more training which focus both in ict skill competence, and pedagogical training to gain more inputs. the less ict competence influences to the usage of ict attitude. bingimlass (2009) asserted that teachers with less competence of ict usage, they felt less confident to use it. some study classified some dilemmas might occur toward the integrations of ict in the teaching (harendita, 2013; orlando, 2014). those were a pedagogic, concept, culture, and politic dilemma. pedagogic dilemma refers on how design lesson plan based on teachers experiences, curriculum and students’ needs in ict properly. concept dilemma is as an effort to comprehend and elaborate among philosophy, psychology and epistemology to new dynamic progress context of teaching including the integrations of ict. culture dilemma derives from students and teachers role in the teaching and learning process. in the ict media, the teaching and learning process should move to students centered, where students actively involved in the learning. it is different with the conventional classroom where the teacher does do didactic role by explaining the whole learning materials. politic dilemma rises on teachers’ authority in the teaching disturbs by certain stakeholders. the most difficult dilemma is the cultural dilemma where should change teachers centered to the students centered. it needs much effort to shift those proper habits (harendita, 2013 & orlando, 2014). a student centered is most appropriate approach to integrate with ict (ertmer & ottenbreit-leftwich, 2010). in podcast issues, supanakorn-davila and bolliger (2014) also mentioned some problems which appeared potentially such as longer time durations of podcast and technical problems. those problems also have to conceptualize to gain better goals. integrating podcast and the writing skill edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi since the rapid technology growth, the education field must follow those developments, including the use of online media within. the integrations of podcast and efl writing are rarely to be explored. most of previous study utilized podcast with listening and speaking skill also with language component as its treatments. here, the writer exerts the integration of podcast with efl writing. the writer composes three steps broadly namely preparation, compose the content, record the content, revise the content and publish. the first step is the preparation. this step allows teachers to prepare podcast software and technical devices such as audio recording, audio voices, others. as mentioned with supanakorndavila and bolliger (2014), time consuming of podcast takes a considerations also. the teachers, before recording podcast, have to consider the time content of their podcast. too longer time podcast content will lead to students’ boredoms, and still keep brief explanations as learning writing material in podcast. thus it avoids longer durations without much concerning on the main topics. too longer time duration will raise issues in the podcast content (brown & green, 2008). the next consideration is about the place recording the podcast. it affect to the sound quality and visual podcast. teachers have to select the appropriate place for teaching writing in which it triggers students’ enthusiast, concentration and motivation to join the learning process. podcast also can use to motivate students in the learning (hill et al., 2012). the most important part is that set the learning goals what teachers expect at the end of efl writing lessons. teachers have to list the topics related to the writing skill such as learning writing outcomes, the writing strategy, writing topics, and so forth. second step is composing the content. the teachers have to develop lists of topic contents of material such as the teachers first about the goal of learning writing, explaining the writing strategy used during the lesson, explaining language features and text structure might be applied, why choosing the certain topics for the writing, and so forth. podcast can be optimized by instructors to share new knowledge to students (mcgarr, 2009). teachers also have to think how to illustrate their explanations clearly and naturally flow. every segment of topics which will be explained within the podcast have to consider on how link each segment. thus the podcast content coherently illustrates. it is to enhance students’ engagement in the learning (armstrong et al., 2009). the best way is that teachers have to write all the contents segments from the beginning until the end parts. at the beginning segment, the teachers explain the objective of the learning writing and its correlations to the real life. it is to foster students’ motivation and comprehension about the importance of writing skill. then teachers delineate the type of writing which will be taught i.e narrative, descriptive, report, scientific writing or other. the teachers also emphasize some writing indicators such as content, grammar, and punctuation, and so forth, together with the writing strategy. it can be adapted from harmer’ writing strategy (2007) namely planning until finishing. third step is recording the content. recording the content easily is by asking other teachers to listen and correct the scripts whether any some mistakes such as wrong pronunciation, too long script content which are made in the composing content step or some breathing pause during the reading of scripts, and others. it is better to ask some helps to others technical experts to handle up some technical problems might emerge such as setting audio, setting video, and editing the content podcast. technical issues may rise during the use of podcast (seo et al., 2010). too noise sound background affects the quality sound of source persons and conversation within podcast content. therefore, asking other teachers to review the scripts and trial in the first podcast recording will edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi improve teacher’s ability in terms of pedagogic, cognitive and technology competence to gain comprehensive process and outputs. forth step is revising the podcast’s content. before revising the podcast content, it is better to comprehend what kinds of software in order to edit the podcast content. if the teachers do not understand well about podcast content, they can ask the expert to edits some unnecessary podcast content. teachers also can ask other teachers to observe the scripts and its explanations. it also can be edited by adding some music. however, it has to bear in mind that the music background should be lower volume or sound than the resource person of learning material. hence, podcast can promote cross-subject learning (de souza-hart, 2011). thus, the voice of teachers and others other learning resource person are not conquered by music background sound. finding the certain parts of podcast content which have some inconsistent content material or other stumbles can be edited. the teachers also have to determine each segments transition such as first segments explaining about writing objective, second segment about writing categorization. conversational styles assist students learning achievement be better (chanlin, 2009). before moving to second segment, let the listener guess what will be discussed in the second segment or it can be done through give some clues to be guessed by the listeners or students. this is also to trigger listeners or students critical thinking. figure 1. the integration step of podcast and the teaching writing the fifth step is to publish the podcast. this is the final step where the teachers can publish their podcast. teachers can select their home base publication such as in the website, youtube or other platforms. teachers also can choose only audio uploaded or audio-video uploaded to be published. it depends of their learning needs, their learning objectives and target audiences. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the advantages and weakness of podcast for teaching writing skill like other media, podcast has benefit as well as its weakness. therefore, it is pivotal points to be considered by educator before applying podcast to support their teaching activities. podcast gains several strengths. first, podcast is accessible. it means that it is easily to use, is portable and podcast features are easily to control the content which is watched and also decline to the addiction on the conventional media (menzies, 2005; rosell-aguilar, 2007). the use of book in the teaching and leanring is like a must. therefore, podcast can be alternative media in order to change its habit. podcast makes easily in the teaching and learning to be accessed in everywhere. students do not need to bring heavy book when they learn through podcast. they only need their own gadget and play the podcast. second, it motivates students during the learning progress. when rare learning actitivites is by using innovative media, students are boredom during the learning. podcast can be alternative media to attract students to listen, comprehend, write and discuss the learning writing topic to others students (hill, nelson, france, & woodland, 2012). third, it creates the proximity between students and teachers (hill, nelson, france, & woodland, 2012). podcast offers conversations between teachers and students. however, this conversation lead to familiar and close partnesrtship in the theacing and learning. this situation is quite different in classroom activities which need formal attributed within the teaching and learning process. fourth, podcast accomodate stduents to more complex comprheension concept of learning (brown & green, 2008) . podcast features which offers a complete audio and visual features can develop students comprehension writing proficiency level. it is equal to the direct teaching learning process where the teachers explain directly to students. the process of teaching and learning are bridged easily through podcast. fifth, podcast triggers students critical thinking skill. it can be used as the learning materials in order as topic discussion, feedback and sharing to other students (mcgarr, 2009). integrating podcast and the teaching of writing skill potentially emerge some weaknesses. first, the weakness of using podcast in the teaching writing can be longer time duration. too longer time duration of podcast content is as challenge (carvalho et al., 2009). it builds students boredom during the learning without strictly to the lesson writing materials. this is kinds of problems which should be taken account for researchers and educators in order to compose proper time content of their podcast. second. technology challenging will be issues which might emerge to instructors (kay, 2012). this raises issues when instructors less skill to operate and manage the podcast application to be utilized in their teaching and learning media. therefore, the teachers with less proper training to use podcast will result low file quality (santos & ali, 2012). third, considering too large file size will be hard to download (caladine, 2008). hence the proper file size should be managed by teachers in their podcast files. fourth, the cost issues lead to less productivity of content. bartos (2008) mentioned the cost also should be considered during producing the content. managing podcast content by amateur is not easy. they have to recruit experts to edit and manage the content. it is because less technical skill (seo et al., 2010). of course, it will be financial issues. fifth, podcast should content informal conversation (mayer, 2009). this is different with the formal conversation in the classroom. the teachers should be aware to this issue in terms of how they explain learning material with the certain tones to attract students’ attention during the learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusion and recommendation/implications since the use of technology rapidly spread around the world and global covid 19 pandemic, online media used to support the educational field including podcast. podcast is alternative media which can be utilized and embed with efl skills. the integration of podcast with the efl writing skill, due to the previous researches, was still very rare undertaking. therefore this paper aimed at overviewing of podcast, at providing teachers and students’ challenges in writing, at explaining the ict challenge in the teaching learning process, at integrating podcast and the teaching writing skill and at conveying the strengths and weaknesses of podcast for the teaching writing. the findings implied some points. the first point was that students challenge in writing were lack of grammar, lack of vocabulary acquisition, less knowledge of writing comprehensively, lack of writing technique, and less motivation in writing. the second point was teachers challenge such as lack of varied teaching method for writing skill. the third point was ict challenge in terms of the lack of technical support, lack of collaboration between students and teacher to utilize ict during the learning, anxiety to apply ict and so forth. the fourth point of the finding corroborated on five steps of integration between podcast and the writing skill, namely preparation, composing, recording, revising and publishing. the preparation was to prepare and maintain the technical derive and software. the composing step was to concept and lists some writing materials in terms of its topics, goals, strategy and others. the recording step was to record all the learning of writing process as the content. the revising step to revise some potential emerged within the content such as voice clarity, writing material, visual clearness and so forth. the last was publishing step to publish all the recording content during the learning via podcast session to the online platforms. the suggestions refer to the pedagogic and future research. the pedagogic suggestions, further discussion is very required to confer comprehensively toward the embedding of podcast and the writing skill because most commonly previous researches utilized podcast for treating the listening and speaking skill as long with language components. those discussions can be acted by teachers, curriculum developer, and technical devices experts to gain more comprehensive the process and output learning. for future research suggestion, this paper can be used as the basis foundation to be developed again in other research in order to measure and investigate such as the implementation, the correlation and so forth toward the use of podcast for the teaching writing skill. references aditya, m.y. (2018). teaching english by using podcast: it’s influence on undergraduate student’s listening comprehension. jurnal manajemen pendidikan islam, 2(2), 192 – 198.https://doi.org/10.33650/al-tanzim.v2i2.401 alfa, r. r. (2020). using podcast as authentic materials to develop students’ speaking skill. jellt (journal of english language and language teaching), 14(2), 65 -74. almubark, a. a. (2016). exploring the problems faced by the teachers in developing english writing skills for the students in saudi arabia. international journal of english language teaching, 4(10), 1023. https://www.eajournals.org/wp-content/uploads/exploring-the-problems-faced-by-theteachers-in-developing-english-writing-skills-for-the-students-in-saudi-arabia.pdf alnufaie, m., & grenfell, m. (2012). efl students’ writing strategies in saudi arabian esp writing classes: perspectives on learning strategies in self-access language learning. studies in self-access learning journal, 3(4), 407-422. https://doi.org/10.37237/030406 https://doi.org/10.33650/al-tanzim.v2i2.401 http://dx.doi.org/10.37237/030406 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi alseyabi, f., & tuzlukova, v. (2014). writing problems and strategies: an investigative study in the omani school and university context. asian journal of social sciences & humanities, 3(4), 37 -48. http://www.ajssh.leena-luna.co.jp/ajsshpdfs/vol.3(4)/ajssh2014(3.4-05).pdf ampuni, f.k.b. (2017). the use of podcast in learning pronouciation in class viii of smp pgri 10 wedi, klaten. yogyakarta: english language study program, sanata dharma university arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik (research procedure a practical approach). jakarta: rineka cipta. armstrong, g. r., tucker, j. m., & massad, v. j. (2009). interviewing the experts: student produced podcast. journal of information technology education: innovations in practice, 8, 79-89. http://www.jite.org/documents/vol8/jitev8iip079-090armstrong333.pdf bamanger, e.m & alhassan, r.a. (2015). exploring podcasting in english as a foreign language learners’ writing performance. journal of education and practice, 6(11), 63 – 74. https://www.iiste.org/journals/index.php/jep/article/download/21860/22176 bingimlas, k. a. (2009). barriers to the successful integration of ict in teaching and learning environments: a review of the literature. eurasia journal of mathematics, science & technology education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275 brown, a., & green, t. d. (2008). video podcasting in perspective: the history, technology, aesthetics, and instructional uses of a new medium. journal of educational technology systems, 36(1), 3-17. https://doi.org/10.2190/et.36.1.b caladine, r. (2008). enhancing e-learning with media-rich content and interactions. hershey, pa: information science publishing. carvalho, a. a., aguiar, c., santos, h., oliveira, l., marques, a., & maciel, r. (2009). podcasts in higher education: students’ and lecturers’ perspectives. in a. tatnall & a. jones (eds.), education and technology for a better world (pp. 417-426). boston: springer berlin heidelberg. https://doi.org/10.1007/978-3-642-03115-1_44 chan, a., lee, m., & mcloughlin, c. (2007). promoting engagement and motivation for distance learners through podcasting. budapest: european distance and e-learning network. chanlin, l. j. (2009). applying motivational analysis in a web-based course. innovations in education and technology international, 46(1), 91-103. https://doi.org/10.1080/14703290802646123 chan, w.m., chen, i.r., & dopel, m. (2011). podcasting in foreign language learning: insights for podcast design from a developmental research project. in m. levy, f. blin, c. bradin siskin, & o. takeuchi (eds.), worldcall: global perspectives on computer-assisted language learning (pp. 19-37). new york: routledge. darwis, r. (2016). students’ perceptions towards the use of podcast in learning english: a case study of the second grade students at one high school in bandung. journal of english and education, 4(2), 80-100. https://ejournal.upi.edu/index.php/le/article/download/4634/3233 de souza-hart, j. (2011). creative ideas for biology podcasts: the immune system as an example. the american biology teacher, 73(3), 171-175. https://doi.org/10.1525/abt.2011.73.3.9 ertmer, p. a., & ottenbreit-leftwich, a. t. (2010). teacher technology change: how knowledge, confidence, beliefs, and culture intersect. journal of research on technology in education, 42(3), 255– 284. https://doi.org/10.1080/15391523.2010.10782551 faramarzi, s., tabrizi, h. h., & chalak, a. (2019). the effect of vodcasting tasks on efl listening comprehension progress in an online program. international journal of instruction, 12(1), 12631280. https://doi.org/10.29333/iji.2019.12181a http://www.jite.org/documents/vol8/jitev8iip079-090armstrong333.pdf https://www.iiste.org/journals/index.php/jep/article/download/21860/22176 https://doi.org/10.12973/ejmste/75275 https://doi.org/10.2190/et.36.1.b http://dx.doi.org/10.1080/15391523.2010.10782551 https://doi.org/10.29333/iji.2019.12181a edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi fareed, m., ashraf, a., & bilal, m. (2016). esl learners’ writing skills: problems, factors and suggestions. journal of education & social sciences, 4(2), 81-92. https://doi.org/10.20547/jess0421604201 giridharan, b., & robson, a. (2011). identifying gaps in academic writing of esl students. us-china education review, 2(6), 578-587. https://files.eric.ed.gov/fulltext/ed535491.pdf gündogmus, h. d. (2018). the difficulties experienced by teachers in the process of primary reading and writing instruction and their solution offers for eliminating these difficulties. universal journal of educational research, 6(2), 333-339 https://doi.org/10.13189/ujer.2018.060216 hasan, m. k., & akhand m. m. (2010). approaches to writing in efl/esl context: balancing product and process in writing class at tertiary level. journal of nelta, 15(1-2), 7788. http://www.nepjol.info/index.php/nelta/article/view/4612. harendita, m. e. (2013). why resist? a closer look at indonesian teachers’ resistance to ict. international journal of indonesian studies, 1 (2), 79-109. https://www.monash.edu/__data/assets/pdf_file/0005/1793606/3-monica.pdf harmer, j. (2007). how to teach writing. harlow: pearson longman hasan, m. m & hoon, t. b. (2013). podcast applications in language learning: a review of recent studies. english language teaching, 6(2), 128 – 135. http://dx.doi.org/10.5539/elt.v6n2p128 helgesen, m. (2003). listening. in d. nunan (ed.), practical english language teaching (pp. 23-43). new york: mcgraw-hill. hill, j., nelson, a., france, d., & woodland, w. (2012). integrating podcast technology effectively into student learning: a reflexive examination. journal of geography in higher education, 36(3), 437-454. doi:10.1080/03098265.2011.641171 jabur, z., maloyan, a. & smith, r. (2013). studying the approaches to grammar in the foundation programme of sultan qaboos university. in: al-busaidi, s. & tuzlukova, v. (2013). general foundation programmes in higher education in the sultanate of oman: experiences, challenges and considerations for the future. (pp. 65-91). muscat: mazoon press & publishing kavaliauskienė, g. (2008). podcasting: a tool for improving listening skills. vilnius: iatefl poland computer special interest group & university of nicosia. kay, r. h. (2012). exploring the use of video podcasts in education: a comprehensive review of the literature. computers in human behavior, 28(3), 820-831. http://dx.doi.org/10.1016/j.chb.2012.01.011 mayer, r. e. (2006). ten research-based principles of multimedia learning. in h. f. o’neil & r. s. perez (eds.), web-based learning: theory, research, and practice (pp. 371–389). mahwah, nj: lawrence erlbaum association. mcgarr, o. (2009). a review of podcasting in higher education: its influence on the traditional lecture. australasian journal of educational technology, 25(3). https://doi.org/10.14742/ajet.1136 menzies, d. (2005). duke university ipod first-year experience final evaluation report. duke: duke center for instructional technology. morris, n. p. (2010). podcasts and mobile assessment enhance student learning experience and academic performance. bioscience education, 16(1). http://dx.doi.org/10.3108/beej.16.1 nair, g. k. s., rahim, r. a., setia, r., husin, n., sabapathy, e., mohamad, r., . . . jalil, n. a. a. (2012). ict and teachers’ attitude in english language teaching. asian social science, 8(11), 8-12. nwachokor, s. c., onah, i.b., & uddin, p.o. (2019). students’ perception of vodcast and podcast as instructional material. traektoriâ nauki = path of science, 5(6), 5001-5008. https://www.researchgate.net/journal/journal-of-education-social-sciences-2414-8091 https://doi.org/10.20547/jess0421604201 https://www.researchgate.net/journal/universal-journal-of-educational-research-2332-3205 https://doi.org/10.13189/ujer.2018.060216 http://www.nepjol.info/index.php/nelta/article/view/4612 http://dx.doi.org/10.5539/elt.v6n2p128 https://doi.org/10.14742/ajet.1136 http://dx.doi.org/10.3108/beej.16.1 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi orlando, j. (2014). veteran teachers and technology: change fatigue and knowledge insecurity influence practice. teachers and teaching: theory and practice, 20(4), 427-439. panday, p. p. (2009). simplifying podcasting. international journal of teaching and learning in higher education, 20(2), 251-261. prasetyo, d. e. (2021a). postcolonial theory: lack factors of l2 on l1 in the writing skill or vice versa. eternal journal, 7(2), 409 – 422. https://doi.org/10.24252/eternal.v72.2021.a12 prasetyo, d. e. (2021b). students’ attitudes toward the internet usage for learning. enjourme (english journal of merdeka): culture, language, and teaching of english, 6(2), 71-77. https://doi.org/10.26905/enjourme.v6i2.6583 rosell-aguilar, f. (2007). top of the pods in search of a podcasting podagogy for language learning. computer assisted language learning,20( 5), 471 – 492. salehi, h., & salehi, z. (2012). integration of ict in language teaching: challenges and barriers. paper presented at the 3rd international conference on e-education, e-business, emanagement and e-learning. santos, i. m., & ali, n. (2012). exploring the uses of mobile phones to support informal learning. education and information technologies, 17, 187-203. http://dx.doi.org/10.1007/s10639-011-91512 saputra, j. b. (2014). the effectiveness of using podcast in teaching listening comprehension viewed from students’ listening habit (an experimental research at smp muhammadiyah 1 way jepara), a thesis. english education department, graduate school, sebelas maret university, surakarta. seo, k. k., curran, a., jennings, n. a., & collins, c. m. (2010). creating a new mobile learning community with podcasting. international journal of continuing engineering education and life-long learning, 20(1), 103-114. http://dx.doi.org/10.1504/ijceell.2010.031652 setiawan, a., rohayati, t., sari, a. p., kusuma, d., & supriani. (2014). the challenges in teaching writing skill at junior high school: problems and solutions. retrieved from http://www.academia.edu/9553692/the_challenges_in_teaching_writing_skill sloan, s. (2005). podcasting: an exciting new technology for higher education. paper presented at cats 2005. retrieved from http://www.edupodder.com/conferences/index.htm sugiyono. (2012). metode penelitian kuantitatif kualitatif dan r&b (qualitative quantitative research methods and r&b). bandung: alfabeta. supanakorn-davila, s., & bolliger, d. u. (2014). instructor utilization of podcasts in the online learning environment. merlot journal of online learning and teaching, 10(3), 389 – 404. https://jolt.merlot.org/vol10no3/supanakorn-davila_0914.pdf sze, p. m. (2006). developing students‘listening and speaking skills through elt podcasts. the chinese university of hong kong. education journal, 34(2), 115-134. yaman, i. (2016). the potential benefits of podcasts for language learning. journal of educational and instructional studies in the world, 6(1), 60 -66 wiyanah, s. (2015). improving listening skill using podcast for english department students of upy. action research. yogyakarta: lembaga penelitian, universitas pgri yogyakarta. https://doi.org/10.24252/eternal.v72.2021.a12 http://dx.doi.org/10.1504/ijceell.2010.031652 http://www.edupodder.com/conferences/index.htm 63 improving students’ reading comprehension by using redw (read, examine, decide, and write ) strategy to the tenth grade students of ma al-muawwanah gunung megang muara enim sumatera selatan susiana uin raden fatah palembang e-mail: susiana120291@yahoo.com abstract: this research aimed to find out whether or not the using of redw (read, examine, decide,and write) strategy significantly improves the students reading comprehension to the tenth grade students of ma al-muawwanah gunung megangmuaraenim. to explain the improvement, the researcher used a quasi experimental method involved an experimental group and control group both was given pre-test and post-test which consisted of 31 students. the test was given to get the data with 30 questions in the form of multiple choice and open questions and to analyze them usingspss 20.0.from the result analysis of significant improvement on students’ reading comprehension achievement taught using redw strategy, it was found that the p-output in experimental group was 0.000 with df=30 and t-value 5.936. it could be interpreted that there was a mean significant improvement on students’ reading comprehension score taught using redw since the p-output was lower than 0.05 and t-value was higher than t-table (2.04). keywords: read, examine, decide, write strategy, student’s reading comprehension introduction according to algeo (2010: 2), language is a system of conventional vocal signs by means of which human beings communicate. this definition has several important terms, each of which is examined in some detail in the following sections. those terms are system, signs, vocal, conventional, human, and communicate. there are many languages in the world. some are used as international languages and one of them is english. as an international language, english is used by millions of people all over the world. there are four main skills in english: those are reading, listening, speaking and writing. reading and listening are called receptive skill, in which people need the ability to receive written or spoken language when they do it. while speaking and writing are called productive skill because when people do it, they need the ability to produce written or spoken language (harmer, 2007: 68-100). one of the four skills of english is reading. reading is a process of how students get information from what they see, for example from text and symbols also. reading can be taught mailto:susiana120291@yahoo.com 64 as a way to draw information from the text and to form and interpreting information requires the work of brain actively. based on the writer’s observation at ma al-muawwanah of gunung megang, almost all of the students especially the tenth grade, faced problem in comprehending a reading passage. they found difficulties in answering the questions, finding the main idea, and the most problems is that the students do not have skills in reading english passage well. it was found that the difficulties in reading english is influenced by several factors. first, students have difficulty in understanding english word, phrase and sentence in english. second, the students have difficulty in finding the main idea of the text they read. third, students are not accustomed to practice reading in the classroom and everyday life. and the last, the teachers could not find the right method or technique to provide materials for students to learn and quick understanding the material presented. in this case the teacher should find a strategy of in teaching reading comprehension to help the students in comprehending a passage. by applying appropriate strategy in teaching and learning process, it hopes can improve the students reading comprehension achievement. one strategy to improve the students reading comprehension with a little teacher supervision is redw or read, examine, decide and write. redw (read, examine, decide and write) is a reading comprehension strategy that can help the students to comprehend the information contained in their assignment (wright, 2004: 78). redw (read, examine, decide and write) is also a note taking strategy in which a student attempts to break a complicated paragraph or section into series if ideas can be examined one at a time. this strategy can be very helpful when we are trying to take notes on a section of our textbook that we just cannot figure out. concept of reading according to pang (2003: 6) reading is an understanding written texts. he mentions that reading consist of two related processes: word recognition and comprehension. word recognition is defined as the process of getting how written symbols correspond to ones spoken language while comprehension is the process of making the meaning of words, sentences and connected text. he adds his statement that the reader who has background knowledge, vocabulary, 65 grammatical knowledge, experience with text and other strategies can help them understand written texts. concept of comprehension pang (2003: 14) adds “comprehension is the process of making sense of words, sentences and connected text”. he says that comprehension is the process of deriving the meaning of one word to another in a text. in addition, comprehension is the active process of constructing meaning from text; it involves accessing previous knowledge, understanding vocabulary and concepts, making inferences, and linking key ideas. concept of reading comprehension reading comprehension means understanding and remembering the ideas you find as you read. according to klingner (2007: 2) reading comprehension is “the process of constructing meaning by coordinating a number of complex process that included word reading, word and world knowledge, and fluency”. it refers to ability in interpreting the words, understanding the meaning and the relationship between ideas conveyed in a text. he summarized reading comprehension instruction for the teacher as the following a three step procedure: mentioning, practicing, and assessing. that is, teachers mention the skills that the student want to use, then they give them opportunities to practice those skills through workbooks or worksheets, and finally assess whether or not they use the skill successfully. concept of redw (read, examine, decide and write) wright (2004: 78) states “redw (read, examine, decide and write) is a good strategy to use to find the main idea in each paragraph of a reading assignment”. using this strategy will help the students to comprehend the information contained in an assignment. 66 a. read the students read the whole paragraph to get an idea of what the paragraph is about.horsburgh (2009: 03) states that reading is a complicated activity requiring considerable skills. reading should be mastered by students because by reading, students will get any kind of information needed in order to help them acquire knowledge. from that perspective, it can be verified that reading is an interactive process that goes on between the reader and the text, resulting in comprehension. b. examine hornby (1995:398) says “examine is to look something carefully and in detail to learn something from it.” successful readers must be able to effortlessly recognize most words they encounter and have the skills to figure out unfamiliar words.so ifthe studentshave difficulty in understanding a text despite reading and rereading, this step is meant to help them. c. decide decide means to consider something and come to a conclusion (hornby, 1995:300).decide in this strategy gives the students more carefull in understanding the comprehension of the text. the students then reread the words and wrote for each sentence in the paragraph. they decide which sentence contains the words they wrote that best describe idea of the paragraph. to get the main idea of the paragraph. these words are the main idea of the paragraph. the sentence that contains these words is the topic sentence d. write having students write about a text should enhance reading comprehension because it affords greater opportunities to think about ideas in a text, requires them to organize and integrate those ideas into a coherent whole, fosters explicitness, facilitates reflection, encourages personal involvement with texts, and involves students transforming ideas into their own words (graham and hebert, 2010:13). in short, writing about a text should enhance comprehension because it provides students with a tool for visibly and permanently recording, connecting, analyzing, personalizing, and manipulating key ideas in text. 67 research design in this study, the writer used quasi experimental design, matching only pretest-posttest control group design. quasi experimental design is studies in which the manipulable independent variable is not manipulated and both a pretest and posttest are used (mueller:37). there were two groups, one as experimental group and one as control group. the basic scheme of matching only pretest-posttest control group is suggested by fraenkel and wallen, 1990 : 234 ) as follows : where : o1 = pretest for the experimental group o2 = posttest for the experimental group m = matched subjects x1 = treatment to experimental group x2 = treatment to control group o3 = pretest for the control group o4 = posttest for the control group population and sample the study of this research is also called the study population or cencus studies. the population of this research was all the tenth grade students of ma al-muawwanah gunung megang muara enim in the academic year 2013-2014. the number of the population were 80 students from two classes. while the sample of this study are class x.1 was the experimental group and x.2 as the control group with 40 students of each. o1 m x1 o2 o3 m x2 o4 68 findings and discussion validity test arikunto (2010 : 211) says that validity is a measurement which shows the degree of validity of an instrument. in this study, the writer used validity of each question items. to find out the validity of the test question items, the writer analyzed the items of the tests by doing try out in order to find out the validity of each question items. the writer gave the try-out to 26 students of tenth grade students at ma rawdhotuttaufiqmuaraenim in the form of multiple choice with 30 question and open question with 10 questions. the test instruments were taken from senior high school book and internet. then, the coefficient of validity test can be analyzed by using a pearson correlation coefficientsin spss version 20.it can be said the test and questionnaire items to be categorized valid whenever the significance (2-tailed) of the r-output is higher than the r-table product at confidence level 5% (0.5). a. validity of multiple choice questions in this research instrument, there are 30 multiple choice questions, and the n-sample is 26 students. then, each question item is analyzed for its validity. from students’ answer on multiple choice questions, the correct answers are labeled 1, and the wrong answers are labeled 0. then, the analysis of validity test is done using pearson correlation coefficientin spss version 20. the analysis result of each question item is found that there are 5 questions items considered invalid. they are question numbers; 6, 9, 24, 31 and 32 since the scores of significance are lower than r-table product (0.361). then, 25 questions items considered valid. they are questions numbers; 7, 8, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 29, 30, 33, 34 and 35 since the scores of significance are higher than r-table product (0.361). b. validity of open question in this research instrument, there are 10 open questions, and the n-sample is 26 students. from students’ answer on open questions, the correct answers are labeled 1, and the wrong answers are labeled 0. then, the analysis of validity test is done using pearson correlation 69 coefficient in spss version 20. the analysis result of each question item is found that there are 5 questions items considered invalid. they are question numbers; 1, 37, 38, 39 and 40 since the scores of significance are lower than r-table product (0.632). then, 5 questions items considered valid. they are questions numbers; 2, 3, 4, 5, and 36 since the scores of significance are higher than r-table product (0.632). reliability test reliability test means that a test is consistent. a ruler made of rubber would not be a reliable ruler since it could stretch or contract to give varying measures (tuckman, 1972: 160). the scores of reliability are obtained from tryout analysis which is done twice using the same sample and instruments. dealing with the reliability test, fraenkel, wallen, and hyun (2012: 157) write that research purposes, a useful rule of thumb is that reliability should be at least 0.70 and preferably higher. in this part, the obtained scores of tryout analysis and the result analysis are presented using pearson correlation coefficientin spss version 20. the analysis result of reliability test shows that the score of pearson correlation is 0.370 to multiple choice and 0.565 to open question. from the p-output, it can be stated that the test instrument is reliable since it is higher than 0.70. normality test normality test is used to measure whether the obtained data is normal or not. the data can be classified into normal whenever the p-output is higher than 0.05 (basrowi, 2007: 85). in measuring normality test, kolmogorov-smirnov is used. homogeneity test in homogeneity test, the students’ pretest-posttest scores in control and experimental groups were analyzed. to determine the students’ score are homogenous or not, the students’ pretest and posttest scores in control and experimental groups were analyzed using levene statistic. the students’ scores are considered homogenous whenever the p-output is higher than mean significant difference at the 0.05 level. 70 hypothesis testing in measuring means significant improvement, the result from pretest to posttest scores of reading comprehension achievement in the experimental group was compared by using paired sample ttest. significant improvement was found when the p-output( sig.2-tailed ) was lower than 0.05 and t-value was higher than t-table ( 2.04 ) with df=30. conclusion based on the findings and interpretation in the previous chapter, it can be drawn the conclusion. based on the result of pretest to posttest, redw strategy significantly improves student’s reading comprehension achievement to the tenth grade students of ma al-muawwanah gunung megang. therefore, it can be inferred that teaching reading comprehension through redw strategy can be considered as one alternative strategy to be used in teaching english especially to the efl students. references algeo, j. (2010). the origins and development of the english language.georgia, usa: wadsworth cencage learning arikunto.(2010). procedure penelitiansuatupendekatanpraktek. jakarta: pt. rinekacipta basrowi, s. (2007).metodeanalisis data sosial. kediri: cv jenggalapustakautama. frankel, j.r., wallen, n.e., & hyun, h.h (1990).educational research a guide to the process. new york, ny: grow hill, inc graham, s., & hebert, m. (2010).writing to read: evidence for how writing can improve reading. new york, ny: vanderbilt university harmer, j. (2007).how to teach eenglish. london, uk: longman. hornby , as. (1995). oxfordadvanced learner’s dictionary of current english. canada, ca:oxforduniversity press. holandiyah, muhammad. (2013). how to design and evaluate a quantitative research. palembang: noer fikri offset. horsburgh, n. (2009). teaching guide (new oxford modern english.canada, ca, : oxford university press klingner, j. k., vaughn, s. & boardman, a. (2007).teaching reading comprehension to students with learning difficulties. new york, ny: the guilford press. mueller, d. (1992). an interactive guide to educational research.canada, ca: concordia university pang, e s., muaka, a. & bernhardt, b.e. (2003).teaching reading.brussel, belgium:the international academy of education 71 tuckman, w. b. (1972). conducting educational research.new york, ny: harcourt brace jovanovich, inc wright, a. (2004). reading comprehension skills and strategies. new york, ny: cambridge university. improving students’ reading skill in expository text through kwl reading strategy at sma negeri 4 palembang issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 146 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi activating schemata helps students in reading comprehension sholihatul hamidah daulay universitas islam negeri sumatera utara sholihatulhamidah@uinsu.ac.id emeliya sukma dara damanik universitas islam negeri sumatera utara emeliya@uinsu.ac.id rora rizky wandini universitas islam negeri sumatera utara rorarizkywandini@uinsu.ac.id eka sagita universitas islam negeri sumatera utara ekasagita45@gmail.com abstract less of comprehension in reading of english text has become a problem to reach english mastery. this problem brings researchers to apply the activating schemata to solve student’s problem in mas 22 tembung medan. in this research, the researcher took grade x as the population of the research. the population of the research is not too large. then, the researchers decided to take the whole student as the sample of the research by using sampling technique. researchers collected the data through pre-test and post-test during conducting of this research. after collecting of the data, the data is analyzed through spss 23.0 and tested by ancova (an analysis of covariance) finally, researcher found that activating schemata had a significant effect on student reading comprehension. it can be seen from the data resulted. the data shown that students in experimental group got score in the pre-test (70) and post-test (100). meanwhile, students in control group got score pre-test (70) and post-test (70). score of significance was 0.000 and it was lower than 0.05. therefore, the hypothesis is accepted. this result concluded that activating schemata can increase student reading comprehension and the use of this strategy is recommended. keywords: activating schemata, reading comprehension manuscript submitted: october 2, 2020 manuscript revised: november 2, 2020 accepted for publication: december 1, 2020 introduction reading is part of life. basically, the goal of reading is getting of information and knowledge from reading material. reading comprehension is needed to reach the goal of reading itself. there are a lot of benefits in mastering of reading skill. besides of getting information, reading skill can help people to lose their boredom and entertain the reader. yet this skill looks very important in language learning and also in daily life, it is still found that many students can’t understand the main idea or the goal of the text. it is particularly occur in reading of english mailto:sholihatulhamidah@uinsu.ac.id mailto:emeliya@uinsu.ac.id mailto:rorarizkywandini@uinsu.ac.id mailto:ekasagita45@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 147 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi text. reading is an activity in which the reader receives information, analyze and interpret to get the message of the text. therefore, this activity is not only to the ability in reading the text, but also comprehend the text. based on the interview and observation had been done in mas alwashliyah 22 medan, researchers found that most of students are lack in comprehension of english text. they can read the english text very well. the student also seems recognize vocabulary in each passage. but they can understand what the main idea, the purpose and the goal of the text. they can’t connect between a texts that they are reading and their experience or knowledge. therefore, this problem makes students are difficult to achieve comprehension in reading of english text. this condition is proved through student score. most of students got low score in four or five. they did not know how to understand the text easily. they confuse to get some information from reading text. the next problem is related to way of teachers in teaching. mostly of the teacher used conventional method. students tend to read the text and answer the question without strategy in reading. as stated by zukowski that reading skill is concentrated on the comprehension of the text. but it is not easy to comprehend the text (zukowski, 2002) in improving the reading skill, it needs to establish interpretation of reader’s prior knowledge. it is also suggested by sandra that the comprehension of the text is received from the process of exploring reader’s background knowledge and the text itself (sandra, 1987). therefore, reading comprehension strategy is important to the reader to be successful reader. reader needs to be explored, connected between the texts and their schemata. based on the situation above, researchers interested to use activating schemata strategy in increasing student reading comprehension. activating schemata is one of the reading strategies that can be implemented in the teaching reading comprehension. schemata is defined as a concept or belief which had coded in reader’s mind, it is the process of thinking from the reader’s past experience to make sense (mcneil, 1992). several indonesian researchers have conducted this strategy to students. susmiati admitted that activating schemata strategy is significant and can improve students reading skill especially reading comprehension, the gain scores of reading aspects of both experimental class x was improved for five aspect of reading(susmiati, fitri, setiyadi, bambang & suparman, 2017).next, agustina (2016) also proved that there is significant improvement by using schemata technique to improve the students’ reading comprehension, the mean score of pre-test in cycle 1 wass 66 and cycle ii was 69.88, while score of post-test in the first cycle was 76 second cycle was 79(agustina, 2016). based on their findings encourage researchers to implement activating schema strategy to help students in reading comprehension. literature review schemata can be defined as the reader’s concept belief, expectations, processes-virtually everything from previous experiences that are used in making sense of things and actions(mcneil, 1992). it means that in reading comprehension, schemata are used to make sense of text, the printed word evokes the reader’s experiences, as well as past and potential relationship. neil also explained that in activating schemata, the teacher should relate the three activities in teaching reading comprehension, they are reconciled lessons, scaffolding, and semantic mapping (mcneil, 1992). through these three activities, the students are not only expected to understand the text and get the information, but also they are more active in teaching learning process because they are involved with unfamiliar events and concepts relevant to what they are going to read. this theory also suggested by previous study. the use of activating schemata has been conducted by the researcher such as zhao. zhao used activating schemata and resulted that application is beneficial to cultivate students reading interest, quicken their reading speed and make proper judgments. it can also help students fulfill their task more issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 148 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi successfully and have an important impact on english reading teaching (zhao, 2012). schema activation can enhance comprehension ability among efl learners. the implication for teachers, as a matter of fact, a teacher can help students draw relationships between their personal experience and the materials discussed in the text. furthermore, students should be taught to take advantage of contextual clues, titles, or pictures (maghsoudi, 2012). therefore, the writer attempts to use activating schemata in reading comprehension. the writer expects that this paper will contribute to the readers in the field of education. basically, the essence of reading is interpretation to get the message what the writer conveys. it does not mean decoding letters, sounds and words, but reading to achieve comprehension, learning and to expand readers’ knowledge about the universe man lives in. the explanation of the verse is also defined by mikulecky , he said that reading is a mental process. in this case, the reader tend to use a variety of strategies to gain the meaning from what the author convey and connect between the text and reader’s prior knowledge (mikulecky, 2011). related to the definition of reading comprehension above, it can be said that reading comprehension skill is a must to be increased and developed. therefore, the teacher has to be more concern in teaching reading by using the suitable method, strategy or media. there are three stages in teaching reading: a. pre reading b. during reading c. post reading these stages are very important in teaching reading. it is a process to get comprehension. the teacher can help their student by connecting to their schemata before, during and after reading. it is meant that the connection between the text what they read and their experience or prior knowledge. activating schemata schema is a background knowledge which involves experience and knowledge. the term schema is used for the first time by psychologist, schema is an active organization about past reactions or experiences. he concluded that the written text does not give meaning. it provides directions for readers as to how they should retrieve or construct meaning from their own previously acquired knowledge. the schemata can give a guide and help the readers understand what the text intended, because of process of text comprehending is an active process which need a connection between the text and reactivate the background knowledge(an, 2013). there are three types of schemata. they are linguistic, formal and content schemata. linguistic schemata refer to readers’ existing language proficiency in vocabulary, grammar and idioms. formal schemata tend to background knowledge of the formal, organizational structures of different types of text. the last is content schemata which refers to topic of cultural knowledge, topic familiarity and previous experience(al salmi, 2011). in this research, the writer uses three schemata to explore student’s mind in comprehending of the text. implementation of activating schemata in reading comprehension. in building background knowledge and linking word meaning to prior knowledge, there are some applications of activating schemata in reading comprehension (mcneil, 1992). they are: reconciled lessons. reconciled lesson help teacher to offers some questions to enrich students’ activities in teaching learning process. the teacher involves students with unfamiliar events and concepts relevant to what they are going to read. scaffolding. it is used to internal developmental processes that operate only when the student is in interaction with particular others-parents, teachers or peers. semantic mapping, it is used to students’ ability to link word meaning to prior knowledge. the semantic mapping activities are good way to expose prior knowledge and connected to the knowledge are important to understanding what is to be read. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 149 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the making of a semantic map is a procedure for building a bridge between the known and the new. the map informs the teacher what students know about a topic and gives the students anchor points to which they can attach new information and concepts they will encounter them (purnomo, 2017). the advantage activating schemata. there are advantages of activating schemata(p michael and christine m, 1995), namely; the activated schemata affect allocation attention, schemata activation can affect comprehension inferences, attention allocation, and memory of what is read, once a schemata is activated, it affects the connection made about a situation and the text is read, an activated schema also gives information that would not be attended to if some other schemata are activated. based on the opinion above it can be concluded that it is useful for the teachers who teach reading comprehension. by using if schemata, the teacher can activate student’s background knowledge and connects to the text is being read. further, reading comprehension is influenced by reader’s schemata about the texts. therefore the role of text organization is differentiated into some patterns(grabe, 1990). it can be seen on the following: 1. collection (list) 2. causation (cause and effect) 3. response ( problem and solution) 4. comparison (comparison and contrast) 5. description (attribution each of these types represents different schemata. it is the way to organize and understand topics. if a reader knows the text pattern of this reading text, she/he can comprehend his reading text more. research methodology this research is conducted by using of an experimental design. based on the problem finding, this research takes place at madrasah aliyah swasta al-washliyah 22 tembung 2018/2019 academic year. researchers took the population is at the students of x grade mas al-washliyah 22 tembung from 2 parallel classes. seeing from the total of students are in small number, researcher choose all population or two classes as the sample of research by using technique of census sampling. sampling technique can be used to take all members of population as the sample (sugiyono, 2001). the procedure of this study is carried out by taking of pre-test and post-test. in finding of the result, cronbach-alpha is used as tools to measure the reliability test to binary variables. this formula is used to clear the difficulties from using of formula spearman-brown and method of split-half (kimmo, 2002) findings based on the analysis, it is found that the lowest score for pre-test is 40 and the higher score is 70, while the lowest score for the post-test is 80 and the highest score is 100. in this case, the students got means score in pre-test is 54.33 and in post-test 85.67. the following table will show the result: table1. the comparison of students’ scores in the pre-test and post-test in the experimental group no. initial name score pre-test post-test 1 arz 50 80 2 ap 60 90 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 150 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 3 ak 40 80 4 aw 60 100 5 ana 50 90 6 aw 40 90 7 da 60 80 8 drh 60 90 9 er 40 80 10 fr 60 90 11 fka 50 80 12 fs 40 80 13 fn 60 100 14 ki 40 90 15 ks 60 80 16 mfa 50 90 17 mrn 60 80 18 na 70 100 19 nam 60 80 20 ns 50 80 21 npj 60 90 22 pds 70 90 23 ra 50 80 24 sl 60 90 25 sa 50 80 26 sf 60 80 27 sa 50 80 28 sh 60 80 29 tw 70 90 30 yh 40 80 calculation of pre-test in experimental class after calculating of the data through ms, excel 2013, the data shown that the students in experimental group got mean score in the amount of 54.3 and standard deviation is 9.35. the following are formula and statistical data which is used by researchers for accounting mean ( ̅): ̅ = ∑ ∑ ̅ = ̅ = 54.3 accounting standard deviation (sd) and variance used the following formula: √ ∑ √ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 151 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi √ √ √ √ table 2. analysis of pre-test in experimental class calculation of post-test in experimental class after calculating of the data through ms, excel 2013, the data shown that the students got score 85,7 and standard deviation is 6.79. the data also indicates that students can reach maximum score into 100 for experimental class in post-test and minimum score got 80. the following are formula and statistical which is used by researchers for accounting mean ̅ : ̅ = ∑ ∑ ̅ = ̅ = 85.7 for accounting standard deviation (sd) and variance: √ ∑ √ √ √ √ √ table 3. analysis of posttest in experimental class issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 152 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi student’s score form pre-test in control class in this part, researchers describe the result from data analyzing. it resulted that students in control class got the lowest score of pre-test is 20 and the higher is 70. the data also shows that the students in control class got mean score 46.67 in pre-test and 56,33 in post-test. the following table will show the result of the analysis clearly table 4. the comparison of students’ scores between pre-test and post test in control group no. initial name score pre-test post-test 1 aqp 30 50 2 as 40 50 3 an 60 70 4 ab 60 60 5 ak 60 70 6 cs 30 40 7 mas 60 50 8 fad 60 50 9 fas 50 50 10 fqg 50 50 11 fr 40 50 12 in 20 40 13 jal 20 50 14 mim 40 50 15 mlk 40 60 16 mai 50 60 17 msn 50 50 18 rk 40 60 19 ndc 60 70 20 nnh 60 60 21 nj 70 70 22 nrd 50 60 23 nn 40 50 24 nhl 50 60 25 tn 50 50 26 psu 50 60 27 rt 30 60 28 rrw 40 60 29 sk 50 70 30 si 50 60 calculation of pre-test in control class after researcher calculated the data by using ms. excel 2013, they found that the students got a mean score was 46.7 and the standard deviation is 12.41. th calculation also issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 153 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi shows that the student got maximum score “70” in pre-test and minimum score was 22. formula and statistical data can be seen on the following section for accounting mean ( ̅): ̅ = ∑ ∑ ̅ = ̅ = 46.7 accounting standard deviation (sd) and variants used the following formula: √ ∑ √ √ √ √ √ table 5. analysis of pre-test in control class calculation of post-test scores in control class after calculating of the data by using ms.excel 2013, researcher found that the student got mean score was 56.3 and the standard deviation is 8.50. then, the researchers also found that the student get maximum score was 100 and the minimum score was 80. for accounting mean ( ̅): ̅ = ∑ ∑ ̅ = ̅ = 56.3 accounting standard deviation (sd) and variance used the following formula: √ ∑ √ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 154 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi √ √ √ √ table 6. analysis of post-test in control class analysis of inferential, pre-test, normality test in analysis of inferential, the following description will present pre-testing analysis and hypothesis. before determining the conclusion of hypothesis testing, researchers should analyze pre-test in the first time. this analysis consists of three stages. they are normality, homogeneity and reliability tests. function of normality test was to see whether the data of the scores is distributed to normal. meanwhile, the goal of homogeneity test was to see whether the sample’s variance is homogeneous or not. the following description will show the result of the test. in finding of the normality test, researcher used the formulas of kolmogorov-smirnov. in this theory, if the score of p shows greater than 0.05, the data is distributed as normality. but, if the score is under from 0.05, it can be said the data far from normal. table below will show the result of the normality test in pre-test and post-test. table 7. the normality test of pre-test and post test for experimental and control class related to the table above, it can be indicated in this following description: 1. the result data from pre-test is indicated normal because of p value in experimental group got 0.200 and it was greater than ɑ (0.05). 2. the result data from post-test is indicated normal because of p value in experimental group got 0.089 and it was greater than ɑ (0.05). 3. the result data from pre-test is indicated normal because of p value in control group got 0.200 and it was greater than ɑ (0.05). 4. the result data from post-test is indicated normal because of p value or the post-test in the control group got 0,149 and it was greater than ɑ (0.05).. simply, the result of p value from pre-test and post-test between experimental and control class seems bigger that the significant level 0.05. therefore, the data had distribution to the student reading comprehension. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 155 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi reliability test as mentioned in the previous that reliability is defined as the tools of measure. basically, the goal of the reliability test is to see whether the data which is used by researchers is measurable or not. in conducting of this test, researchers has applied the cronbach-alpha test to see the reliability of the data. in this study, researchers used two methods, firstly, checking of the reliability score for teaching activating scheme by using spss version 23.0. it can be seen on table below: table 8. the result of reliability test homogeneity test in testing of homogeneity, researcher used the lavene-test of one way anova in pre-test and post-test. using of this test, researcher could see that relationship is homogeneous if the significant value is higher than the significance of 0.05. this test also had been done before and after teaching reading comprehension. researcher used spss 23.00 to calculate the homogeneity test. table 9. result of homogeneity test in pre-test table 9 indicates that the homogeneous coded in the sample of variance. it can be seen from the value of p (sig.) of the pre-test (0.209) and it is greater than 0.05. then, the following table will show the results of homogeneity test in post-test: table 10. result of homogeneity test in post-test in the table 9 indicates that the homogenous coded in the sample variance of post-test. it can be seen from the value of p (sig.) of the pre-test (0.205) and it is greater than 0.05. hypothesis test the next section of steps in this research, researchers tested hypothesis. it aimed to see whether activating schemata strategy can improve student reading comprehension. in the beginning, researchers changes the hypotheses started to the null hypothesis (h0) before the hypothesis was rejected or accepted. the following is the description of hypothesis test:  null hypothesis (h0): activating schemata cannot improve student reading comprehension  alternative hypothesis (ha): activating schemata can improve student reading comprehension issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 156 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in conducting of this study, spss 23.00 was used as the tools of accounting. researchers also tested hypotheses by conducting of ancova, an analysis of covariance. this test had been conducted pre-test and post-test in both of the two classes. during of this test, there is the comparison of mean score between experimental and control class. based on the hypotheses test, the hypotheses can be accepted if the level of significance value is lower than 0.05. the following table will present the result of ancova table 11. test of dependent variable interpretation in this section, the data will be interpreted in the description. interpretation was related to the descriptive and inferential interpretations. researchers conducted pre-test and post-test both of two classes to see the increasing of student reading comprehension before and after the treatment. researchers got the data analysis from reading test which has administered during of the study. researchers did the treatment for the experimental class by using of activating schemata strategy in teaching reading comprehension. meanwhile, researcher only asked open dictionary to the students in control class. then, researcher applied ancova test to find out the comparison between the two classes. the clear comparison is presented in the table below: table 12. the improvement of mean score between control and experimental class related to the table 12, it can be defined that students in experimental and control class can read english text before doing of the treatment. this statement can be proved from student’s score and classified their score into poor. after researchers conducted the application of activating schemata strategy to the experimental group, the post-test scores of the experimental class were classified into good category. after doing of inferential analysis resulted that the whole data are indicated to normal and homogenous coded in the sample of variance. this statement can be seen from the normality test between two classes. the result shows that p values of pre-test from the experimental and control class was higher than 0.05, i.e. 0.200 > 0.05 and 0.200 > 0.05. next, the p value from the post-test in control and experimental class were also higher than 0.05, i.e. 0.089 > 0.05 and 0.149 > 0.05. meanwhile, the homogeneity testing also shows that the p value was greater than the significance level of 0.05 for both preand posttests, i.e., 0.993 > 0.05 and 0.591 > 0.05. based on the analysis of ancova, researchers found that the value of the level of significance is lower than 0.05, i.e. 0.00 < 0.05. it can be defined that there is an increasing from the application of activating schemata, after controlling the pre-test scores as the covariate. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 157 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi besides, the significance difference also can be seen from the adjusted means of both classes as presented in following table: table 13. summary of means from the table above, it can be interpreted that student reading comprehension can be increase by using activating schemata strategy. therefore, the hypotheses from this study is accepted discussion dealing to the purpose of the study is to find out whether there is significant effect of teaching activating schemata on students’ achievements in reading comprehension from grade x-mia of senior high school’s students. in this research the researchers found that the initial condition both class x-mia a (control class) and class x-mia b (experimental class) were same. it showed significant, value 0.200 > 0.05. the mean score of pre-test of control and experimental class showed that there is no significant difference 47.1 (control class) and 47.1 (experimental class). teaching learning in class control and experiemental class conducted during four days each class. the result of posttest was found that there is a significant difference between both class from pretest and post-test, the post-test mean score of control class was 69 and the opposite result of experimental class was 63.1. it means that the use teaching activating schemata strategy has a significance influence on the students’ reading achievement especially for reading comprehension. it has been explained before that activating schemata strategy in teaching reading comprehension is good strategy on students’ reading comprehension. related to the findings of this study about teaching activating schemata strategy. susmiati and isnaeni had conducted this strategy and see the effectiveness from this strategy. from the explanation above, the researcher can conclude that the teaching activating schemata strategy significantly improve the students’ reading skills especially in reading comprehension. it could be seen from quantitative data gathered from student’s score. it looks better than before. this strategy also makes student active and enjoy in english learning. conclusion and recommendation according to the result of the data analysis, it can be concluded using activating schemata at the grade x of mas al-washliyah 22 tembung had significant effect on the students' reading comprehension. this conclusion comes from the data has been resulted by researchers. the data shows that the students in experiment class got score the pre-test (70 ) and post-test (100 ). meanwhile, students in control class got score pre-test (70) and post-test (70). the total score and the mean score in experimental group showed that there was a significant effect in improvement of the students' score between the pre-test and post-test. it can be seen in the result on ancova in table 4.1.5, that shows the value of significance was 0.000 and it was lower than 0.05. therefore, the hypothesis is accepted that activating schemata can be implemented to increase student reading comprehension. considering the conclusion above, the writer would like to propose some suggestions, such as to the reader to use the variation technique, strategy and media in teaching reading comprehension. the one of alternative strategy is activating schemata because it is capable to encourage the improvement of students’ reading comprehension and to build their motivation in issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 158 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi studying reading. for further researchers, hopefully this study can be used as a reference to the next researchers who conduct or analyze deeper another research in the education field. references agustina, i. (2016). schemata teaching teachnique to improve students’ reading comprehension (undergraduated thesis) retrieved from http://erepository.perpus.iainsalatiga.ac.id/1178/1/skripsi%20isnaini.pdf al salmi. (2011). schemata (background knowledge and reading comprehension for efl students. research journal specific education. faculty of specific education mansoura university, 2(22), 695–707. an, s. (2013). schema theory in reading. theory and practice in language studies. academy publisher manufactured in finland., 3(1), 130–134. grabe. (1990). current development in second language reading research. tesol quartely, 25(3),1-18. kimmo, v. (2002). realibility of measurement scales . university of helsinki,findland: tummavuoren kirjapaino oyvantaa. sandra, m. (1987). cultural knowledge and the teaching. jet, 1(1), 44-56. retrieved from http.www. cultural knowledge and the teaching of reading/rdng/ maghsoudi. (2012). the impact of schema activation on reading comprehension of cultural texts among iranian efl learners. canadian social science, 8(5), 196–201. mcneil, j. d. (1992). reading comprehension: new directions for classroom practice. california,uk: university of california. mikulecky, b. s. (2011). a short course in teaching reading: practical technique for building reading power. beatrice: pearson longman. michael, p., & christine, m. (1995). cognition, teaching and assesment. benchmark: harper collins. purnomo, m. d. (2017). semantics: a brief way to study semantics in higher education,. indonesia: naila pustaka. sugiyono. (2001). metode penelitian bisnis. indonesia: alfabeta. susmiati, fitri, setiyadi, bambang & suparman, u. (2017). activating students’ schemta in teaching reading comprehension. journal of english teaching, 1. zhao, x. & z. (2012). schema theory and college english reading teaching. english language teaching; english language teaching, 5(11). zukowski, j. (2002). steps to academic reading 1. boston, ma: thomson heinle edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 10 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students’ english speaking skill and activation method: the case of one senior high school tria novita state islamic university of raden fatah, palembang, south sumatra triamusicion@gmail.com abstract this study was aimed to find out whether or not: (1) there was a significant improvement on the eleventh grade students’ speaking skill who were taught by using activation method at man 3 palembang before and after the treatment; and (2) there was a significant difference on the eleventh grade students’ speaking skill who were taught by using activation method and those who were not at man 3 palembang. in this study, 60 eleventh grade students at man 3 palembang were chosen as the sample. the students were grouped into two (i.e.: experimental group and control group). experimental group consisted of 30 students, and control group consisted of 30 students. the experimental group was taught by using activation method, and the control group was taught by using teacher’s method. the data were collected by giving pretest and posttest to both groups. to analyze the data, paired sample t-test and independent sample t-test were used. the result of paired sample t-test showed that there was a significant improvement in students’ speaking skill for the experimental group. independent sample t-test analysis showed that there was a significant difference in both of groups who were taught by using the activation method and those who were not (teacher’s method). keywords: activation method, speaking skill introduction as a social culture, humans beings need to communicate among each other with languages. language is used by people to express and receive some information, messages, emotions and so on. according to campbell (2006), language means any distinct linguistic entity variety which is mutually unintelligible with other such entities. purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intentions. there are many languages in the world and one of them is english. the most widely spoken language in the world is english (fromkin, rodman & nina, 2003). english is an international language as it is used by many people around the world for different purposes such as to communicate to other people from different countries and to exchange knowledge. richard and burns (2012) state that english is the language of globalization, international communication, commerce and trade, tourism, the media, and pop culture, different motivations for learning it come into play. it is important to learn english because based on the curriculum or kurikulum tingkat satuan pendiidkan (ktsp) 2006 in indonesia, english becomes a compulsory subject in school (from junior high school until higher education) and become one of the important subjects to be tested in the national examination (habibi & sofwan, 2016; luschei, 2017; mukminin, rohayati, putra, habibi, & aina, 2017). in addition, students’ proficiency of english, usually measured by toefl and ielts is one of very basic requirement to study abroad or get better jobs. in curriculum, there are four main skills that must be learned by the students in english subject. they are speaking, listening, reading and writing. khameis (2006) states that the four skills (speaking, listening, reading and writing) naturally appear together in every english class, even in efl context. inside the classroom, speaking skill is the most important part of language. bailey mailto:triamusicion@gmail.com edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 11 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (2005) states speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. speaking is also a medium through which many languages is learnt, and which for many is particularly conducive for learning. many people think that mastering speaking abilities is the ultimate goal of acquiring a foreign or second language and the other skills are overshadowed by its significance (mukminin, noprival, masbirorotni, sutarno, arif, & maimunah, 2015). people speak for many reasons to be sociable, because they want something, because they want other people to do something, to do something for someone else, to respond to someone else, to express feelings or opinion about something, to exchange information, to refer to an action or event in the past, present, or future, the possibility of something happening, and so on (lindsay & knight, 2006). generally, teacher and students often find some problems in teaching and learning english, especially speaking english. the problems of teacher in teaching speaking english to students according to brown (2000) and harmer (2007), are from internal and external factor. internal problems are native language, age, exposure, innate phonetic ability, identity and language ego, and motivation and concern for good speaking. an external problem is institutional context that puts english as second or foreign language in a nation. meanwhile hetrakul (1995) explains that the problems of student in speaking english are resulted from two causes. the first cause that makes the students difficult in speaking english is that the environment (outside the class) which does not support the students to speak english frequently. the second cause is the problem with english grammar. english always deals with reference of time while indonesian does not have one. another problem learners deal with is that takes long time to learn a foreign language. most of them get disappointed after some months and then speaking a foreign language remains a dream forever (shahidpour, 2014). in fact, indonesian’s speaking skill is not good enough. jakarta ef epi (english first english proficiency index) 2015 reported the average level of english language skill in some countries and the data english speaking skill in indonesia is in the rank of 32 from 70 participant countries. based on ef epi, indonesia is medium level (52, 91). it means that the quality of english speaking skill in indonesia is still satisfactory. during the preliminary study, one of the english teachers at man 3 palembang was interviewed. there were some problems faced by the teacher in teaching speaking. the class-time was often very short; it was once or twice a week, one or two hours daily for lots of subject matters to teach. the teacher also couldn’t solve students’ problems because it was difficult to distinguish a specific learner with a specific learning problems in very limited time and sometimes teacher felt difficult to interact with the students by using english language. some students were also interviewed at man 3 palembang and the students said that english was a difficult subject. sometimes they couldn’t speak english fluently because english was different from indonesia. they couldn’t respond the conversation given by the teacher. although the students could understand what the teacher said, the students couldn’t speak english well. moreover, the students were very shy and afraid of making mistakes in speaking english. considering these problems, teaching speaking in indonesia is not easy (aleksandrzak, 2011). the teacher should make the learning process more interactive. brown (2000) highlights that developing interactive language teaching is helpful by several models practical uses. therefore, using a suitable strategy is one of the ways to improve students’ speaking skill and it is important to apply an alternative strategy in teaching speaking. related to this, one of the strategies that can solve students’ problems in speaking english is activation method. shahidpour (2014) designed activation method to help students learn english better and this method helps the learners speak and communicate in the target language, so that this method is appropriate for teaching speaking skill. activation method of learning consists of three different activation stages which are designed to help students learn better. the method does not focus on teaching but it focuses on the application of the new words by students. the teacher teaches the new words and expressions by applying pictures, definitions, antonyms, translation, etc. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 12 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the original idea of the method came from the work of medina (2008), the american neurologist, who devoted his life to find a way to connect neuroscience and education. he presents 12 different rules by which the human's brain learns namely exercise, survival, wiring, attention, memory, sleep, stress, sense, vision, gender, and exploration. by activation, learning does not occur as long as students have not used the newly taught information by themselves. when they start to use the information by themselves and make different sentences, then the new body of knowledge is activated in their mind and they acquire it. the most important part of this method is the activation which consists of three stages: translation, asking questions and storytelling. students are requested to ask questions using the new words, tell a story with the new words, and at last translate some sentences containing the new words. shahidpour (2014) states that the participants of this method have to be adults and have basic knowledge of the target language (english). the research problems in this study are: 1) is there any significant improvement on the eleventh grade students’ speaking skill who are taught by using activation method at man 3 palembang before and after the treatment? 2) is there any significant difference on the eleventh grade students’ speaking skill who are taught by using activation method and those who are not at man 3 palembang? literature review teaching speaking harmer (2002) explains that teaching means to give (someone) knowledge or to instruct or to train (someone). while according al-qur’an surah al-alaq (96, 1-5), said that education is the most important things, and how to know about knowledge and everything, we should read and read: from surah al-alaq reading is one of important thing in teaching/learning. by reading, people can get a lot of information and knowledge and how to teach well it needs to read something more. speaking is one of the most important and essential skills that must be practiced to communicate orally. louma (2004) explain that speaking is a way to distinguish aspects of speaker’s personality and attitudes through the manner the spoken language sounds. according to cornbleet & carter (2001), there are some aspects of speaking: 1) speaking is face to face; 2) speaking is interactive; 3) speaking happens in real time. furthermore, kubiszyn and borich (2007) state that there are four aspects of speaking, they are as follows: 1) pronunciation-ability to pronounce words correctly; 2) loudness-ability to speak in appropriate word; 3) word usage-ability to use the words correctly; 4) rate-ability to speak in standard rate. mcdonough and mackey (2000) explains about the form of speaking. there are: 1) incomplete sentences; 2) very little subordination; 3) very few passives; 4) not many explicit logical connectors; 5) topic comment structure; 6) replacing/refining expression; 7) frequent reference to things outside the text; 8) the use of generalized vocabulary; 9) repetition of the same syntactic form; 10) the use of pauses and fillers. the elements of speaking are divided by two features. they are language features and mental or social processing. (harmer, 2001): 1) language features, (1) connected speech; (2) expressive devices; (3) lexis and grammar; (4) negotiation language. 2) mental or social processing, (1) language processing; (2) interacting with others; (3) information processing (on the spot). either four of five components are generally recognized in analyzing the speaking process: 1) pronounciation; 2) grammar; 3) vocabulary; 4) fluency; 5) comprehension. brown and abeywickrama (2010) describes five basic types of speaking .those five types are as follows: 1) imitative; 2) intensive; 3) responsive; 4) interactive; 5) extensive (monologue). meanwhile, bailey (2005) mentions three principles which can influence and inform teaching speaking to beginning and false learners, those are: 1) provide something for learners to talk about; 2) create opportunities for students to interact; 3) manipulate physical arrangements to promote speaking practice. the teaching of efl speaking in indonesia has been closely connected to the concept of communicative competence which is emphasized within the communicative language teaching (clt) approach. the reports, mostly dealing with tertiary-level students, can be edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 13 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi categorized into those dealing with: 1) reports on teaching problems; 2) reports on classroom activities; 3) reports on teaching materials; 4) reports on assessment. activation method shahidpour (2014) explains that activation method is a method that uses to make students’ speak more fluently and accurately. activation method of learning consists of three different activation stages: translation, asking questions and storytelling which are designed to help students learn english better. bonwell and eison (1991) state that use of active strategy in the classroom is vital because of students’ powerful impact upon students’ learning. shahidpour (2014) proposed advantages of activation method as follows: 1) help students to speak more fluently and accurately in a shorter period of time; 2) it is not used long time to learn a foreign language; 3) help students learn better. another advantages of active learning strategies are to engage students in 1) thinking critically or creatively; 2) speaking with a partner, in a small group, or with the entire class; 3) expressing ideas through writing; 4) exploring personal attitudes and values; 5) giving and receiving feedback; 6) reflecting upon the learning process (eison, 2010) shahidpour (2014) explains the procedures of teaching speaking by activation method, as steps the following: 1) the teacher reviews the words taught in the previous session; 2) the teacher starts to teach. one of students reads the new lesson aloud. whenever students get to a new word-in this book bold onesthe teacher explains that using pictures, definitions, antonyms, synonyms, etc; 3) right after covering the new words, teacher gives some examples using the words and then gives student’s different examples in their mother tongue and asks them to translate them into english; 4) the teacher writes some questions and explaining the structure and how to answer them, the teacher asks students to work in pairs; 5) students can ask any kind of questions related with the topic without the teacher’s help; 6) the teacher asks them to tell one another a story using a new words; 7) students are asked to prepare speech about the topic and the teacher checks them; 8) at the end of each class students are assigned to watching a film and the students retell about the film briefly. methodology this research belongs to an experimental design. in this study used quasi-experimental design. quasi-experimental designs do not include the use of random assignment (fraenkel, wallen & hyun, 2012). the experimental group was given treatment by using activation method, but the control group was not. this research used pretest-posttest non-equivalent group design. this research applied 12 meetings including the pretest and posttest. after the treatment, the researcher gave the posttest which was exactly the same as the pretest. in this research there are two variables, independent variable (x) and dependent variable (y). the independent variable is activation method (x) and dependent variable is the students’ speaking skill (y). population and sample the population of this study is 306 students, they are eleventh grade students of man 3 palembang. in this study, the researcher took two classes as a sample to collect the data by using purposive sampling. eleventh grade students were chosen because they had same characteristics, they had basic english, they were adult, the total number of students were same and they had same teacher. based on the consultation that has been done by the researcher in the preliminary study in man 3 palembang, the english teacher recommended two classes, xi mia 1 & xi mia 2 which consist of 30 students for each class. the experimental group was chosen from the class which has the low mean score from the pretest, while another class with higher mean score from the experimental group became the control group. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 14 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi content validity and reliability test in order to judge the test has or has not the content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. the researcher devised a topic in accordance with the objectives of the test that was to measure students’ speaking achievement. in the test of specification, it includes: objective, indicator, item and number of item. it was formulated based on the syllabus for eleventh grade students. the result showed that the topic is appropriate for the test. to estimate the reliability of the test, inter-rater reliability was applied. three raters did the scoring for the students’ speaking test based on the rubric provided by brown (2001). the result showed that speaking test with the instruction, topic, time allocation, content and rubric were appropriate. all in all, speaking test was reliable. normality and homogeneity tests in normality test, the total of sample. kolmogorov smirnov z, significant, and the result were analyzed. based on the normality test of the students’ pretest and posttest score from both groups. it was found that the significance level of normality test of the students’ pretest score in control group was 0.589 and posttest score was 0.662 while the significance level of normality test of the students’ pretest score in experimental group was 0.975 and posttest score was 0.471. from the result of the output, it could be stated that the obtained data was normal, because it is higher than 0.05. in homogeneity test, the total of sample. levene statistics, significant, and the result were analyzed. it was found that the significance level of homogeneity test of the students’ pretest score in control and experimental group was 0.541 while the significance level of homogeneity test of the students’ posttest score in control and experimental group was 0.188. from the scores, it could be stated that the obtained data was homogen, because it is higher than 0.05. findings and discussion in order to answer the first problem, paired sample t-test was used to measure the significant improvement in experimental group. the data was taken from students’ pretest and possttest score in experimental group. the significant of improvement is accepted whenever the p-output (sig.2-tailed) is lower than 0.05 and t-obtained is higher than t-table (2.045). while the significant of experimental group is rejected when the p-output (sig.2-tailed) is higher than 0.05 than t-value is lower than t-table (2.045). the further calculation of the paired sample t-test was displayed in the table below: table 1. result analysis in measuring significant improvement paired sample ttest ho activation t df sig.(2 method tailed) rejected 11.515 29 0.000 as seen in the table 1 above, it can be seen that the p-output 0.000 and t-obtained 11.515 at the significance level p < 0.05 in two tailed testing with df= 29. the p-output was 0.000 < pvalue and t-obtained 11.515 > 2.045. it can be concluded that the significant improvement was accepted because the p-output was lower than significant level 0.05 and the t-value was higher than 2.045. the result of hypothesis testing was the null hypothesis was rejected and the alternative hypothesis was accepted. it means that there was a significant improvement on the students’ speaking skill who were taught by using activation method. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 15 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to measure the significant difference on students’ speaking skill between posttest in control and experimental groups. an independent sample t-test was used for testing students’ posttest scores in experimental group and posttest in control group. the significant difference is accepted whenever the p-output (sig.2-tailed) is lower than 0.05 and t-obtained is higher than t-table (2.001) while the significant difference is rejected when the p-output (sig.2-tailed) is higher than 0.05 than t-value is lower than t-table (2.001). the further calculation of the independent sample t-test was displayed in the table below: table 2. result analysis in measuring significant difference posttest independent sample t-test ho sig. (2 (control and t df tailed) rejected experimental ) 2.776 58 0.007 from table 2, it can be seen that the p-output was 0.007 and the value of t-obtained was 2.776 at the significance level p > 0,05 in two tailed testing with df = 58, the critical value of ttable = 2.001 (2.776> 2.001). the significant difference is accepted whenever the p-output (sig.2tailed) is lower than 0.05 and t-obtained is higher than t-table (2.001), since the p-output was lower than 0.05 and the value of t-obtained was higher than the critical value of t-table, it means that there was a significant difference on the students’ speaking skill between the students who were taught by using activation method in experimental group and those students who were not in control group. interpretations the first, from the result analysis used paired sample t-test, it was found that p-output was lower than 0.05 and the t-obtained was higher than t-table. it could be interpreted that there was significant improvement from students’ pretest and posttest score in experimental group, it meant that activation method was significantly improved for the eleventh grade students’ speaking skill at man 3 palembang especially xii mia 2. the factor was in applied of activation method, it was some good influences in teaching and learning process. this result was consistent with many studies, some of them were conducted by shahidpour (2014) who found that activation method significantly affects on students’ speaking skill and dewi (2014) who also found that activation strategy was effective to improve students’ reading comprehension. it could be stated that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. second, from the result analysis used independent sample t-test measuring means significant difference from students’ posttest score in control and experimental group, it was found that there was significant difference in control and experimental groups since the p-output was lower than 0.05 and the t-obtained was higher than t-table. it could be interpreted that improving the eleventh grade students’ speaking skill who were taught by using activation method and those who were not (teachers’ method) was significantly difference. thus, it meant that the alternative hypothesis (ha) was accepted and the null hypothesis (ho) was rejected. there were some factors showed the reason why activation method could improve students’ speaking skill at man 3 palembang especially xi mia 2. first, activation method could made the students were accustomed to used english in their real life communication especially in their conversation class because they got many new vocabularies and they can make some sentences and dialogues by themselves. second, the students could apply the conversation in the class. it means that the students might apply the conversation with others in the class or their real daily life. third, the students interested and fun in learning english especially speaking skill. they edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 16 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi showed their contribution and participated well in teaching and learning process by giving some questions that they wanted to know and always speak english during the class. it is necessary with (bonwell and eison, 1991, p. 5) who state that use of this strategy in the classroom is vital because of students’ powerful impact upon students’ learning because this strategy has good impact for teacher and students. based on the statement above, it could be interpreted that activation method could increase students’ score in learning english especially speaking skill. it is line with (eison, 2010, p. 1) active learning strategy includes a wide range of activities that share the common element of involving students in doing things and thinking about the things they are doing. it should also be noted that active learning strategies can (a) be completed by students either in-class or out-ofclass, (b) be done by students working either as individuals or in group, and (c) be done either with or without the use of technology tools. on the other hand, it was related to shahidpour (2014) who states that activation method is a method in teaching speaking english and the functions of this method were to make the students’ speak more fluency and accuracy in english. activation method of learning consists of three different activation stages: translation, asking questions and storytelling which were designed to help students learn english better. in conclusion, this study was answered that activation method was an effective method that could be used as an alternative in teaching english especially speaking english because this method had some advantages for teacher and students. conclusion based on the findings and interpretations presented above, it can be concluded that there was a significant improvement on the eleventh grade students’ speaking skill who were taught by using activation method and there was a significant difference on the eleventh grade students’ speaking skill who were taught by using activation method and those who were not at man 3 palembang. the students who were taught by using activation method showed better improvement that can be seen from the result of the students in test. implementation in teaching and learning process, they practiced more to speak english with their friends, the students also could remember the lesson they have learned easily because they did repetition. activation method can engage the students in learning process. the researcher can concluded that the use of activation method was very useful as one of the methods to improve students’ speaking skill. references aleksandrzak. m. (2011). problems and challenges in teaching and learning speaking at advanced level. adam mickiewicz: university press poznan. bailey, k. m., & david, n. (2005). practical english language teaching speaking. new york, ny: mcgraw-hill. bonwell, c. c., & james a. e. (1991). active learning: creating excitement in the classroom. asheeric higher education report. washington, d.c: the george washington university, school of education and human development. brown, j. d. (2000). principle of language learning and teaching (2nd ed). englewood cliffts, nj: prentie hall, inc.campbell, l. (2006). historical linguistics. cambridge, massachusetts: the mit press. brown, h. d. (2001). teaching by principles: an introduction to language pedagogy (3rd ed). san francisco, ca: state university. brown, h. d., & abeywickrama, p. (2010). language assessment: principles and classroom practice (2nd ed.). new york, ny: pearson education inc. cornbleet, s., & carter, r. (2001). the language of speech and writing. london, uk: routledge. edukasi: jurnal pendidikan dan pengajaran|volume 4|number 2|december 2017| 17 p-issn |2355-3669| e-issn |2503-2518| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dewi, k. c. (2014). improving the reading comprehension of grade viii students at smp n 1 mlati using schema activation strategy in the academic year of 2013/2014. presented as partial fulfillment of the requirements for the attainment of a sarjana pendidikan degree in english education. yogyakarta, indonesia: english language education department faculty of arts and language yogyakarta state university. eison, j. (2010). using active learning instructional strategies to create excitement and enhance learning. florida, usa: department of adult, career and higher education university of south florida. fraenkel, j. r., wallen, n. e., & hyun h. h. (2012). how to design and evaluate research in education (8th ed). new york, ny: mcgraw-hill. fromkin, v., rodman, r., & nina, m. h. (2003). an introduction to language (7th ed). boston, ma: thomson heinle. habibi, a., & sofwan, m. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199-213. harmer, j. (2001). how to teach to english. an introduction to the practice of english language teaching (3rd ed). england, eng: longman. harmer, j. (2002). the practice of english language teaching (4th ed). england, eng: longman. harmer, j. (2007). how to teach english. england, eng. longman. hetrakul, k. (1995). the second language. received from: http://eserver.org/courses/spring95/76100g/kavinhetrakul.html. khameis, m. (2006). using creative strategies to promote student’s speaking skill. bachelor thesis from fujairah woman collage. kubiszyn, t., & borich, g. (2007). educational testing and measurement: classroom application and practice (8th ed). new york, ny: harper college publisher. lindsay, c., & knight, p. (2006). learning and teaching english. oxford, eng: oup. louma, s. (2004). assessing speaking. (cambridge language assessment). cambridge: cambridge university press. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|,1 (1), 6-17. medina, j. (2008). brain rules. united states, us: pear press. mcdonough, k. & mackey, a. (2000). communicative tasks, conversational interaction and linguistic form: an empirical study of thai. foreign language annals, 33 (1), 82-91. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. i̇lköğretim online, 16(1). mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. richards, j. c., & burns, a. (2012). pedagogy and practice in second language teaching. new york, ny: cambridge university press. shahidpour, s. (2014). activation method of foreign language. the asian efl journal professional teaching articles. 80(2014), 34-43. http://eserver.org/courses/spring95/76100g/kavinhetrakul.html edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi increasing learning outcomes through student team heroic leadership strategy and provision of structured tasks nasir s. universitas muhammadiyah pare pare corresponding author:nasirumpar1999@gmail.com sriyanti mustafa universitas muhammadiyah pare pare mamad ahmad universitas muhammadiyah pare pare abstract learning in schools is not only intended to achieve educational goals for certain lessons but also to equip students to master the concept of material and apply it in everyday life. moreover, learning is also intended to achieve educational goals as a whole general which is formal, namely, to organize students' reasoning and shape their personalities. this research is classroom action research that aims to improve learning outcomes through student team heroic leadership strategies and the provision of structured assignments. the subjects in this study were students of class x.2 ma ddi kaballangang, pinrang. this research is classroom action research carried out in two cycles. data collection using learning outcomes tests sheets and observation sheets. the collected data is analyzed using quantitative analysis techniques and qualitative analysis, presenting information, and drawing conclusions. the results showed that there was an increasing learning outcome through student team heroic leadership strategies and the provision of structured assignments which was marked by an increase in the average score of student learning outcomes from cycle 1 to cycle 2, which was 61.28 increasing to 83.72, student learning completeness in the second cycle. i which has not been achieved classically only reached 48.3%, but in cycle 2, classical completeness was achieved, namely 89.7% so there was an increase in the percentage of student activity in the learning process from cycle 1, namely 35.28% to cycle 2, namely 47.32% keywords: giving structured assignments, learning outcomes, strategy, student team heroic leadership manuscript submitted: march 27, 2022 manuscript revised: april 25, 2022 accepted for publication: may 15, 2022 mailto:nasirumpar1999@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction education is an important need for each student to develop their potential. education is a set of planned, scheduled, and specific activities (harja et al., 2021; toraman, 2021; mukminin et al., 2019). education can indirectly improve students' ability to solve problems, think logically, think creatively, and think critically (lestari, pratama, & jailani, 2018). learning in schools is not only intended to achieve educational goals for a certain lesson but also to equip students to master the concept of material and apply it in everyday life. moreover, learning is also intended to achieve educational goals as a whole general which is formal, namely, to organize students' reasoning and shape their personalities. learning aims to direct students to behave. the behavior shown must be in accordance with the concepts that have been formulated in the objectives because of learning. learning outcomes will be obtained optimally when the learning gives meaning to students (wijayanti, utari, & wijaya, 2022). basically, learning (instruction) is an accumulation of the concept of teaching and the concept of learning (mustafa, baharullah, & sari, 2021). for this reason, teacher creativity in the learning process is very necessary (mustafa et al., 2021), so students are interested to follow the learning process because learning is fun for them. for example, in mathematics, according to asmin (2003) almost every student considers mathematics to be a difficult subject, so students are less interested in taking mathematics lessons. asmin (2003) also explained that there are symptoms of math phobia (children's fear of mathematics) that hit most of the students and will give influence on results learn it. the habit of students who only become listeners and recorders of information provided by the teacher makes students less confident to express their opinions, less confident to make decisions, and less confident to take responsibility for the actions that have been taken so that it has an impact on learning outcomes. teachers in teaching must be able to apply effective and efficient approaches, methods, techniques, or learning strategies so that learning objectives can be achieved. one of the learning strategies that can be applied is student team heroic leadership strategy (sthl). student team heroic leadership strategy (sthl) is part of cooperative learning, namely small group cooperative learning. slavin (1980) explained that in a student team, students were placed in study groups consisting of 4 to 5 people who were mixed according to work level, gender, and ethnicity, while structured assignments were tasks given to students in a planned and regular manner, each topic unit. or each unit of study given by the teacher which refers to the level of difficulty of the teaching material, emphasizing the process of working on the task and a sense of shared responsibility in achieving learning objectives. student team heroic leadership strategy and structured assignment (sthl and ptt) in still leadership principles, and academic heroism and give a deeper impression on students' memories in the learning process. students are directed to work together in a group to solve problems or structured tasks given by helping each other and have a sense of responsibility towards the group. nasrulloh, khotimah, hidayatulloh, and sukrianingsih, (2021) stated that the sthl strategy is a learning strategy that provides opportunities for students to think, answer, motivate, help each other, foster an attitude of responsibility towards themselves and others, and can form a heroic leadership spirit. this case is in line with nurhusain and hasby (2021) who stated that through the sthl strategy, the teacher can develop a leadership spirit in group discussions. student team heroic leadership strategy is part of cooperative learning (small group learning), in which in groups, students are given tasks to discuss and, in the end, are given individual tests for knowing the results they learned, while the notion of heroic leadership is leadership with a edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi hero's spirit. giving structured tasks is giving assignments by teachers to students then students must be responsible for or report the results of student assignments. structured assignments are one of the lessons that train students more actively in other words students learn the material first before the teacher explains it (nafisa & anas, 2018). literature review student team heroic leadership strategy and structured assignment (sthl and ptt) in learning can educate students to determine the stance/dare to take decisions in learning to encourage themselves and friends, work together in groups to solve problems, and have a sense of responsibility for the group, as well as giving a deeper impression on the memory of students in the learning process. this condition impacts the students’ results study. the term learning outcomes emphasize the importance of what students learn from their experience (james, 2020). study results are the ability obtained by the individual after the learning process takes place. it is similar to allan (1996) that explained that learning outcomes represent what is formally assessed and accredited to the student. learning outcomes must show changes in student circumstances become better so that it is useful to (a) increase knowledge, (b) better understand something that has not been understood before, (c) develop more skills, (d) have a new view of something, (e) appreciate something more than before. student team heroic leadership strategy and structured assignment (sthl and ptt) are sought to help improve learning outcomes in solving the problem with refers to indicators learning, that dares to express opinions dare to take a decision, dare to take responsibility for their actions, and help for a complete problem. because of that, to increase student results study required the application of appropriate learning strategies. study this aim for knowing enhancement results learning gained student after sthl and ptt strategies are applied. methodology research design, site, and participants this research is classroom action research with the stages of implementation which include planning, implementing, acting, observing, and reflecting. study implemented in 2 (two) cycles. the subjects in this study were students of class x.2 ma ddi kaballangang, pinrang, south sulawesi. this research is classroom action research carried out in two cycles. the stage of cycles in the class action study is as follows. planning stage, at this stage, the researcher explains what, why, where, when, and how research is done. study action classes should be conducted collaborative, so avoid the element of subjectivity. researchers also need to explain preparations for implementation research, such as plan implementation learning and instruments observation. implementation stage (acting), at the stage of implementation, it is done an activity of implementation or application planning action. at this stage, the learning process is held like usual. observers do the observation by objective in accordance with the condition learning is done, researcher. this activity is urgent because destination study action class is for improving the learning process. observing stage, at the stage of observation, there are two observed activities, namely students’ learning activities and learning process. observation of the student learning process was conducted edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi by the teacher (researcher) while doing the learning, while observation on the learning process, the implementing teacher (researcher) asked for help from the colleagues who act as collaborators in doing observation. collaborators do observation learning based on instruments that have been compiled by researchers. observation results from collaborators later will be beneficial or will be used by the researcher as ingredient reflection for repair learning next. reflection stage, activity reflection is implemented when collaborators (observers) have finished doing observation to the researcher in doing the learning. this activity is in the form of discussion results observations made by collaborators with the implementing teacher (researcher). this stage is the essence of action class study, that is when collaborator discloses things that are felt already walk good and not yet walk with good at the moment research her manage the learning process. reflection results are used as ingredient consideration in the designing cycle next, so in essence, reflection is activity evaluation, analysis, meaning, explanation, conclusion, and identification act carry on in the planning cycle next. data collection and analysis to obtain the data needed in this study, the research instruments used for data collection were the learning outcomes test sheet and the observation sheet. the collected data were then analyzed using descriptive statistics. findings this research was conducted in class x.2 ma ddi kaballangang districts pinrang through sthl and ptt strategies. in this study, the learning process used is 8 meetings or 16 hours of lessons, with 6 meetings used to learn the materials and 2 meetings used for testing. each meeting consists of 2 hours of lessons. the following is a description of the research results. student activity analysis cycle 1. by using the student activity analysis formula, the average percentage of student activity can be seen in fig.1. figure 1. results of the analysis of student activity observations in cycle i 44.83% 10.34% 13.79% 48.28% 13.79% 48.28% 53.57% 14.29% 17.86% 53.57% 21.43% 57.14% 55.17% 17.24% 20.69% 58.62% 24.14% 62.07% meeting 1 meeting 2 meeting 3 activity 1 activity 2 activity 3 activity 4 activity 5 activity 6 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi note: activity 1: students conduct discussions regarding the material to be studied activity 2: students dare to re-explain the material according to the teacher's explanation activity 3: students dare to ask questions during the discussion activity 4: students work together in groups to solve problems activity 5: students are responsible for their work/tasks activity 6: students understand the material being discussed before the teacher explains the material figure 1 shows that in the first cycle the average activity of students daring to ask questions during the discussion was 17.45%, while the average percentage of student activity responsible for the results of work/tasks was 19.79%. the average result of the first cycle activity is 35.28% or is in the "enough" category. the acquisition percentage indicates existence number of activity must learn improved in the next cycle. description of the analysis of learning outcomes test material cycle 1. student learning outcomes after the sthl and ptt strategi strategies are applied obtained the average (mean) of 29 students of 61.28, with a standard deviation of 19.960, the highest score obtained by students was 85 from the ideal score of 100 while the lowest score was 25. table 1. statistics of learning outcomes in cycle 1 statistics statistical value research subject ideal score highest score lowest score range average score standard deviation median 29 100 85 25 60 61.28 19.96 66.00 if the student learning outcomes scores are grouped into five categories, the distribution of the frequency and percentage of learning outcomes is obtained as shown in table 2. table 2. distribution of frequency and percentage of learning outcomes cycle 1 score percentage score interval category frequency percentage 90% 100% 80% 89% 65% 79% 55% 64% 0% 54% 90 – 100 80 – 89 65 – 79 55 – 64 0 – 54 very high high currently low very low 0 7 7 2 13 0 24.1 24.1 6.9 44.8 amount 29 100 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2 shows that from 29 students, there are 0 students or 0% who are in the very high category, while 13 students are in the very low category. this data indicates that results study students in cycle 1 are dominant very low frequency with percentage 44.8%. acquisition it also indicates existence obstacles so that need improved in cycle 2. the percentage of completeness of student learning outcomes in the first cycle is stated in table 3. table 3. description of learning completeness cycle i score percentage score interval category frequency percentage 75% 100% 0% 74% 75 – 100 0 – 74 complete not complete 14 15 48.3 51.7 amount 29 100 table 3 shows that the number of students who finished studying was 15 students or 51.7%, while the students who did not complete the study were 14 students or 48.3%. obtaining the data indicates that the learning outcomes of students in the first cycle have not achieved classical completeness, that is, 80% of students who have obtained a minimum score of 75 out of an ideal score of 100. student activity analysis cycle 2, after the learning process in cycle 2 was carried out, and the findings were in research, it is analyzed to determine the level of research success using predetermined success indicators, and then the findings are then used to determine whether yes or not the research is necessary to continue to the next cycle. data analysis on the percentage of student activity observed during cycle 2 is presented in fig.3 below: figure 2. results of student activity observation analysis in cycle 2 65.52% 13.79% 17.24% 65.52% 20.69% 65.52% 68.97% 17.24% 20.69% 75.86% 24.14% 79.31% 72.41% 24.14% 27.59% 79.31% 31.03% 82.76% activity 1 activity 2 activity 3 activity 4 activity 5 activity 6 meeting 4 meeting 5 meeting 6 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2 shows that in cycle 2 the average percentage of student activity observed increased. an increase in student activity indicates that student activity during the second cycle has increased. furthermore, the general observations are depicted in a figure of the percentage of student activity in cycle 1 and cycle 2 which is presented in fig.4: figure 3. comparison graph of student activities cycle 1 and cycle 2 based on figure 4 shows that the average percentage of student activity analyzed in the learning process in the first cycle is 35.28% with the "less" category while in the second cycle it is 47.32% with the "enough" category. so that the average percentage of student activity in accordance with learning has increased from cycle 1 to cycle 2 by 12.04%. analysis of learning outcomes test cycle 2, the test results in cycle 2 were re-analyzed using the same formula in cycle 1 and the results of the analysis can be seen in table 4. table 4. statistics of student learning outcomes scores in cycle 2 statistics statistical value research subject ideal score highest score lowest score range average score standard deviation median 29 100 100 41 59 83.72 13.06 87.33 cycle i, 35% cycle i, 47% edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on table 4 shows that the average score of learning outcomes is 83.72 with a standard deviation of 13.06, the highest score obtained by students is 100 from the ideal score of 100 while the lowest score obtained by students is 41. if the student learning outcomes scores are grouped into five categories according to nurkancana (1986), then the frequency distribution and percentage of learning outcomes are obtained as in table 5. table 5. distribution of frequency and percentage of learning outcomes in cycle 2 score percentage score interval category frequency percentage 90% 100% 80% 89% 65% 79% 55% 64% 0% 54% 90 – 100 80 – 89 65 – 79 55 – 64 0 – 54 very high high currently low very low 11 12 3 2 1 37.9 41.4 10.3 6.9 3.4 amount 29 100 table 5 shows that students who are in the very high category are 11 students or 37.9%, 12 students or 41.4% are in the high category, 3 students or 10.3% are in the medium category, 2 students or 6, 9% are in a low category, and 1 student or 3.4% are in the very low category. based on the above, it can be stated that student learning outcomes in cycle ii are in the "high" category, namely 12 students or 41.4%. the percentage of completeness of student learning outcomes in cycle 2 can be seen in table 4.8: table 6. description of student learning completeness in cycle 2 score percentage score interval category frequency percentage 75% 100% 0% 74% 75 – 100 0 – 74 complete not complete 26 3 89.7 10.3 amount 29 100 based on table 6, the number of students who completed learning was as many as 26 students or 89.7% while students who did not complete learning were 3 students or 10.3%, it can be stated that student learning outcomes in cycle 2 have achieved classical learning completeness, namely more than 80% of students who have obtained a minimum score of 75 out of an ideal score of 100. to see the increase in the maximum score, minimum score, and average score of students from cycle 1 to cycle 2are shown in fig.4. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 4. graph of comparison of resultsstudent learning cycle 1 and cycle 2 in figure 4 the maximum score obtained by students has increased from cycle 1 to cycle 2, namely 85 to 100. in addition, the minimum score obtained by students has increased from cycle 1 to cycle 2, from 25 to 41. furthermore, the average score the average also increased from cycle i to cycle ii, which was 61.28 to 83.72. furthermore, to see the increase in student learning outcomes from cycle 1 to cycle 2 through student team heroic leadership strategies and giving structured assignments, it is shown in fig. 5. figure 5. comparison graph of classical learning outcomes cycle 1 to cycle 2 based on figure 6, the learning outcomes obtained by students have increased from cycle 1 to cycle 2, namely 48.3% in a pie chart of 35% to 89.7% in a pie chart of 65%. so, it can be stated that student learning outcomes in cycle 1 and cycle 2 have achieved classical learning completeness, namely more than 80% of students have obtained a minimum score of 75 out of an ideal score of 100. based on these results, the researcher did not proceed to the next cycle. 85 25 61.28 100 41 83.72 0 10 20 30 40 50 60 70 80 90 100 maximum score minimum score average score cycle 1 cycle ii cycle 1 [percentage] cycle ii [percentage] edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion the results of data analysis show implementation of sthl, and ptt strategy strategies give an impact on enhancement results study students. implementation study in two cycles describes that the sthl and ptt strategy is one of the right learning strategies used for resolving problem learning. in this study, students were seen to be more active in participating in the learning process. students who are passive are decreasing and students' cooperation is getting better in doing assignments in groups and discussing. this is because the teacher motivates students more, so that it fosters self-confidence, fosters courage in students to explain the material/work on the blackboard, and accounts for the results of the work. this thing in line with the opinion of istiyani (2013) who stated that the sthl strategy is learning that regulates strategies not only dominated by smart students, and if there are students who do not understand the material, other students will help their friends. in this study, students who worked on structured assignments and discussed increased from cycle 1 to cycle 2, and students are more enthusiastic about explaining their work because students are getting used to the sthl and ptt strategies and feel very happy because they can do their own work and have their own sense of satisfaction, so they can stick in their memories. this is in accordance with the opinion of bhakti (2017) which explains that the purpose of a structured task will provide students with a deeper learning experience than just doing tasks the old or traditional way. giving structured assignments provides opportunities for material to develop and a sense of satisfaction after successfully solving problems when doing assignments, or during the discussion so that it gives an impression in deeper memory. increased student activity also has a good impact on improving student learning outcomes; this can be seen from the achievement of learning mastery both individually and classically on the learning outcomes test from cycle 1 to cycle 2. similar with the findings of setyanty (2007) that showed that sthl and ptt strategies are effectively used in learning. the first stage of the sthl strategy is the stage of instilling the students’ self-awareness both in groups and individually to boost their feeling that they are leaders who have heroic traits. this is in accordance with the notion of heroic leadership as explained by allison and goethals (2013) that a heroic leadership style is the pinnacle of leadership founded on the principles of heroism. a hero is defined as an individual who voluntarily takes actions that are considered very good or are directed to serve noble principles or the greater one; (b) makes significant sacrifices, and (c) takes big risks. the task of a leader is to make each member of the group participate, not only personally responsible for the group's results achieved. the second stage of the sthl strategy is the core stage which is the group discussion stage (student team). the results of observations in this study showed that there were productive discussions carried out by students during the learning process. students were active in discussions, presenting and defending groups, students carefully paying attention to each other's arguments, and challenging arguments that were considered wrong. lubienski (2000) noted that some students, especially low-ability students, believed that the purpose of the discussion was to enable teachers to assess students' mathematical understanding. the teachers’ role in implementing sthl and ppt strategies is very important. through the students’ team heroic leadership strategies, the teachers boost a leadership spirit in group discussions. this is in line with istiyani (2013) who states that the student team heroic leadership edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi strategy is a learning strategy that provides opportunities for students to think, answer, and help each other, which can foster a heroic leadership spirit. students have learning independence, because they are responsible for their learning tasks, and believe in their own abilities. jackson and shenton (2015) state that independent learning can increase an individual's productive attitude in collaborative learning activities. the student team heroic leadership strategy by giving structured tasks can improve student learning outcomes and make students actively involved in learning. the form of student involvement is a cooperation between friends to be able to solve problems in the form of questions, help each other, and instil a heroic spirit so that students can find problem-solving solutions. conclusion the results of data analysis show implementation of sthl and ptt strategy give an impact on enhancement results study students. based on the results of research and discussion, so could conclude that student learning outcomes experience improvement through student team heroic leadership strategies and the provision of structured assignments. this is shown through 1) the increase in the average score of the first cycle of learning outcomes is 61.28 to the second cycle of 83.72., 2). the students' learning mastery has increased from the first cycle, the students who completed the study were 14 students or 48.3%, increasing in the second cycle to 26 students or 89.7%, and 3) increased student activity in the learning process from the first cycle is 35.28% to the second cycle is 47.32%. disclosure statement during the research and publishing of this work, the authors state that there was no possible conflict of interest. acknowledgment the authors would like to thank the headmaster of ma ddi kaballangang, pinrang, and the students who had helped them in facilitating the school as the place where the research was conducted. references allan, j. (1996). learning outcomes in higher education. studies in higher education, 21(1), 93-108. allison, s. t., & goethals, g. r. (2013). heroic leadership: an influence taxonomy of 100 exceptional individuals. new york: routledge. arikunto. (2007). (classroom action research). jakarta: bumi aksara. asmin. (2003). (implementation of realistic mathematics learning (pmr) and obstacles that appear in the field). jakarta: universitas indonesia library. bhakti, y. b. (2017). (improving physics learning outcomes using the method of giving structured assignments). jurnal pendidikan fisika, 5(2), 138-147. harja, h , mukminin, a , muhaimin, m , hidayat, m , haryanto, e , sari, s , fridiyanto, f . (2021). voices from the frontliners: the case of motivations and challenges of mismatched https://www.researchgate.net/journal/studies-in-higher-education-1470-174x edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| issn |2355-3669| e-issn |2503-2518| volume 9| number 1|june 2022| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi women teachers in public secondary schools . turkish online journal of qualitative inquiry , 12 (2) , 201-221 . doi: 10.17569/tojqi.81888 istiyani, r. (2013). (the implementation of student team heroic leadership strategy with student worksheets to increase student independence in learning mathematics). unpublished doctorate dissertation, universitas muhammadiyah surakarta. jackson, m., & shenton, a. k. (2010). independent learning areas and student learning. journal of librarianship and information science, 42(4), 215–223. james, m. e. (2020). learning outcomes: typologies. the sage encyclopedia of higher education. thousand oaks: sage publication. lestari, w., pratama, l. d., & jailani, j. (2018). implementation of the scientific approach setting stad type cooperative against learning motivation and mathematics learning achievement. aksioma: journal of mathematics and mathematics education, 9(1), 29–36. lubienski, s. t. (2000). problem solving as a means toward mathematics for all: an exploratory look through a class lens. journal for research in mathematics education, 31(4), 454–482. mukminin, a., habibi, a., prasojo, l. d., idi, a., & hamidah, a. (2019). curriculum reform in indonesia: moving from an exclusive to inclusive curriculum. [kurikularna prenova v indoneziji: prehod od izključujočega k vključujočemu kurikulum] center for educational policy studies journal, 9(2), 53-72. doi:10.26529/cepsj.543 mustafa, s., baharullah., & sari, v. (2021). (gesture, thinking spontaneous or manipulative? understanding body language in learning mathematics). makassar: al maida library. nafisah, l. b., & anas, m. (2018). (the influence of process skills in learning with student team heroic leadership strategies with structured tasks on learning out comes student). kontinu: jurnal penelitian didaktik matematika, 2(2), 154-164. nasrulloh, m. f., khotimah, k., hidayatulloh, f., & sukrianingsih, a. (2021). (the student team heroic leadership (sthl) strategy with an open-ended approach viewed from motivation and learning achievement). pythagoras: journal of the mathematics education study program, 10(1), 57-65. nurhusain, m., & hasby, m. (2021). (mathematical communication for junior high school students: a study on building effective group discussions through student team heroic leadership strategies). kognitif: jurnal riset hots pendidikan matematika, 1(1), 53 – 65. nurkancana, w. (1986). (education evaluation). surabaya: usaha nasional. setyanty. r. d. (2007). (effectiveness of learning mathematics in solid shapes with student team heroic leadership strategies and giving structured tasks to students). unpublished thesis, universitas negeri semarang, semarang. slavin, r. e. (1980). cooperative learning. review of educational research, 50(2), 315-342. toraman, c. (2021). assessment tools for mapping learning outcomes with learning objectives. the united states of america: igi global. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 181 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi efl students’ course content practices between conventional and blended learning hadiyanto universitas jambi hadiyanto@unja.ac.id abstract blended learning has increasingly been applied in higher education. the present study investigated the students' perception toward the practices of course content between conventional and blended learning. the study's design was a survey design conducted on second and third-year students. the students perceived that blended learning allows a wider chance to students to explore and practice their course knowledge and skills than conventional learning. furthermore, the students perceived that the practices of course knowledge and skills in blended learning significantly contributed to their cgpa. however, the course knowledge and skills practices in conventional learning yielded a low effect on students' cgpa. this study implicates that applying blended learning in a course optimizes efl students' course content competencies and increases their cgpa. keywords: blended learning, efl students, course knowledge, english teaching course skills manuscript submitted: september 1, 2021 manuscript revised: november 2, 2021 accepted for publication: december 25, 2021 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 182 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction blended learning was widely applied in instruction at the higher education level to promote students' knowledge and skill. blended learning combines face-to-face and online learning, while conventional learning classes are face-to-face teaching and learning activities conducted face-to-face in the classroom without any combination with online learning activities (hadiyanto, 2019; shand & farrelly, 2018). the same method, structure, content, strategy, and learning activities can be implemented in online and face-to-face learning; nonetheless, it depends on teachers' creativity and initiation to adopt and develop teaching and learning components into his/her classroom. the indonesian higher education curriculum asserts that students center learning (scl) is applied in online and face-to-face learning to develop students' course content competencies, including course knowledge and skills. as the basis of online learning, almost all e-learning platforms support student-centered learning (scl), teachers can manage interactive learning activities to engage students in active learning. teachers should have initiation and creativity to transform scl into students' learning activities for students to integrate, interaction, presentation, discussion, sharing each other, and working in a group, e.tc. those blended learning activities develop better students' course content competencies after completing the course than conventional learning (hadiyanto et al., 2018; singh, 2011). developing students' course content should be carried out through suitable learning strategies and activities. the fast and progress of students' strategies depend on how the teachers manage the student to learn and how the content is delivered to students in physical or virtual classrooms. appropriate, active and creative learning methods impact students' course knowledge and skills (cable & cheung, 2017; tan, florendo, & santos 2020). this study investigated students' perceptions of using conventional and blended learning in developing their course content knowledge literature review the course content the term of course content is interchangeable with hard skills, discipline competencies and other similar terms (cajander et al., 2011; hadiyanto et al., 2019; wibowo et al., 2020). course content relates to specific knowledge, specific subject content, and technical skills of one's major (gray & diloreto, 2016). course content includes structure, skills, core concepts, ideas, values, facts, methods of inquiry, and the usage of technology for the content the teachers intend to teach (dai, asano, & yoshikawa, 2016). course content is one's possession of knowledge, capabilities and dispositions to organize and provide instruction at the appropriate level of the study, which interrelate with other course content learned (thach, 2018). students must be able to apply their course knowledge and skills in various situations. for the aim of the study course, content competencies are one's ability to apply and generate his/her major course knowledge and skills in learning and real practice. course content relates to the courses pursued by the students at the program. then, course content are divided into two components; specific course knowledge and specific course skills (hadiyanto et al., 2021; wibowo et al., 2020). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 183 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi  specific course knowledge is a theoretical concept. idea, factual, and actual matter that is possessed by someone on her/his major of knowledge.  specific course skills deal with someone's ability and capacity to apply his/her major-specific knowledge into the real context of working. blended learning and students' course content development blended learning is joining the best feature of face-to-face and online instruction. for instance, interactive learning sessions can be conducted to the students in the classroom, while online sessions with multimedia-rich content of the course can be accessed by students anywhere, anytime through internet access (hadiyanto, 2019; shand & farrelly, 2018; vanslambrouck et al., 2018). the aim of blended learning activities is giving different modes of content delivery to encourage students' interaction and benefit students in acquiring both knowledge and skills through physical classroom and being continued in online learning. varies of learning activities and assignments can be set by a teacher where students work together that generally conducted in a physical classroom, and now it can be held through online learning or e-learning (woodcock, sisco, & eady, 2015). they can report their assignment or present them to the e-learning class as a whole, and it will encourage student-to-student interaction and reflect on what they are learning. moreover, the teacher himself can ensure clear directions and realistic goals for individual and group assignments in e-learning (cable & cheung, 2017). some previous research had found some benefits of using blended learning, such as improving students' motivation, attitude, academic achievement, and learning skills. students are given wide opportunities outside the classroom to develop their knowledge, skills, and competencies through online learning activities (hadiyanto et al. 2017). regarding the present study context, blended learning is believed to develop students' course content competencies, where knowledge and skills are integrated into it. the students' course knowledge and skills development is determined by selecting delivery methods and implementation, whether in conventional class or online learning activities. a suitable learning method can provide an explicit focus on developing both course content in detail, thus providing students with opportunities to interact, explore, discuss and work with each other to gain content of learning and competencies or course content (shand & farrelly, 2018; thach, 2018). combining conventional and online learning reduces classroom-oriented learning and allows teachers to arrange flexible schedules, create innovatively, and manipulate active learning methods (shand & farrelly, 2018). learning methods should be designed for students' center learning. today e-learning platforms support students' centered learning such as video presentation, group discussion, group project, information, and resources sharing etc. however, blended learning will be effective if the students engage, interact, work with others, and do real activities in conventional class and online learning. methodology the survey design was applied in the study. the sample of this study was the second-year and third-year students at the english education department at a university in jambi. one hundred and twelve students (112 out of 138) fill the questionnaire. the number of respondents represents edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 184 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the second and third-year students' total population (krejcie & morgan, 1970). the first-year students were not included because that they had not been exposed enough to conventional and blended learning, and it could be very difficult for them to rate the practices of course content in the learning process. totally 206 respondents of the study were students at the english education department at a university. majority of the respondents (72, 64, 3%) were female and 40 respondents (35,7%) male. among respondents, 38 (33, 9%) had cgpa 3,5 and above, 44 (39,3%) 3,00 to 3,49, and 29 (26,8%) within 2,70 to 2,99. according to the year of the study, 77 (68, 8%) were the second year, 35 (31,3%) third year. instrument, reliability, and validity self-report questionnaires with 5-point likert scales (never, rarely, sometimes, often, and very often) were used to measure their practice of students' course content in both modes of learning; conventional learning and blended learning class. the questionnaire was classified into two main constructs; course knowledge and skills. the instrument's reliability and validity had been tested by cronbach alpha (α) and corrected item-total correlation coefficient. cronbach alpha (α) coefficient at .60 for a construct consists of 10 items and below, and corrected item-total correlation at 0.30 is acceptable (pallant, 2011). the test results cronbach alpha coefficient .86 and corrected item-total correlation at 0.30 and above. in short, the instruments were reliable and valid to measure the students' course content practices through learning activities. data analysis descriptive and inferential statistical analyses were used to explore data and report the findings. descriptive analysis was used to report the mean score and the level course content practices through conventional and blended learning. the students' responses between the likert scale 15 were descriptively calculated and interpreted in five levels as shown in table 1. table 1. interpretations of mean scores mean score interpretation 1.00 to 1.80 very low frequency 1.81 to 2.60 low frequency 2.61 to 3.40 medium frequency 3.41 to 4.20 high frequency 4.21 to 5.00 very high frequency paired sample t-test was used for further analysis. it was used to seek differences in the mean scores of course content practices in conventional learning and blended learning class. paired sample t-test is appropriate to compare two between two mean scores. a significant (p) value at 0.05 to 0.1 is used to judge the significant deference of two comparative scores (hair et al., 2006). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 185 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi course knowledge course skills overall course content 3.98 4.05 4.07 4.37 4.31 4.37 coventional learning blended learning findings comparison of course content practices between conventional learning class and blended learning class figure 1 displays students' perception toward course content practices in conventional and blended learning methods. students perceive that the course content practices through blended learning are higher than the conventional learning method. specifically, the course knowledge and skills practices in blended learning are more intense than in conventional learning. figure 1. mean comparison of course content between conventional learning and blended learning method table 1 reveals that the practices of course content indicators through blended learning are higher than conventional learning. students rated all course content indicators in blended learning at very high practices except the indicator g2 at a high level, while in conventional learning, all indicators were high. there is no indicator of very high practices in conventional learning. furthermore, inferential statistics were conducted to investigate differences in the in value of course content practices through conventional and blended learning (table 2). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 186 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. mean comparison of course content practices between conventional learning and blended learning class course content conventional learning blended learning mean s.td level mean s.td level g1. presenting course content specifically both oral and writing 4,09 ,519 high 4,28 ,787 v.high g2. discussing specific course content with your colleaque 3,93 ,408 high 4,17 ,851 high g3. connecting course content across topics 3,97 ,510 high 4,66 ,509 v.high g4. answering questions, giving specific and practical explanations 4,13 ,455 high 4,43 ,611 v.high g5. contributing specific ideas of course content in group work 3,76 ,536 high 4,26 ,629 v.high overall course knowledge 3,98 ,270 high 4,36 ,444 v.high g6. practicing the course content knowledge 4,23 ,483 high 4,42 ,564 v.high g7. applying what has been studied 4,19 ,517 high 4,35 ,613 v.high g8. applying course skills in practical assignment 4,10 ,590 high 4,33 ,669 v.high g9. giving an example of the course content practices 4,23 ,483 high 4,34 ,625 v.high g10. improving and updating course skills 4,02 ,283 high 4,37 ,486 v.high course skills 4,04 ,289 high 4,30 ,399 v.high overall course content 4,07 ,194 high 4,37 ,376 v.high *v.high = very high table 2 presents the paired sample t-test toward course content practices between conventional and blended learning classes. the findings reveal that there are significant differences in the overall course content practices (p<.05), course knowledge (p<,05), and course skills (p <,05) between conventional learning and blended learning. these findings mean that blended learning provides effective learning to a student to acquire both course knowledge and skills competencies. table 2. paired sample t-test toward the course content practices in conventional learning and blended learning variable paired variable learning strategy n mean different std. t sig. course knowledge conventional learning 112 -,385 ,460 -8,8 ,00 blended learning course skills conventional learning 112 -,258 ,458 -5,9 ,00 blended learning 112 overall course content conventional learning 112 -,300 ,388 -8.18 ,00 blended learning 112 sig. at 05 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 187 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi association of course content practices toward students’ cgpa two regression analyses were conducted separately in conventional learning and blended learning. these analyses were run to search on the association value of course content practices in the conventional and blended learning separately. association of course content practices toward students’ cgpa in conventional learning multiple regression analyses were run to search the association of course content practices upon cgpa. the variance inflation factor (vif) is equal to 1 (not less than 1), and tolerance is also equal to (greater than 0.1). the value indicates that collinearity or multicollinearity does not exist in this study (see table 3). then the statistical assumption underlying the analysis was met (pallant, 2011). multiple regressions with stepwise method used to find predictors value (course knowledge and skills) upon students cgpa. the method can select independent variables that significantly associate directly with a dependent variable (pallant, 2011). table 4 shows a significant course knowledge variant (f =4 190, p <.05) upon students' cgpa, while course skills were excluded. as displayed in table 5, course knowledge yielded a weak association to graduates' cgpa at the strength r²=.0253, β =,192 means that if the hard skills increase 1 unit, the students' cgpa will increase .192 units. referring to r 2 values, course knowledge practices contributed 0,028% to cgpa. on the other hand, course content practices were not highly applied to measure students' course achievement. table 3. variants of course content practices across graduates' cgpa model sum of squares df mean square f sig. 1 regression ,642 1 ,642 4,190 ,043 residual 16,862 110 ,153 total 17,505 111 the significant level at 0.05 a. predictors: (constant), course knowledge, b. dependent variable: cgpa table 4. multiple regression course content practices across graduates' cgpa predictor b std. error beta t sig. r2 contrib ution colinearity statistics toler ance vif constant 2,080 ,548 3,795 ,000 course skills ,281 ,137 ,192 2,047 ,043 ,028 ,28% ,999 1,001 r = ,187(a); r2 = ,037(a); adjusted r2= ,028 ; constant = 2,080 standard error = ,548; the regression equation with 2 predictors is y=2,080+,192x1+,548; y= students’ cgpa x1= course knowledge; excluded variable = course skills edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 188 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi association of course content practices toward students’ cgpa in blended learning the variance inflation factor (vif) is equal to 1 (not less than 1), and tolerance is also equal to (greater than 0.1). this means that collinearity or multicollinearity does not exist in this study see table 15 column colinearity statistics (hair et al. 2006). the assumption of analysis was met. the stepwise method was applied in these regressions. table 5 shows a significant variant of course knowledge (f =69,253, p <.05), and course skills (f =38,041, p <.05) upon students' cgpa. as displayed in table 6, course knowledge is associated with students' cgpa at the strength r²=.388, β =,515, and course skills r²=,411, β =,187. the β value means that if the course knowledge increase by 1 unit, the students' cgpa will increase by .515 units, and if course skills increase by 1 unit, the students' cgpa will increase .187 units. referring to r 2 values, course knowledge contributed 38.8%, and course skills contributed 2.3% to students' cgpa. table 5. variants of course knowledge and course content across students' cgpa model sum of squares df mean square f sig. 1 regression 6,785 1 6,785 69,628 ,000 residual 10,719 110 ,097 total 17,505 111 2 regression 7,196 2 3,598 38,041 ,000 residual 10,309 109 ,095 total 17,505 111 the significant level at 0.01 a. predictors: (constant), course knowledge, and course content b. dependent variable: cgpa table 6. multiple regression course content across students' cgpa predictor b std. error beta t sig. r2 contrib ution colinearity statistics toler ance vif constant ,387 ,342 1,132 ,260 course knowledge ,461 ,080 ,515 5,730 ,000 ,388 38,8% ,669 1,495 course skills ,186 ,089 ,187 2,083 ,040 ,411 2,3% ,669 1,495 r = ,623(a); ,641(b); r2 = ,388(a); .411(b); adjusted r2= ,400; constant = ,387; standard error = ,382 the regression equation with 2 predictors is y=,387+,515x1+,187x2+,342 y= students’ cgpa x1= course knowledge x2= course skills excluded variable = 0 discussion students perceive course content practices are more effective in blended learning than conventional learning activities. the students also ensure course knowledge, and skills practices that edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 189 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi are more effective through blended learning. blended learning class recorded that the mean score of all indicators of the course content was significantly higher than conventional learning. blended learning gave students chances to continue learning from classroom to online learning. in that way, the students have more opportunities to interact, share, discuss, and give feedback. students learn from a different perspective, use some applications and features in online learning. blended learning gives the students opportunities in flexible time and at any place to interact, communicate, present, and work in a group, discuss, share ideas and resources (tan et al., 2020; thach, 2018). as part of blended learning, online learning promotes students, course knowledge, and skills (gray & diloreto, 2016) . as a result, more intense of student blended learning activities positively impact on increasing course content practices and achievement. students learn and practice course content through learning activities such as group discussions, group projects, individual assignments, and presentations. blended learning offers could offer such as activities (hadiyanto et al., 2021; ma, li, & liang, 2019). in addition, blended learning allows students to develop their learning capacity and explore their content knowledge through a video presentation, ideas and resources sharing, assignment submission, quiz, discussion, question and answer, and free discussion related to courses. students developed their presentations independently, using different methods, resources, and combining media. they were free to select resources and develop their way of presenting their assignment. this way allows students to optimize their practices of course content and maximize their gaining of course content and academic achievement as well (hadiyanto et al., 2021). both conventional and blended learning allows students to practice the course content in the learning process. teachers have pedagogy competencies to develop students' course content as they had joined some training dealing with developing students' knowledge, skills, and competence through students' centered learning as directed by the ministry of education in indonesia (indonesian directorate general of higher education. 2020). blended learning has also high impacts on students' gpa. students perceive blended learning would increase higher gpa achievement than conventional learning. the high impact was shown by course knowledge on students cgpa, yet course skills yield weak impact. the findings imply that the teacher weighs course knowledge in measuring student achievement (hadiyanto et al., 2021; hairi, toee, & razzaly, 2011). the practices of course content intensely bridge the students to obtain higher academic as well. it was confirmed by the result of blended learning group practice on course content that gives much better than conventional learning. another related study revealed that blended learning had significantly impacted better students' oral english proficiency (shaykina, 2015). conclusion the study reports the differences in course content practices; course knowledge, and skills through conventional and blended learning. the result concludes that the implementation of blended learning gives more opportunity for students to practice course content. it allows students to explore their ideas, develop discussion, acquire learning strategies, question, give feedback, use ict, communicate, and solve problems. as a result, the practice of course content becomes more frequent and impacts their level of cgpa. then the finding implies that it is essential to mix between face-to-face and online learning, which is called blended learning, as it contributes to increasing the students' course content practices. the study also yielded added value on online learning as one tool to develop students' knowledge and skills. the study opens the door of new edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 190 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi avenues for further research in this regard. for instance, future research is expected to explore the effect of blended on students' course content through experimental research. since the present studies and some previous studies proved some benefits of using blended learning, it is suggested that teachers apply, explore and improve the usage of blended learning to enhance students' knowledge and skills based on pedagogical principles. references cable, j., & cheung, c. (2017). eight principles of effective online teaching: a decade-long lessons learned in project management education. pm world journal eight principles of effective online teaching, vi(vii), 1–16. cajander, a., daniels, m., mcdermott, r., & von konsky, b. r. (2011). assessing professional skills in engineering education. conferences in research and practice in information technology series, 114,145–54. dai, y., asano, y., & yoshikawa, m. (2016). course content analysis: an initiative step toward learning object recommendation systems for mooc learners.proceedings of the 9th international conference on educational data mining, edm, 347–52. gray, j. a., & diloreto, m. (2016). the effects of student engagement, student satisfaction, and perceived learning in online learning environments. ncpea international journal of educational leadership preparation, 11(1), 98–119. hadiyanto, syahrial, fajaryani, n., masbirorotni, & juwita, m. (2018). constructing the measurement of efl students’ core competencies practices in learning activities. the turkish online journal of educational technology, 17(3), 16-25. hadiyanto, (2019). enhancing students’ core competencies by applying blended cooperative e-learning (bcel) in teaching and learning process. atlantis press. hadiyanto, failasofah, armiwati, abrar, m., & thabran, y. (2021). students’ practices of 21st century skills between conventional learning and blended learning. journal of university teaching and learning practice, 18(3). doi: 10.53761/1.18.3.7. hadiyanto, muhaimin, noferdiman, syamsurizal , yuliusman, nazurti, & syaiful. (2019). fostering students and graduate candidate level of 21st century skills. atlantis press. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education.turkish online journal of educational technology, 16(3),70–77. hadiyanto, noferdiman, syamsurizal, muhaimin, & krisantia, i. (2021). students’ soft skills, hard skills, and competitiveness (shc): a suggested model for indonesian higher education curriculum. international journal of learning, teaching and educational research, 20(2),218–34. doi: 10.26803/ijlter.20.2.12. hadiyanto, wulandari, s., wilyanti, l. s., supian, afria, r., & nazarudin. (2021). the effective use of full online learning to replace classroom learning during the covid-19 pandemic. international journal of current research and review, 13(11),23–32. doi: 10.31782/ijcrr.2021.sp205. hairi, f., toee, m.n.a., & razzaly, w.. (2011). employers’ perception on soft skills of graduates: a study of intel elite soft skill training. international conference on teaching & learning in higher education, 8(3),1–8. hair, j.e., anderson, r.e., tatham, r.l., & black, w.c. (2006). multivariate data analysis. upper saddle river: prentice hall. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 191 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi krejcie, r.v., & morgan, d. w. (1970). determining sample size for research activities. educational and psychological measurement, 30, 607-610. ma, j., li, c., & liang, h. n. (2019). enhancing students’ blended learning experience through embedding metaliteracy. education research international, 1-8. pallant, j. (2011). a step-by-step guide to data analysis using spss program. china, everbest printing. shand, k.,& farrelly, s.g. (2018). the art of blending: benefits and challenges of a blended course for preservice teachers. journal of educators online, 15(1), doi: 10.9743/jeo2018.15.1.10. shaykina, o. i. (2015). blended learning in english language teaching: open educational resources used for academic purposes in tomsk polytechnic university. mediterranean journal of social sciences, 6(3), 255–60. doi: 10.5901/mjss.2015.v6n3s5p255. singh, n. (2011). student-centered learning (scl) in classrooms — a comprehensive overview. educational quest, 2(2), 275–82. tan, r. d., florendo, j., & santos, n. (2020). 21 st century soft skills in student-centered learning among first-year college students : a comparative study. international journal of recent advances in science and technology, 07(10), 6338–41. thach, p. n. (2018). learner-content interaction in an online english learning course at a vietnamese university. vnu journal of foreign studies, 34(5), doi: 10.25073/2525-2445/vnufs.4307. vanslambrouck, s., zhu, c., lombaerts, k., philipsen, b., & tondeur, j. (2018). students’ motivation and subjective task value of participating in online and blended learning environments. internet and higher education, 36, 33–40. doi: 10.1016/j.iheduc.2017.09.002. wibowo, t. s., badi’ati, a. q., annisa, a.a., wahab, m.k.a., jamaludin, m. f., rozikan, m., abdul mufid, fahmi, k., purwanto, a., & muhaini, a. (2020). effect of hard skills, soft skills, organizational learning and innovation capability on islamic university lecturers’ performance. systematic reviews in pharmacy, 11(7), 556–69. doi: 10.31838/srp.2020.7.80. woodcock, s., sisco, a., & eady, m. (2015). the learning experience: training teachers using online synchronous environments. journal of educational research and practice, 5(1),21–34. doi: 10.5590/jerap.2015.05.1.02. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 194 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi eyl teachers’ communication strategies in synchronous and asynchronous online teaching and learning wiwik mardiana universitas islam majapahit wiwik.mardiana@unim.ac.id taswirul afkar universitas islam majapahit abstract this current research aims at exploring the teachers communication strategies in online learning context, i.e. synchronous and asynchronous, explaining the challenges and solutions, and finding out the factors influencing. this qualitative research employed observation and interview to collect the data. the participants were two teachers of five grade at one of bilingual schools in mojokerto. source and technique triangulation were carried out to get the validity of the data. in analyzing the data, the researchers displayed the percentage to know the dominant data, then explore the characteristics and interpret the intentions, challenges, solutions, and factors. the findings revealed that translation, praising, code-switching, comprehension check, and other repetition were the most dominant strategy used in synchronous mode. the teachers did not fulfill all components of strategies in explaining the materials in asynchronous mode. the challenges coped by the teachers were not merely due to online classroom; nevertheless, the teachers initiated the solutions. there were four interrelated factors influencing the use of communication strategies. the strategies employed in both synchronous and asynchronous modes were generally to facilitates students in online context. this research suggests that teachers communication strategies are beneficial to encourge students in learning english especially in online context. some aspects found in this research are further discussed. keywords: communication strategies, synchronous, asynchronous, online classroom manuscript submitted: october 9, 2020 manuscript revised: november 2, 2020 accepted for publication: december 1, 2020 mailto:wiwik.mardiana@unim.ac.id issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 195 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction due to covid-19 disease in indonesia, teaching and learning process must be conducted online. in terms of online teaching and learning, it can be divided into synchronous and asynchronous learning. synchronous learning facilitates teacher-students interaction carrying out at the same time or real time, i.e. video-conferencing. while asynchronous learning is more flexible than synchronous learning. teachers provide materials through video lectures and power point presentation. the materials can be accessed anytime and anywhere (perveen, 2016). in indonesia, most of the teachers conduct activities in synchronous mode because of the school policy (atmojo & nugroho, 2020). in relation to the force of change in communication mode from face-to-face to online classroom, this condition can trigger communication challenge (kebritchi, angie, & lilia 2017). teachers must strive for delivery of the content, students engagement and affective hints. teachers do interaction linguistically and non-linguistically in a face-to-face classroom but it can be different from online classroom which is less contact visually with students (crawley, fewell, & sugar, 2009; & coppola, 2001;). moreover, communication challenge comes also from language barriers especially in a bilingual classroom program which exposures two languages i.e. english and indonesian language. in indonesia, an incredibly diverse and multicultural country, english is regarded as one of the most popular foreign languages (abrar, mukminin, habibi, asyrafi, makmur, marzulina, 2018). rababah (2005) states that english as a foreign language can cause a communication barrier in the classroom because of students environmental support and english proficiency. hence, communication strategies are required to manage communication obstacles to achieve teaching and learning goals. in classroom interaction, teachers employ communication strategies to deliver the information in course materials, improve students communication ability, and create an effective and condusive classroom atmosphere (trihastuti & zamzani, 2018). mazer (2013) revealed that teacher communication behavior is related to students cognitive interest. this indicates that through teachers communication, students can attain the course content comprehensively. carventez and rodriguez (2012) suggests that teachers use communication strategies to ensure students understanding and engagement. this is obvious that communication strategies play an important role in teaching and learning to create a condusive classrooom, provide students comprehension, gain students interest and engagement. most studies investigate teachers communication strategies in a higher school and tertiary level (rastegar & gohari, 2016; zubaidi, 2014; & cervantez & rodriguez, 2012). a very few study concerns on eyl teacher in a bilingual issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 196 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi classroom and in an online classroom. mestriani, ni made, seken and i nyoman, 2018) explored english native speaker teacher communication strategies in a bilingual kindergarten. by using dornyei and scott taxonomy (1997), they found three types of communication stategies, i.e. direct, indirect and interactional strategies. their study emphasized that communication strategies are crucial to facilitate students understanding and comprehension of the materials. nevertheless, their study is lack information of the dominant of strategies used, challenge and factors influencing. hence, this research attempts to explore how communication strategies are used by eyl teachers, challenge and factors influencing the use of communication strategies in a bilingual classroom and in an online context both synchronous and asynchronous mode. this study is expected to contribute a broaden knowledge and practice of communication strategies that can be considered as solutions in teaching english to young learners in online environment for succesful language learning. referring to online context, eyl teachers in one of bilingual elementary school in mojokerto have been utilizing both modes. they use googlemeet (synchronous mode) for discussing the exercises and provide video power point (asynchronous mode) to explain the materials. therefore, the analysis of teacher communication strategies employed different theories or model in both modes. concerning above issues, the purposes of the research are describing and explaining 1) how the eyl teachers employed communication strategies in synchronous mode, 2) how the eyl teachers used communication strategies in asynchronous mode, 3) challenges coped and solutions offered by the eyl teachers, and 4) factors influencing the use of communication strategies. literature review the term and definition of communication strategy was coined by selinker (1972) which is related to second language acquisition but he did not go into the details. the other scholars such as dornyei (1995) and bialystok (1990) also confirmed that comunication strategy also influences second/foreign language development (mei & nathalang, 2010). rastegar and gohari (2016) state that communication strategies can be used to see the crucial aspect in communicative competence developed by canale and swain (1980), i.e. strategic competence in language learning. communication strategies are commonly intended to handle the communication problems, especially in using second or foreign languages. canale and swain (1980) as cited in trihastuti and zamzani (2018) defined that oral communication strategy is a verbal and non-verbal communication to bridge communication barriers or breakdowns. richards and schmidt (2010) says that communication strategies is the way which is employed to express meaning especially in the use of second or foreign language. in other words, issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 197 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi communication strategies cover verbal and non-verbal or linguistics and nonlinguistics strategies to convey the meaning of the message, handle the communication problems in an interaction. in the classroom interaction, teachers apply communication strategies to deliver the information related to materials given, share the same point of view with the students, improve students communication ability, and create an effective and condusive ambiance (trihastuti & zamzani, 2018). concerning to the complexity of online learning which includes synchronous and asynchronous mode of learning. the researcher used different communication strategies pattern or model in each mode since the teachers had different purposes in using the modes, i.e. synchronous for discussing materials and asynchronous for explaining the materials. in synchronous mode, the researcher use an adapted communication strategies classification from (chen & wang, 2014; avval, 2012 & dornyei & scott, 1997). see the following table. table 1. communication strategies classification types linguistics strategies non-linguistics strategies direct strategies message abandonment, message reduction, message replacement, circumlocution, approximation, use of all purpose words, wordcoinage, restructuring, literal translation, foreignizing, codeswitching, use of similar sounding words, mumbling, omission, retrieval use of body gestures / mime / paralinguistics interactional strategies appeals for help, comprehensive check, own-accuracy check, asking for repetition, clarification & confirmation, guessing, interpretive summary, responses, expressing non-understanding self-repetition, other repetition, repair/correction expressing nonunderstanding use of sounds use of pictures/paintings use of at hand objects facilities or equipments indirect strategies use of fillers, verbal strategy markers note: adapted from dornyei & scott (1997), avval (2012), and chen & wang (2014). issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 198 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the classification of each type is categorized into linguistics and nonlinguistics strategies based on avval (2012). avval’s view on non-linguistics strategies is considered more complex involving teaching media and resources. these things are vital in teaching specifically in teaching english for young learners. the use of sounds, pictures/paintings, hand objects facilities or equipment are included in interactional strategies as it is utilized for interactive purposes. in terms of repetition (self-repetition and other repetition) and repair/correction, dornyei and scott (1997) classified them into indirect and direct strategies. nevertheless, chen and wang (2014) posited that repetitions and repair/correction in instructional purposes are interactional strategies and practices which is applied to make sure learners grasp what others and teachers said. this is precisely related to interactional strategies by dornyei & scott that the participants execute the barrier exchanges cooperatively to achieve mutual understanding. in teaching and learning process, teachers do repetition to ensure the students understand what teachers or other students said. this is linear to repair or correction. when the teachers correct (e.g. pronunciation or sentence structure), the students usually imitate the correction immediately to get mutual understanding (students-students and teachers-students). consequently, the researchers agree to classify chen and wang (2014) ideas of repetition and repair or correction into interactional startegies. in asynchronous learning, the teachers provided video power point to explain the lesson that can be accessed anytime. this one way process invloves only to exchange information or idea without accepting a respond from the listener immediately. considering the asynchronous online learning and one way communication context, the researcher employs an adapted teacher clarity by (hadie, 2018; mazer, 2013; murray, 1987). powell, r and powell, l (2010) mentions that teacher clarity as a communication strategies existing in an instructional context enhances the accuracy of instructional message. the adapted teacher clarity consists of seven components presented in table 2. table 2. teacher clarity components components 1. teacher defines major concepts 2. teacher previewing and reviewing main points of a lesson 3. teacher gives several examples of each topic discussed 4. teacher uses relevant and concrete everyday examples 5. teacher repeats difficult ideas several times 6. teacher uses table, graphs or diagrams to facilitate explanation 7. teacher suggests ways of memorizing complicated ideas issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 199 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methods this qualitative research was an interpretative study since this research tried to describe and interpret a phenomenon and process of communication strategies in online learning context. moreover, this study also found out teachers view of communication challenges and solutions in online learning environment (ary, 2014). the data were in form of verbal and non-verbal communication ecxchanges. the participants were two teachers of fifth grade at one of bilingual elementary school in mojokerto. during online learning, the teachers use synchronous and asynchronous mode to communicate with students. in synchronous learning, the teachers utilized googlemeet to discuss exercies while in asynchronous learning, teachers tended to use video powerpoint and whatsapp group; however, the researchers focused on video powerpoint used by the teachers to explain the materials. in collecting the data, the researchers carried out observation six times in synchronous mode and took two teachers video powerpoint, i.e. explaining tenses and quantifier. moreover, the researchers also used interview to gain tecahers point of view towards the challenges and solutions in online learning. the interview was grouped-interview since the two teachers were interviewed at the same time and the researchers used interview guide (creswell & poth, 2018). in observation method, the researcher used card data to classify the comunication strategy used based on the adapted theory of communication strategy taxonomy from (chen & wang, 2014; avval, 2012; dornyei & scott, 1997) and and teacher clarity as communication strategy from (hadie, 2018; mazer, 2013; murray, 1987) in this case, the researchers carried out source and technique triangulation to get the validity of the data because the reasearchers employed the different sources with the same technique and vice versa (sugiyono, 2014). the sources triangulation were two teachers investigated with the same technique i.e. observation. the techniques triangulation can be seen from the use of different techniques of data collection observation and interview to one source or participant. in analyzing the data, the researchers described the dominant use of communication strategies types, then explained and interpreted the motives and characteristics of the strategies used. after that, the researchers elucidated the fulfilled teachers clarity. then, the teachers challenges, solutions and factors are explored and interpreted. findings teachers communication strategies in synchronous learning context from the table 3, the eyl teachers in a bilingual school employed both linguistics and non-linguistics strategies covering direct, indirect and issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 200 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi interactional strategies (ten sub-types of strategies) adapted from chen and wang (2014), avval (2012), dornyei and scott (1997), in synchronous learning mode. table 3. eyl teachers communication strategies in synchronous learning context communication strategies f % linguistics direct code-switching translation self-rephrasing 10 14 2 12% 18% 2% linguistics interactional comprehension check asking for confirmation self-repetition other repetition repair/correction 11 2 2 8 2 14% 2% 2% 10% 2% nonlinguistics showing picture in the book 6 7% linguistics indirect fillers 11 14% linguistics uncategorized* clarity check* praising* 4 10 5% 12% total 82 100% it can be seen from the table 3 that there are three kinds of strategies found— direct, indirect, and interactional strategies. of ten strategies, the most dominant communication strategies used were translation strategy. in direct strategies, code-switching and translation were frequently applied. in interactional strategies, comprehension check and other repetition were highly employed. fillers are the only strategy in indirect strategy. this is clearly different from mestriani et al. (2018) study that they found four direct strategies (code-switching, self-repair, other-repair, self-rephrasing), three indirect strategies (use of fillers, self-repetition, other repetition), and six interactional strategies (asking for repetition, asking for clarification, asking for confirmation, guessing, comprehension check, responses). it is interesting to note that this research posits two strategies i.e. clarity check and praising which are not included in dornyei and scott (1997), avval (2012), chen and wang (2014). it is surprisingly highlighted that praising is one of the most dominant used. concerning to the purposes of each communication startegy, the description is shown by explanaining the key goals of using the specific strategies. a. managing communication barriers in teaching english to elementary students, especially english as second or foreign language, they sometimes do not understand what the teachers say. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 201 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi hence, teachers need strategies to handle the communication breakdown. in this study, the researchers found that the teachers employed code-switching, translation, self-rephrasing, filler and clarity check* to manage communication barriers during synchronous learning. the data t1/dre/15-18 presented the code-switching and translation strategy at the same time. code-switching (t1/dre/17) and self-rephrasing (t1/dre/30-34) were used to make the students understand the intended meaning. translation was frequently applied to inform the students the meaning of the english vocabularies in discussing reading exercise. the data t1/dre/15-18 showed that when the students kept silent the teacher thought that the students did not understand the meaning, therefore the teacher attempted to translate the whole sentences followed by a single word “entrepreneur”. this strategy was employed to keep the communication flow as well as in the use of fillers in (t1/dre/15) and (t1/dre/34). the students response in s/dre/18 proved that the students did not recognized the meaning of entrepreneur. t1/dre/15-18 t1 : ok next... is bill gate entrepreneur? (t1/dre/15) students : (silent) (s/dre/16) t1 : apakah bill gate entrepeneur? apakah dia pengusaha? entrepreneur in bahasa indonesia pengusaha. (t1/dre/17) students : oh i see, yes, miss (s/dre/18) t1/dre/30-34 t1 : who is usually at top of the class? (t1/dre/30) students : (silent) (s/dre/31) t1 : how about the best or at the top at the class? (t1/dre/32) students : ernesto, miss. (s/dre/33) t1 : ok... correct! (t1/dre/34) in terms of online learning in synchronous mode by utilizing googlemeet, the unexpected finding, i.e. clarity check (t1/dre/54) was found. in this case, the teacher noticed through googlemeet screen that the signal was going low in nichole’s contact. therefore, the teacher attempted to check whether nichole could listen the teacher voice or not. this obviously how teacher kept the communication open and flow which was also followed by giving question to another student. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 202 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi t1/dre/52-57 t1 : and how about nicole. what kind of sport do you like? (t1/dre/52) student1 : (silent) (s/dre/53) t1 : can you listen my voice? halo nicole? (t1/dre/54) student1 : (silent) signal lost* (t1/dre/55) t1 : how about zaydan? (t1/dre/56) student2 : have no idea, miss (s/dre/57) b. teachers adjustment, students engagement and attention regarding to synchronous classroom, teachers adjustment was by controlling language input and output and form that can be seen in some strategies such as comprehension check, other repetition, praising, asking for confirmation, repair/correction, self-repetition, and showing pictures in the book. moreover, teachers adjustment encourages students involvement or engagement in online classroom. in discussing reading and listening exercise in the book, the data (t1/dre/5), (t1/dre/23), (t1/dre/25) shows that the teachers were not restricted to the questions in the book. the questions were initiated by the teachers to check the students comprehension which facilitates the students to speak up in an online classroom and gain students attention. praising strategy in data (t1/dre/57), (t1/dre/25), (t1/dre/27) suggests that the teachers attempted to arouse students emotional interest for creating a fruitful online classroom atmosphere. teachers made sure that all students listen and know the correct answer and spelling by giving other repetition (t2/dle/20, t2/dle/22) and repair/correction (t1/dre/25) strategy. another strategies, asking for confirmation (e.g have you opened your book?) and showing pictures of the book were also aimed to involve the students in classroom and gain students attention. t1/dre/3-7 t1 : lets go to number 2, is it true or false? (t1/dre/3) student : true (s/dre/4) t1 : in what paragraph do you think the answer? (t1/dre/5) student : first (s/dre/6) t1 : ok, good. (t1/dre/57) t1/dre/23-27 t1 : when bill gate was born? (t1/dre/23) student3 : twenty eight october one thousand nine hundred ninety nine in seattle (s/dre/24) issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 203 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi t1 : ok good. but you should say nineteen fifty five to spell the year (t1/dre/25) so, how old is he? students3 : sixty four (s/dre/26) t1 : correct! good job! (t1/dre/27) t2/dle/18-25 t2 : number 4, what is the speaker in part d (t2/dle/18) student1 : pilot (s/dle/19) t2 : ok! pilot. the last number 5. what is the speaker in part e? (t2/dle/20) student2 : nurse, perawat (s/dle/21) t2 students : yes, nurse, for reading section, we discuss next week. any question for today? : (silent) (t2/dle/22) (s/dle/23) t2 : are you sure no question? (t2/dle/24) students : no (s/dle/25) teachers’ communication strategies in asynchronous learning context table 4 describes that the teachers fulfilled five components in explaining topic of tenses (simple present, simple past and present perfect tense) and four components in delivering quantifier materials through powerpoint video. the components which were not implemented in both tenses and quantifier topics were tc 3 (teacher gives several examples of each topic discussed) and tc 4 (teacher uses relevant and concrete everyday example). the teacher tended to use tc 7 (teacher suggests ways of memorizing complicated ideas in delivering tenses topic. table 4. communication strategy components in asynchronous learning teacher clarity components topics tenses quantifier tc 1 teacher defines major concepts √ √ tc 2 teacher previewing and reviewing main points of a lesson √ √ tc 3 teacher gives several examples of each topic discussed x x tc 4 teacher uses relevant and concrete everyday examples x x tc 5 teacher repeats difficult ideas several times √ √ tc 6 teacher uses table, graphs or diagrams to facilitate explanation √ √ tc 7 teacher suggests ways of memorizing complicated ideas √ x issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 204 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers communication challenge and solution based on the data from the interview, the researchers found that the communication challenges online teaching (synchronous and asynchronous) were due to students and parents readiness, controlling all students participation and attention, and students understanding. being proffessional teachers, they attempted to use personal approach, provide flexible communication modes, and maintain communication strategies. the teachers t2/iq assumed that the communication challenge was from both students and parents. the movement of face-to-face classroom to online classroom provokes different response. technology facilities readiness becomes the concern. parents do not always pay attention to their children needs. in this case, the teachers tried to approach the parents personally to explain the condition and what to do in online classroom. t2/iq: “i think communication challenge in online learning is because both students and parents. some students, their handphone shares with their parents and parents sometimes do not aware of their children needs for online teaching. some parents complained the internet kuota but we have no choice. and i think because this is the first time we go online classroom, some students adapt quickly but the others are slow”. “i usually contact the parents personally to solve the problems. we need personal approach sometimes” in synchronous classroom, teacher t1/iq faced less visual contact to the students and they think that it was hard to control all of the students participation and attention. students tended to keep silent although the teacher addressed directly. however, teacher tried to use comprehension check strategy to make sure that the students understand and encourage them to speak up. t1/iq: “ehm... when we do googlemeet, i cannot see my students face although i give them rules to switch on their video. i call them one by one to make sure that they present in whole class to answer the questions but some of them are just quiet, no response. in face-to-face classroom i can easily control to make them active and pay attention. it may be because direct contact forces students to do what teachers instruction”. “i facilitate whatsapp group for sharing information when i feel googlemeet classroom was not enough. i share video powerpoint that students can watch it anytime to understand the topics. they also can ask questions if they got problem in understanding the material or tasks”. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 205 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “to keep students active although not all, i check students understanding by giving detail question and sometimes extended for keep going classroom communication” factors influencing the use of communication strategies based on the previous findings, it indicates that the possible factors influencing communication strategies used by the teachers are online communication modes (synchronous and asynchronous), learning activities types, students response and english proficiency, and teachers communication ability. the alteration in mode of communication affects learning activities types as well as communication strategy, students response and english proficiency. teachers chose exercise discussion activity in synchronous mode by utilizing googlemeet and material explanation in asynchronous mode by creating powerpoint video. due to the synchronous mode, the strategies such as asking for confirmation, clarity check and praising were posited. the students response and english proficiency i.e. silence, error and vocabulary mastery triggered the teachers to use comprehension check, self-rephrasing, translation, codeswitching, and repair/correction. consider the illustration in the figure 1. figure 1. factors influencing teachers communication strategies teachers communication strategies factors online communication modes (synchronous and asynchronous) students response and english competence teacher communication ability learning activities types issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 206 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion based on the findings, it can be noted that translation, code-switching, and fillers were the most frequently strategy applied to face the communication problems because the students were lack of vocabulary mastery. it made the communication stuck. although this happened in online synchronous mode but it also commonly existed in face-to-face classroom specifically young learners (chen & wang, 2014). this confirms rababah (2005) statement that language as a second language can cause a problem in communication because of students english competence. therefore, communication strategies e.g. translation and code-switching were applied to solve the communication barriers to create a conducive classroom ambiance (trihastuti & zamzani, 2018; chen & wang, 2014). nevertheless, this does not reflect the effectiveness of communication but the teachers help is crucial due to the students limitation of vocabulary knowledge in thier language development process. the other dominant strategies such as comprehension check and other repetition were also the dominant strategies carried out to encourge the students engagement and attention. this is in line with mestriani et al. (2018) finding although the context of the learning is different i.e. online and face-to-face classroom. this means that the students are required to give an attention and involve in the classroom because the teachers need to accomodate their understanding and learning activity. this is obviously intended to achieve the learning goals. hence, both atrategies are essential for the teachers to apply in the classroom. regarding to synchronous learning context, this research unveils two communication strategies, i.e. praising and clarity check. powell.r and powell.l (2010) states that praising can make communication a rewarding experience. despite clarity check did not dominantly used, it seems significant to build a rapport with the students. the researchers also highlight the use of comprehension check as the teachers effort in involing the students to speak up in online classroom. it is suggested that this kind of emotional encouragement triggers students engagement which can help develop students language competence. the findings revealed that the whole classroom communication and interaction in a synchronous mode was teacher-initiated oriented. eventhough chen and wang (2014) said that rare students initiation is poor quality of teachers interactional practices. in this study, the teachers strived for giving open questions and chance to negotiate meaning with pupils. hence, the researchers are not sure about the quality classification since communication and interaction are in online context (synchronous) which is based on (powell & powell, 2010) it can be a matter for student in both behavioral and technological problems. in relation to the teachers online activity in asynchronous learning, the components of teacher clarity, i.e. tc 3 (giving several examples of each topic discussed) and tc 4 (using relevant and concrete issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 207 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi everyday examples) in delivering the materials are not applied. this is contrary to mazer (2013) study that teacher could improve students cognitive interest by promoting tc 3 and tc 4 in conveying the materials. tc 7 in explaining quantifier topic was also not linear to hadie (2018) research on validation toward teacher clarity used. mazer (2013) also emphasized that obvious teaching behaviors can urge students interest cognitively in the materials because they process a comprehension of the lesson contents and its organizational connection. this means that the missing components in delivering the materials are vital for facilitating students understanding especially for young learner. they need concrete and real examples to understand the materials. this matter might due to the teachers communication ability (presenting the materials) although some factors e.g the complexity and time taking process of online teaching (perveen, 2016) might also affect the teachers way in explaining the materials. concerning to the teachers challenges, it reflects that the teachers showed themselves as solutive facilitators. they facilitated online learning in various ways and communication strategies. personal approaches were also used to ensure the availabillity of the technology (i.e. laptop/handphone) and parents attention to their children during online learning. the teachers were professional in teaching to hinder online classroom obstacles. some factors influencing the use of communication strategy in online calssroom can be inferred that the teachers communication ability and online communication mode have a vital role for students response and english language competence. our research suggests that teachers communication strategies were responsive to the students language development and problems encountered. the researchers noted that teachers should fulfill and improve their communiction strategies in terms of clarity (tc3, tc4 and tc 7) in explaining the materials to promote the understanding of the contents of the lesson. the researchers highlight the positive points from the teachers communication strategies in this research: 1. teachers attempt to interact with students and involve them by addressing them with comprehension questions although students may ignore or get a problem with the online classroom model 2. another strategies such as repetition, code-switching, translation allow students to learn new vocabularies as well as language development 3. teachers reward leads students emotional interest 4. teachers use of different communication mode (synchronous and asynchronous) learning complements each other in teaching and learning especially english language. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 208 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusion and recommendations the current study explored the eyl teachers communication strategies, challenges and solutions, and factors influencing in online classroom environment (synchronous and asynchronous). the results elucidates that the most frequently employed communication strategies in synchronous mode were translation, code-switching, comprehension check, filler, praising, and other repetition. all strategies aimed to handle the communication barriers, run the teachers adjusment, and gain students engegement and attention. in asynchronous mode, it is important for the teachers to carry out the seven components of teacher clarity considering that all of the components are crucial in facilitating students understanding specifically in online learning. teachers challenges reveal the teachers profesional teaching since the teachers tried to overcome the problems. teachers communication strategies were influenced by the communication mode (synchronous and asynchronous) affecting learning activity type; teachers communication ability interrelated to students response (as well as communication modes) and english language competence. the results of this research recommends that communication strategies plays a significant roles in teaching especially in online context. therefore, teachers need an adequate communication ability. they also should aware of which communication strategies can manage communication breakdown, encourgae students involvement, facilitate students understanding of the contents, and help develop young learners language competence. due to the limitation of this research, the further research by classifying the ages or grades seems more complex to identify the communication strategies characteristics in different level. regarding to benefit of communication strategies, i.e. influencing the students interest and engagement, the mixed method is needed to get the more comprehensive and valid evidence. disclosure statement (no potential conflict of interest was reported by the authors). acknowledgments this research is funded by the minister of education and culture (8/ei/kpt/2020). references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 209 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 ary. (2014). introduction to research in education. wadsworth: cengage learning atmojo, a. e. p & arif, n. (2020). efl classes must go online! teaching activities and challenges during covid-19 pandemic in indonesia. register journal. 13(1), 22-30. avval, f.s. (2012). communication strategies in translation: a review on taxonomies. journal of siberian university, humanities & social sciences 5(6), 768-779. bialystok, e. (1990). communication strategies. oxford: blackwell. cervantes, c.a.r & ruth r. r. (2012). the use of communication strategies in the beginner efl classroom. gist education and learning research journal. 6(1), 111-128 chen, z., & qian w. (2014). examining classroom interactional practices to promote learning in the young learner efl classroom in china. in sarah r. (eds). international perspectives on teaching english to young learners. london: palgrave macmillan. coppola. (2001). becoming a virtual professor: pedagigical roles and aln. system sciences, 2001. proceedings of the 34th annual hawaii international conference. crawley, f. e., fewell, m. d., & sugar, w. a. (2009). researcher and researched: the phenomenology of change from face-to-face to online instruction. the quarterly review of distance education, 10(1), 165-176. creswell, j. w,. & cheryl n. p. (2018). qualitative inquiry & research design. california: sage dornyei, z. (1995). on the teachability of communication strategies. tesol quarterly, 29(1), 55-58. dörnyei, zoltan & mary le scott. (1997). communication strategies in a second language: definitions and taxonomies. language learning, 47(1), 173-210. hadie, s. n. h. (2018). the teacher behavior inventory: validation of teacher behavior in interactive lecture environment. teacher development, 23(1),36-49. kebritchi, m., angie l., & lilia s. (2017). issues and challenges for teaching successful online courses in higher education: a literture review. journal of educational technology, 46(1),4-29. mazer, j. p. (2013). associations among teacher communication behaviors, student interest, and engagement: a validity test. communication education, 62(1),86-96. mei, a., & sanooch, s. n. (2010). use of communication strategies by chinese efl learners. chinese journal of applied linguistics, 33(3),110-125. http://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 210 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mestriani., ni made., i. k seken., & i nyoman a. j. p. (2018). communication strategies of english native speaker teacher in the teaching and learning process in a kindergarten. shs web of conferences, 7(1),48-58. murray, h.g. (1987). acquiring students feedback that improves instruction. new directions for teaching and learning, 32(2), 85-96. perveen, a. (2016). synchronous and asynchronous e-language learning: a case study of virtual university of pakistan. open praxis, 8( 1),21-39.. powell, r. g,. & powell, d. l.. (2010). classroom communication and diversity: enhancing instructional practices. london,uk: taylor & francis group. rababah, g. (2005). communication problem facing arab learners of english. journal of language and learning, 3(1),1740-4983. rastegar, m & gohari, s. s. m. (2016). communication strategies, attitude, and oral output of efl learners: a study of relations. open journal of modern linguistics, 6(1),401-419. richards, j., & schmidt, r. (2010). dictionary of languaje teaching and applied linguistics. longman,uk: pearson education. selinker, l. (1972). interlanguage. iral, 10(3), 209-230. sugiyono. (2014). memahami penelitian kualitatif. bandung,indonesia: cv. alfabeta. trihastuti, y. a & zamzani. (2018). the role of communication strategies in the classroom communication. retrieved from https://www.atlantispress.com/proceedings/iccsr-18/25904623 zubaidi. (2014). types and frequency of communication strategies in a bilingual class by a non-english language lecturer. jurnal linguistik terapan, 4(1), 62-70. https://www.atlantis-press.com/proceedings/iccsr-18/25904623 https://www.atlantis-press.com/proceedings/iccsr-18/25904623 55 teaching reading comprehension to the eighth grade students of smp negeri 12 palembang by using story pyramid mawadda uin raden fatah palembang abstract: the aim of this study was to find out whether or not there is a significant difference on students’ reading comprehension achievement taught using story pyramid strategy than those who are taught using teachers’ method strategy. the study used quasi-experimental design using nonequivalent pretest posttest design. the investigation of population of this study was all of the eighth grade student of smpn 12 palembang in the academic year 2013/2014, which consist of 80 students coming from two classes. the sample of this study were class viii.2 consisting of 40 students was treated as experimental group and viii.1 consisting of 40 students was treated as control group, which selected using convenience sampling. this study was conducted for about one month. in finding a significant difference of students’ reading comprehension average score from pretest to posttest taught using story pyramid strategy, the writer conducted using independent sample t-test. the data was collected in form of pretest and posttest of students reading comprehension scores. then, it was analyzed using independent sample t-test to meet the objective of the study. from the result analysis, it was found that there was a significant difference in posttest score on the students’ reading comprehension achievement taught using story pyramid strategy since the p-output was lower than 0.05. keywords: teaching, reading comprehension, story pyramid strategy introduction english is a language that has been spread throughout the whole world. people use english language most of the time. english being the common language of the world through which we can communicate and express our own thoughts, ideas, needs and co-operate with the rest of the world. english is also a global language that has important roles in education. english has been taught in indonesia as a compulsory subject after the establishment of formal education. english being subject to be studied and could also be used as a tool to study other subjects (nunan, 2012, pp. 214215) in learning english, there are four skills should be mastered, one of the skills which have important function for the students is reading. the reading skill became very important in the education field, students need to be exercised and trained in order to have a good reading skill. students also need to be taught how to read well, thus, they are able master and read some reading exercises. through reading, the students can get benefits that also give the impact to other language skills (listening, speaking and writing). by reading students can develop their creativity, critical thinking and even writing skill. reading also can develop students’ spelling and vocabulary. 56 reading enables students to know how english is actually used in printed and written forms. reading is about understanding written texts. it is a complex activity that involves both perception and thought (khand, 2004, p. 43). reading consists of two related processes, word recognition and comprehension. word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. comprehension is the process of making sense of words, sentences and connected text. moreover, reading can not stand alone without comprehension. in comprehension, the reader aims to grasp the meaning that resides in something, as it were (philips et al, 2007, p. 2). it seems that comprehension is definitely the reading goal for every reader that can determine whether they get the points and understand what the author’s idea or not. it also requires readers to think about ideas and information so they can get the purpose of reading comprehension. the reason for teaching reading to the students because it belongs to the fundamental language skills just as important as speaking, listening, and writing in english. beside, reading is closely related with other subject. most of the materials given by the teacher in english or other subject are presented in written form, for example in handbook, handout, reading book, exercise book and so forth. it means that to understand the materials, the students must have a good ability to get the meaning of vocabulary and written text. because of that, reading is very important to be taught to the students. in writer’s preliminary study on the students of the eighth grade students of smp negeri 12 palembang, the writer found that the students had difficulties in comprehending their reading text. the teacher still used conventional method, lecturing. when the teacher taught the class, he thought that the student were ready to study. then he directly asked student to open the book without reviewing previous material. the teacher just asked to read a certain text in the book or students’ exercise book (lks), finally, they answered the available question related to the text. the monotonous process of learning made students discouraged to learn. the teacher sometimes called the students one by one to read aloud. they only read the texts aloud without any comprehension. therefore, the students got difficulty in comprehending the text. students also got bored and not interested in reading. as the result, the students’ english achievement was below the minimal mastery level criterion score (kkm) 75. it is adapted from the students kkm scores at smpn 12 palembang. therefore, students need a new approach to improve their reading comprehension and encourage them to be ready and enjoy in learning process. based on the discussion and informal interview result with the teacher concerning students’ reading test, there are some difficulties probably faced by students in reading activities such as: 57 first, most of students just have the ability to pronounce and recognize the individual words without conveying the message what the author extends. second, they actually have good knowledge of words and sentence meaning but they fail to understand longer reading materials such as stories. third, they are hardly to concentrate as they read. after students read a story, most of them are difficult to analyze the schematic structures of the story concerning orientation, complication, and resolution whereas they had read the text for several times. consequently, they have difficulty in figuring out the plot of the story. the writer considers that it is necessary to find out an alternative way to create suitable and interesting techniques related to students’ condition. they need to be delivered any practices to assist them in developing reading comprehension. graphic organizers are a way of organising complex relationships visually, see the key information in a text, the ways that information is structured (grabe & stoller, 2001, p. 195). in graphic organizers, teachers emphasize the important parts of a text and effectively communicate the information to their students which can help in improving comprehension. actually, graphic organizers have a variety of forms, such as expository, maps, semantics maps, story maps, story pyramids and so forth. although each of them has a different name and form, they have the same functions; as tools that help students focus on text, textual relationship, and structure while reading. the writer found out a strategy to solve the problem by using a story pyramid strategy. story pyramid is a visual and a graphic representation or organizer of information that allow to summarize and make connection. the story pyramid strategy assists student to comprehend the texts in reading activities. according to macon et al ( 1991 ) as cited in (wardiningsih, 2012, p. 2), a story pyramid helps students pinpoint highlight of a story and describe the important parts of using a limited number of words. this strategy is expected to help the students identify the story elements in the text in order to comprehend the text easily. this strategy is more often used in narrative text. in the other word, this strategy can be said is able to help the students to improve their reading comprehension especially in narrative text. based on the explanation above, the writer is interested in conducting a research entitled “teaching reading comprehension to the eighth grade students of smp negeri 12 palembang by using story pyramid”. concept of teaching teaching is a social process on which the political system, social philosophy, values and culture of every nation leave their impression. the word ‘teaching’ is derived from ‘to teach’ which 58 means to instruct. it means a process in which one individual makes something known to another individual. according to brown (2007, p. 8), showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand. in addition, according to moore (2001, p. 4), teaching as the actions of someone who is trying to assist other to reach their fullest potential in all aspects of development. reading is an active process and readers are not the passive receivers of text information, (zhao and zhu, 2012, p. 115). based on explanation above, the writer assumes that teaching is how the teacher gives students knowledge or to train someone to instruct, teaching also giving some information of a subject matter to the students in the classroom. teaching can be defined as giving instruction and knowledge skill to students or make students understand or be able to do something by the teacher. teaching english is how the teacher transfers the language and skill to the students in the classroom. the objective of teaching english to improve the ability in learning english. concept of reading comprehension reading comprehension is defined as the level of understanding of a text or message. this understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text or message. reading comprehension was informed by a vision of proficient readers who are capable of acquiring new knowledge and understanding new concepts, applying textual information appropriately, and being engaged in the reading process and reflecting on what is being read (snow, 2004, pp. 1-3). from the statements, it can be concluded that reading comprehension is the process in which the reader interacts with the text, relates ideas from the text to prior experiences to construct meaning and require the reader understands how the author has organized his ideas. moreover, in reading comprehension, the readers have to use their linguistic skill which can support and influence their reading comprehension. according to alanis (2003, p. 94), reading comprehension is influenced by a broad range of factors, such as vocabulary knowledge, appreciation for text structure, thinking and reasoning skills, ability to apply reading comprehension strategies, and word reading ability. therefore, if the readers have a good quality to each of these factors, they can get the primary goal of reading comprehension. reading comprehension is the ultimate goal of any reading activity. reading comprehension is a collective term that describes the result of grasping the meaning from a text with one’s intellect 59 a task that involves many skills (hock and daryl, 2005, pp. 4-6). to achieve reading comprehension the reader employs skills such as identifying the main idea of a passage, summarizing the content of the text, generating questions about the information in the text and looking for clues that answer those questions. based on the explanation above, the writer concludes that reading comprehension is the process of comprehending and constructing the meaning of the text that we read. concept of narrative text a narrative is a kind of text types composed both in written and spoken forms, which describes a sequence of real or unreal events. narrative is one of the commonest text types that the students are expected to use early on in their school life. the general concept of narrative can be derived from longman dictionary of contemporary english, that is a description of events in a story, while michigan genre project (2004, p. 3) cited in (wardiningsih, 2013, p. 3) stated that “ narration is the act of telling a sequence of events, often but not always, in chronological order”. then, narrative is defined as the act, process or skill of telling a story. moreover, narrative text is an imaginative story to entertain and engage the reader in an imaginative experience. narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. furthermore, kenan (2006, p. 10) states that “the narration of succession of fictional events. these definitions, as well as many others, attribute two main characteristics to narrative: 1) events, governed by temporality, or more precisely a double temporality (the chronology of the events and their presentation in the text); 2) telling or narration, as an act of mediation or transmission which, in literature, is verbal.” the characteristics of narrative text are tells a story, contains well-developed characters, contains a setting describing where or when the story takes places, contains a carefully fashioned plot with a problem and resolution, contains a theme that explains the meaning of the story, contains vocabulary used to enrich understanding of the story, may be written in first, second, or third person. based on the definition above, narrative text can be regarded as a kind of text that purposes to tell a story which contains a series of events or actions chronologically. the purpose of this text is to entertain or to amuse the readers or listeners about the story. narrative text is a text which contains about story (fiction, nonfiction, tales, folktales, fables, myths, epic) and its plot consists of climax of the story (complication) then followed by the resolution. 60 concept of story pyramid story pyramid is one of the strategies to help the students comprehend the text. story pyramid is an adaptation of story mapping that also uses a visual framework for understanding, identifying, and remembering elements in narrative text. according to macon et al ( 1991 ) as cited in wardiningsih (2013, p. 2), a story pyramid helps students pinpoint highlight of a story and describe the important parts of using a limited number of words. the requirement of brief responses stretches students’ thinking and is fun. by using story pyramid the description of important information from a story can be comprehended. a story pyramid may be used during or after activities that can improve their comprehension in reading. story pyramid help students visually organize a story’s elements, increasing their ability to retell, summarize and comprehend the story (beverly et al, 2010, p. 154). based on explanation above, the writer assumes that story pyramid is one of comprehension strategies that focus on elements of the text and students will understand easily by using this strategy. procedure of story pyramid strategy there are some procedures before starting story pyramid strategy. sadler (2011, p. 20) states the procedures of story pyramid strategy are explained: 1) teacher asks students to read the selection of the text 2) teacher shows the students the format for writing story/narrative pyramid 3) teacher asks students to fill each line according to the format and questions 4) teacher asks students to create the pyramid graphic organizer, and use it as the basis for discussion involving whole class in addition, education department of western australia (1994) as cited in department of education and early childhood development (2014, p.7) states the procedures of story pyramid are: 1) teacher selects a text to match the students’ needs and interests. 2) teacher asks students to read a story or have the story read to them. 3) then, the students retell the facts and features of the story within the framework of the pyramid. 61 meanwhile, according to mclaughlin (2009, p. 118) the procedures are as follows: 1) teacher explains to the students summarizing as extracting the important ideas from what we are reading 2) teacher describes how we can use the narrative pyramid to summarize stories 3) teacher asks the students to focus on story elements ( characters, setting, problem, attempts to resolve the problem, and solution) 4) teacher asks the students to use only the number of words indicated in each line method of the study in doing this study, quasi experimental method was used. the experimental study of the teaching involves procedures in which the researcher, instead of describing or studying variables as they exist naturally in the world, sets up conditions so specified variables can be manipulated (arends, 2007, p. 512). in this study, the writer used the quasi-experimental design with nonequivalent pretest-posttest groups design. according to best and khan (1995, p. 151), the design of this study is as follows: where: o₁ : pre-test of experimental group o₂ : post-test of experimental group x : treatment (story pyramid) c : strategy that used by teacher at school o₃ : pre-test of control group o₄ : post-test of control group experimental o₁ x o2 control o3 c o₄ 62 pretest-posttest a non-equivalent group design was used to investigate a significant difference in reading comprehension achievement between the students who were taught using story pyramid strategy and teachers’ method strategy to the eighth grade students of smp negeri 12 palembang. the study was conducted through experimental and control group. in the experimental group, the students were given pre-test, treatment of story pyramid strategy and post-test, while in the control group, the students were given only pre-test and post-test without having treatment of story pyramid strategy at all. population and sample fraenkle and wallen (2012, p. 92) state that population is a group of interest to the research, the group whom the research would like to generalization results of the study. the population of this study consists of the eighth grade students of smp negeri 12 palembang in academic year 2013/2014 with the total number 320 of students. to assign this sample, the writer used the convenience sampling. a convenience sample is a group of individual who (conveniently) are available for study (fraenkel et al, 2012, p. 99). class viii.1 and viii.2 were selected as sample by the teacher of english at smpn 12 palembang. then, the writer took two classes and the number of the students were 80. there are 40 students as experimental group and 40 students as control group. validity test validity has been defined as reffering to the appropriateness, correctness, meaningfulness and usefulness of the specific inferences researchers make based on the data collected (creswell, 2012, p. 148). furthermore, a test, part of a test, or a testing technique is said to have construct validity if it can be demonstrated that it measures just the ability which it supposed to measure (hughes, 1989, p. 26). there are two ways to check validity of the test, by validity test of each question item and content validity. in this study, the writer analyzed the validity of each question item with multiple choice questions. there were 60 multiple choice questions with n (sample) was 40 students a. construct validity according to hughes (1989, p. 26), a test, part of a test or a testing technique is said to have construct validity if it can be demonstrated that it measures just the ability which it is supposed to measure. after constructing the instrruments related to some aspects measured, then it is 63 consulted to achieve some judgements from at least three validators to evaluate whether the components of the instrument are valid or not to be applied for students’ pretest and posttest activities (sugiyono, 2013 p. 125). b. validity test of each question item in this study, to know the validity of the test the writer did try out of 60 multiple choice questions to the students of smp negeri 25 palembang. the instruments of the test were tested to 34 students (viii 3) of the eighth grade students at smp negeri 25 palembang. from the result analysis of validity of each question item, it was found that there were 20 question items considered invalid. they were question item number 1, 12, 15, 18, 19, 21, 24, 28, 30, 35, 37, 39, 42, 43, 44, 53, 54, 55, 58, and number 60. then, there 40 question items considered valid since the scores of significance are higher than 0,3388. they are questions item number 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 13, 14, 16, 17, 20, 22, 23, 25, 26, 27, 29, 31, 32, 33, 34, 36, 38, 40, 41, 45, 46, 47, 48, 49, 50, 51, 52, 56, 57, and number 59. then, the writer only took 40 questions that could be used as the instruments since the scores of significance were higher than 0.3388. 20 items were not valid since the scores of significance were lower than 0.3388. c. content validity hughes (1989, p. 22) states that a test is said to have content validity if its content constitutes a representative sample of the language skills, structures, etc with which it is meant to be concerned. a content validity is very important since it is an accurate measure of what it is suppose to measure. in order to know if the contents of the test items given were appropriate, the researchers suited them to content of the syllabus. here, the writer used syllabus of elementary school and the table specification which contained the items which were necessary to test in vocabulary selecting the appropriate text and items were used based on the syllabus that used in the school. reliability test fraenkel and wallen (2012, p. 154) state that reliability refers to the consistency of the scores obtained, how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. furthermore, fraenkel and wallen (2012, p. 157) 64 state that the score is considered reliable if the score of significance is at least or prefably higher than 0,70. in this study, the writer found out the reliability of the test analyze by using test-retest method. test-retest method involves administering the same group after a certain time interval has elapsed (fraenkel and wallen, 2012, p. 155). the result analysis of reliability test shows that the score of person correlation is 0.854. from the p-output, it can be stated that the test instrumen is reliable since it is higher than 0.70. normality test according to basrowi (2007, p. 85), the scores were considering normal if the significance of normality test (p-output) is higher than 0.025. the result showed that the significance value of the students’ pretest in control group was 0.i72, while the experimental group was 0.145. since the significance values of control and experimental group were higher than 0.025, the distribution of scores in control and experimental pretest were simply assumed normal. the result showed that the significance value of the students’ posttest in experimental group was 0.189, while the control group was 0.095. since the significance values of control and experimental group were higher than 0.025, the distribution of scores in control and experimental posttest were simply assumed normal. homogeneity test to compute homogeneity test, levene statistics in spss 16 was applied. the result of computation would indicate whether the pretest and posttest variance of the experimental and control groups were homogenous. the test is considered homogenous whenever the significance value (p-output) is higher than 0.05 basrowi (2007, p. 106). from the result table in the above table, it was found that the significant score is 1.000. from the p-output, it can be stated that the obtained score from pretest scores in control and experimental groups was higher than 0.05, it could be stated that the obtained score from students’ pretest in control and experimental groups were homogenous. based on measuring homogeneity test for posttest in both groups, the writer also used lavene statistics. the writer found that the significant score was 0.239. from the p-output, it can be stated that the obtained score from students’ posttest scores in control and experimental groups is homogeny since the p-output was higher than 0.05. 65 results of hyphothesis testing in this study, independent t-test was conducted to find out whether there was a significant difference on students’ reading comprehension achievement between the experimental and control class scores on posttest at smp negeri 12 palembang. there are two hypotheses in this study, null hypothesis (ho) in which there is no statistically significant difference between the pretest and posttest means of the experimental and control groups, and alternative hypothesis (ha) in which there is statistically significant difference between the pretest and posttest means of the experimental and control groups. if the t-obtained was lower than t-critical value at the 0.05 significance level and the p-output higher than 0.05, the null hypothesis (ho) is accepted and the alternative hypothesis (ha) is rejected. but, if the t-obtained was higher than t-critical value at the 0.05 significance level and the p-output less than 0.05, the null hypothesis (ho) is rejected and the alternative hypothesis (ha) is accepted (fraenkel et al, 2012, pp. 228-233). from the result analysis in measuring significant difference using independent t-test, it was found that p-output was 0.000. it means that there was a significant difference between students’ who taught by using story pyramid. conclusion based on the findings and interpretation, it can be concluded the null hypothesis (h0) was rejected and alternative hypothesis (hα) was accepted. it can be concluded that teaching reading comprehension to the eighth grade students by using story pyramid more effective than by using teachers’ method. it can be stated that there was significant difference on students’ reading comprehension achievement taught using story pyramid strategy and using teachers’ method. students more interesting in teaching and learning process when story pyramid strategy was applied. it could be concluded that story pyramid strategy was significantly improved than conventional strategy. it means that the used of story pyramid strategy was effective to improve students’ reading achievement. the strategy made students fun and enjoyable, and at the same time achieve academic goals. so, it can be stated that the use of story pyramid strategy is very helpful for the students, because of some reasons; first, story pyramid as media can help the students’ creativities to find some ideas and problem solving. second, the students found new way that made them easier to learn narrative reading text because it is focus on story elements. 66 references alanis. 2003. “preventing reading failure for english language learners; interventions for struggling first-grade 1-2 students”, nabe. journal of research and practice , i (1). 92109. retrieved on april 29, 2013 from http://www.uc.edu/njrp/pdfs/alanis.pdf arends, richard. 2009. learning to teach. 7th ed. new york: cambridge university press i. arikunto, suharsimi. 2002. prosedur penelitian : suatu pendidikan praktik, edisi revisi. jakarta : pt.rineka cipta. basrowi,h.m. 2007. prosedur penelitian tindakan kelas. jakarta: ghalia indonesia best, john w and james v.kahn. 1995. research in education(seventh edition). new delhi: prentice-hall of india private limited. beverly j. trezek, peter v. paul, ye wang. 2010. reading and deafness: theory, research, and practice. usa: cengage learning brown, h. d. 2001. teaching by principles (an interactive approach to language pedagogy). ny: longman brown, h. d. 2007. teaching by principles (an interactive approach to language pedagogy). 2nd ed. ny: longman departement of education and early childhood development. 2014. literacy professional learning resource – teaching strategies. australia : departement of education chairina, indoman. 2011. teaching reading comprehension to the eighth grade students of smp n 33 palembang by using character map. undergraduate thesis. unsri. unpublished cohen, l. et. al. 2007. research methods in education. 6th ed. n. y, u. s. a. : routledge. creswell, jhon. 2005. educational research: planning,conducting, and evaluating quantitative and qualitative research (2nd ed).usa : pearson education, inc fraenkle, jack and norman e. wallen. 2012. how to design and evaluate research in education (8th ed). new york : mc graw-hill, inc. grabe, w and stroler l. 2001. teaching english as a second or foreign language (3rd ed.). boston, usa: thomson learning, inc hock, m., & daryl, m. 2005. reading comprehension strategies for adult literacy outcomes. retrieved on april 25, 2013 from http://kuscholarworks.ku.edu/dspace/bitstream/1808/3971/1/reading%20comprehension%2 0strategies%20for%20adult%20literacy%20outcomes.pdf hollandyah, m. 2013. how to design a quantitative research for students of english education study program. (1st ed). palembang: noer fikri press hornby, a.s. 2000. oxford advanced learner’s dictionary (5th ed.). oxford: oxford university press hughes, arthur . 1989. testing for language teachers. new york, ny kenan, s.r. 2006. concepts of narrative . retrieved on 26 april, 2013 from http://www.helsinki.fi/collwgium/eseries/volumes_1/001_03_rimmon_kenan.pdf khand, ziauddin. 2004. “teaching reading skills : problems & suggestions” . faculty of languages & islamic studies, vol 5 . p. 43 klingner, jannete k. 2007. teaching reading comprehension to students with learning dificullties. new york: the guilford press. inc mclaughlin, maureen and mary b.e. 2009. guided comprehension in grades 3-8. international reading association. inc melaningsih, n. 2012. the effect of using story pyramid strategy toward students reading comprehension. unpublished undergraduate thesis stkip west sumatera. moore, kenneth d. 2001. effective instructional strategies from theory to practice. henderson state university. http://www.uc.edu/njrp/pdfs/alanis.pdf http://kuscholarworks.ku.edu/dspace/bitstream/1808/3971/1/reading%20comprehension%2 http://www.helsinki.fi/collwgium/eseries/volumes_1/001_03_rimmon_kenan.pdf 67 nisa, l. c. 2010. the implementation of story mapping to improve the comprehension of 8th grade students of sltp negeri 10 malang in reading narrative texts. unpublished undergraduate thesis. malang university nunan, david. 2013. learner centered english language education: the selected works of david nunan. new york. taylor & francis edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning strategies and technologies applied by high proficiency university students for english as a general subject sufiyandi universitas bengkulu corresponding author: sufiyandi@unib.ac.id muhammad fadhli universitas bengkulu ildi kurniawan universitas bengkulu abstract learning strategy is an important factor in the success of achieving communicative language skills. besides the awareness of using various strategies, applying technology in the language learning activity also becomes crucial for learners to succeed. however, learning strategies and the use of technologies by students of english subjects at colleges and universities have not been widely found in the literature. for this reason, the research is aimed at finding out the application of strategies and technologies used by high proficiency students. the research is designed by combining both qualitative and quantitative research as the so-called mixed method. the participants involved were 33 high proficiency students in english subjects. they were taken based on the tests from 169 students spreading across four faculties at universitas bengkulu – sumatera, indonesia. after providing the test to determine the high proficiency student, the questionnaires were administered to collect the data related to the strategies and technologies applied by the students. eventually, an interview was also undertaken to gain the qualitative data. based on the questionnaire data, it was found that the students applied all learning strategies, namely: memory, cognitive, metacognitive, compensation, affective, and social strategies. of the six strategies, metacognitive was the strategy mostly used with a mean score of 3.771 and followed by cognitive strategy with 3.643 points. meanwhile, the least used ones were compensation and social, which have a value of 3.419 and 3.460, respectively. in addition, based on the interview, the use of technology as a learning strategy was also concluded. the high proficiency students applied various technologies such as mobile phones, various internet websites, and language applications to practice english. of these various technologies, mobile phones were the most dominant. keywords: english as a general subject, learning strategies, technology application manuscript submitted: march 4, 2021 manuscript revised: may 21, 2021 accepted for publication: june 12, 2021 mailto:sufiyandi@unib.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction english has a very strategic position for education institution despite its status as a foreign language in indonesia. it becomes a global language symbol as the medium for social and intellectual mobilization on an international basis (taguchi, 2014). for this reason, universities and colleges in indonesia have made english a compulsory curriculum that students must take to complete a vocational or an undergraduate program. the english curriculum is offered in various disciplines, both in the exact and non-exact sciences as a general subject (matakuliahumum/mku). the course equips students with english language skills for academic purposes in obtaining information in english and for future career preparation. the goals of learning are always related to professionalism, or a set of skills needed by language learners in their current or future professional careers (day & krzanowski 2011). english mku at universities and colleges has gained an important concern. at universitas bengkulu, various efforts to strengthen the english mku have been carried out. the routine workshops are held at the beginning of each semester for lecturers accordingly. to ensure the quality of teaching, important documents in lectures the so-called the semester learning plan (rps) and the course unit (sap) are also discussed and arranged carefully in groups of english mku lecturers. however, based on the preliminary observations, there were several important problems that still occurred related to the condition of students in the english mku. in general, students view english as a very difficult subject. the difficulties faced by students lie in the lack of vocabulary, the pronunciation of english sounds that are different from indonesian, the difficulty in understanding what is said by native speakers, and the other matters. the difficulties raise the other problems, namely the lack of self-confidence. they view that mastering english appears to be impossibility. thus, the students become reluctant to practice. some students feel embarrassed to speak. when asked to write, they will rely more on google translate. the estuary of the above problems is low academic achievement. the mean class scores were found to be unsatisfactory. to find an alternative solution to the problems, it is necessary to conduct a study of the learning strategies possessed by these students in learning english. the strategy should be conscious so that it can be applied in the learning process. it can become a means for learning and selfevaluation activities. the idea is essential by considering the shift in the trend of the world of education from teacher-centered to student-centered. so focusing only on lecturers as the previous efforts is not enough. the great attention should also be given to students about what actually happens to them in learning english in mku subject especially in the students’ using strategies. many studies have been carried out in examining student language learning strategies in tertiary institutions such as those conducted by griffiths and cansiz (2013) and khan et al. (2018). the results of the findings indicated that the use of strategies is very important to support the language skills of learners. there were also differences in the use of these strategies between successful learners and learners with low abilities. learning strategies can be defined as behaviors and conscious thoughts that are used by learners to understand, learn, and remember new information. this activity is determined by students as their way of learning language (griffiths, 2013). a learning process requires a method or strategy that must be owned to achieve the main goals of learning. things that need to be considered in the learning process are what methods will be used and how to use them. although people learn in different strategies, some of these strategies have a positive contribution, and some edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi are not effective (hardan, 2013). when students consciously choose a strategy that suits their learning style and the task at hand, this strategy becomes a useful tool for active, conscious, and purposeful self-regulation. in general, grenfell and macaro (2007) make a summary of learning strategies, namely: a) the strategies used by students are accessible and can be documented; b) a strategy is a definable construct, and what it is and what it does can be described in practical terms; c) strategy is important because it is related to the success of learning; d) some types of learners are more likely to use strategies or use them more successfully than other types of learners; e) and strategy can be taught and learned, as a result, can develop more effective strategic behaviors. the learning strategy is not a distinction between good or bad students, but how the strategy is carried out by language learners in the right way and situation. a strategy that fits the conditions will make learning feel more effective. various studies have been conducted to analyze this problem. most of studies are influenced by a model designed by oxford (1990) which is known as strategy inventory for language learning (sill). in this model, strategies are divided into two categories, namely: a) direct strategies consisting of memory, cognitive, and compensation strategies, and b) indirect strategies which consist of metacognitive, affective, and social strategies. by considering the current advance, the use of technology as a learning strategy is a challenge because technology offers various advantages and convenience in learning. in learning english, learners can use special software, various practice rooms on the internet that are easily accessible, and a simple dictionary that can be installed on a mobile phone. learners can also have friends to communicate with english speakers if they use social media. besides that, learning activities in online classes cannot be neglected. this becomes interesting to study since the research within the scope of learning strategies that includes the use of technology variables is still limited, especially in the context of tertiary institutions. the use of technology in language learning can create studentbased learning situations. this makes it possible for teachers to make material variations in providing motivation and opportunities for learning outside the classroom to students (mahrooqi & troudi, 2014). in line with this, genclter (2015) emphasizes that teachers should encourage students to use activities that are appropriate for computer technology so that the students become the successful language learners. from the explanation above, this study aims to find out the students' strategies in learning english as the general subject, and how the technology they use in learning. there have been many researches related to the learning strategies, but the studies that analyze the use of technology in the students’ learning strategies are not found greatly. it is expected that this research can contribute to provide the new insight in learning english context especially in the use of learning strategies. methodology the research is designed by combining both qualitative and quantitative research as the socalled mixed method. according to gay, et al (2012), mixed methods study design incorporates quantitative and qualitative techniques, allowing both qualitative and qualitative results to be used in a single study. rather than using either quantitative or qualitative approaches, mixed methods analysis aims to capitalize on existing synergies and strengths between the two types of research as a means for better understanding phenomena more fully rather than using only one of them. thus, to find out the results related to the strategies and technologies applied by students at english course as edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the general subject, the quantitative survey data collection is carried out in the first phase, and then followed by the qualitative data in the second phase. the location of the research is in universitas bengkulu – indonesia. it is a public university consisting of several faculties: exact and non-exact science. the students taking english as the general subject at the university became the research participants. the research participants were determined based on purposive sampling. the participants were selected based on the objectives of the study. out of 169 students taking courses in 4 faculties, namely the faculties of engineering, agriculture, natural sciences, and teacher training and education, 33 students were selected purposively as the research participants. the research objective is to learn the high proficiency students both in the terms of learning strategies and in applying technologies in english learning activities. the intended concept of the high proficiency is the student with the highest score in the class of english language subject in the academic year 2020/2021. it means that the 33 participants were the students who achieved the highest score in the english class in that semester. the implementation of the test is an important part of collecting research data. the test is carried out at an early stage to separate the categories of students with high abilities and students with low abilities. the test was conducted on 4 (four) language skills, namely: listening, speaking, reading, and writing skills based on toefl standard. the test was administered by using elearning universitas bengkulu. the test was assigned in the e-learning by the following procedure: 1). the listening test was conducted by answering questions based on the audio attached in the platform; 2. the speaking test was assigned by recording their spoken language and uploading it; 3). the reading test was accomplished by answering questions based on texts; and 4). the writing test was done by uploading essays based on the given topics. the students who got a score between 80100 were categorized as the best score students based on the test. a questionnaire was administered in this research to obtain the research data. they were designed for students as the participants in the form of likert scale. according to siniscalco and auriat (2005), likert scales generally have 5 categories (strongly agree, agree, neutral, disagree, and strongly disagree). accordingly, in this research, there were five choices that the participants selected based on their own perspective related to the topic. the items in the questionnaire were adapted from strategy inventory for language learning (sill) version 7.0 by oxford (1990). there are 40 questions based on 5 indicators, namely: memory, cognitive, metacognitive, compensation, affective, and social strategies. the questionnaire was administered in october 2020 to 33 high level achievement students taking english course at universitas bengkulu. after gathering the quantitative data by using the questionnaire, an interview to four students as the representative was carried out. the participants were the highest proficiency students in the subject. interviewing was primarily used to gather the students’ opinion and feeling from their point of view related to technologies as the strategy. the students were referred as student a, b, c and d. the four students were the students who got the highest score from the test. they were selected one from each class. the interview was directed by an interview guide that had been already prepared. there are 10 items of interviewed that was adapted from genclter (2015). the interview was conducted in november 2020. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi findings and discussion the test results to determine the high proficiency category, the test was given to students who took the general subject (mku) of english in the odd semester in academic year 2020/2021. there were 169 students in 4 (four) study programs and faculties involved in this study. the test consists of 4 language skills, namely listening, speaking, reading, and writing. of the 169 students, the number of students in the high level category; those who got scores in the range of 80 -100 were 33 as described in the following table: table 1. students with high proficiency category faculty program class total students % fkip chemistry a 35 9 25.71 husbandry soil science a 49 6 12.24 mipa nursing a 27 5 18.52 engineering civil engineering a 58 13 22.41 total 169 33 19.53 table 1 shows the number of the high proficiency students was 33 consisting of 9 students from the chemistry study program, 6 students from the soil science study program, 5 students from the nursing study program, and 13 students from the civil engineering study program. the overall percentage of students with the high score category is 19.53% of the total 169 students. the questionnaire results the next phase is administering the questionnaire. the questionnaire was given to 33 students. there were 50 questions that were expected to be answered by the respondents. the questions were referred to the strategies of memory, cognitive, compensation, metacognitive, affective, and social. the results are described as in the following. memory strategy, table 2 shows the results of the questionnaire for the memory strategy consisting of 9 items. from the 9 items, it can be seen that the strategy mostly used by the high proficiency students in learning english is connecting sounds with images with an average value of 3.606, and is followed by using new words in sentences to train memory with 3,727 point. while the least used strategy in memory is to use cards to remember new words with score of 2.909, followed by the strategy of using lyrics with a value of 3.182. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. memory strategy no strategy mean interpretation 1 making connections between what is already known and what is new in learning english. 3.606 agree 2 using new english words for a sentence so you can remember them. 3.727 agree 3 connecting newly-known english words with pictures to help you memorize vocabulary. 3.788 agree 4 memorizing new vocabulary in english by creating mental images of a situation in which the word might be used. 3.727 agree 5 using rhymes / rhymes to remember new words in english. 3.182 neutral 6 using cards to remember new words in english. 2.909 neutral 7 practicing acting out new english words. 3.727 agree 8 often repeating english lessons. 3.424 neutral 9 memorizing new words or phrases in english by memorizing them on book pages, on chalkboards, or on road signs 3.515 agree average 3.512 agree cognitive strategy, there are 14 questions in the questionnaire to reveal the high proficiency students’ learning strategies in the cognitive context. based on the table, it can be seen that the strategy used with the highest score is repetition of pronunciation and writing (4.030) and then watching tv shows or movies in english (3.970). the strategies with the lowest response were writing notes, messages, letters or reports in english (2.879), and compiling information summaries (3.333). table 3. cognitive strategy no strategy mean interpretation 1 repeating the pronunciation or writing of new words in english. 4.030 agree 2 trying to speak like a native english speaker. 3.909 agree 3 practicing english sounds. 3.879 agree 4 using english words that i know a variety of ways. 3.788 agree 5 starting english conversation practice 3.667 agree 6 watching english tv shows or movies 3.970 agree 7 often reading material in english. 3.424 neutral 8 writing notes, messages, letters or reports in english. 2.879 neutral 9 reading the english text in a cursory manner at first, then return to perusing. 3.788 agree 10 looking for similarities between english and indonesian in words i just met 3.545 agree 11 trying to find patterns in english. 3.667 agree 12 finding the meaning of a word in english by dividing it into parts that i understand 3.667 agree 13 trying not to translate word for word. 3.455 neutral 14 summarizing the english information heard or read 3.333 neutral average 3.643 agree edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi compensation strategy, for the compensation strategy, the high proficiency students responded to 6 strategy items. from the results of the responses, it can be seen that items 1 and 2 are the most used strategies, respectively, with points 3.939 and 3.879. in contrast, items 4 and 3 are the least used strategies in this category with response values of 2.667 and 2.909. table 4. compensation strategy no strategy mean interpretation 1 guessing the meaning of english words for words you still don't understand. 3.939 agree 2 using gestures when unable to say a word during a conversation in english. 3.879 agree 3 making up new words if i don't know about the correct word in english. 2.909 neutral 4 reading english without having to search for the meaning of each new word. 2.667 neutral 5 trying to guess what someone will say in english conversation next. 3.394 neutral 6 using a word or phrase that has the same meaning as a substitute when unable to get a word in english. 3.727 agree average 3.419 neutral metacognitive strategy, based on table 5, the high proficiency students at mku english have a desire to become better students as evidenced by the response in point 4 with an average value of 4.364. in addition, progress in english is an important concern for students, which can be proven by point 9 being the second rank (4.091). for this metacognitive indicator, items 5 and 7 are the least used strategies with points 2.939 and 3.212. table 5. metacognitive strategy no strategy mean interpretation 1 using a variety of ways to improve english skills. 3.818 agree 2 noticing the mistakes i made in my use of english that made me much better off. 3.909 agree 3 paying attention when someone is speaking english. 4.061 agree 4 trying to be a better english learner. 4.364 agree 5 making a schedule so that you have enough time to learn english. 2.939 neutral 6 looking for someone i can talk to in english. 3.667 agree 7 reading as much english material as possible. 3.212 neutral 8 having a clear goal of improving english language skills. 3.879 agree 9 the progress in learning english is an important thing to pay attention to. 4.091 agree average 3.771 agree affective strategy, regarding the affective category, trying to relax when there are concerns in using english is claimed to have the most important portion for most respondents with 3.970 points. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi furthermore, the average value of 3.939 was put at the second rank, namely giving appreciation to yourself. on the other hand, the lowest scores are 2.455 and 3.273 for items 5 and 6. table 6. affective strategy no strategy mean interpretation 1 trying to relax when you are afraid or worried about using english. 3.970 agree 2 keeping trying to speak english despite the fear of making mistakes. 3.879 agree 3 rewarding yourself for succeeding in english. 3.939 agree 4 caring about feeling tense or nervous when using english. 3.485 neutral 5 writing down feelings in a diary using english. 2.455 disagree 6 talking to others about feelings for exercise. 3.273 neutral average 3.500 neutral social strategy, the last category is social strategy with 6 sub categories. based on the value of the questionnaire, it can be seen that point 1 gets a value of 4.182 and item 2 with a value of 3.667. this indicates that more students will ask for advice on the interlocutor in english and vice versa ask for correction if there is a pronunciation mistake. strategies with low average scores are in points 5 and 6 with 3.091 and 3.212 points. table 7. social strategy no strategy mean interpretation 1 asking the other person to repeat it again 4.182 agree 2 asking speakers of other people's languages to correct 3.667 agree 3 practicing english with other students. 3.485 neutral 4 asking help from english speakers. 3.212 neutral 5 asking questions in english. 3.091 neutral 6 trying to learn the native culture of english speakers. 3.121 neutral average 3.460 neutral based on the results, metacognitive strategy is the strategy most used by the best students at mku english. the average score in this category is 3.771, which means that it can be interpreted that this strategy is the most dominant. furthermore, in order based on the ranking values, namely cognitive strategy, memory strategy, affective strategy and social strategy. meanwhile, those at the lowest position are compensation strategies with points 3.419. the rank is described in table 8. table 8. the strategy applied most strategy mean interpretation rank metacognitive 3.771 agree 1 cognitive 3.643 agree 2 memory 3.512 agree 3 affective 3.500 agree 4 social 3.460 agree 5 compensation 3.419 agree 6 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi qualitative results to obtain the data related to the use of technology used by the best students at the english mku. interviews were conducted with student representatives with good performance. the question items relate to the use of technology to improve their english skills. this technology is a strategy used by these students. the following questions and answers are based on the interview. how is the intensity of the use of technology in english learning strategies? all respondents stated that the use of technology in improving english language skills has a very high intensity. the student stated that the use of cellphones is a very helpful device to be used every day as needed for communication. for this reason, the intensity of using technology is very high. here's one response: student a: "regarding the intensity of daily use of technology to improve english proficiency, of course it is quite intense for me, because i use cellphones and every day i mostly get a lot of english on my cellphone.” what types of technology are most often used to improve english language skills? as the answer in point 1, the high proficiency students at mku in english stated that cellphones were the most frequently used devices. with the reason that mobile phones can be easily carried anywhere. this device is the favorite of the respondents' answers. student b: “when asked about the device, i use the smartphone the most. the reason is of course because a smartphone is the easiest thing to carry anywhere and is an object that is always near me, so it can make it easier for me to learn english." what technology is used to practice listening skills? in an effort to improve listening skills, the best students at mku english mentioned that they access various videos or audios also using their cellphones. but further, they also access toefl exercises as a listening activity. cellphone is also used for dictionary installation. laptops and tvs are also devices used for watching english films to improve listening skills. this can be seen in the response below: student b: “in practicing my listening skills in english, i make use of smartphone and laptop technology. through my device, i usually listen to songs in english and try not to look at the lyrics and also try to understand every vocabulary in the song. for example, i don't know the meaning of the vocabulary in the song, i will open the u dictionary application to find out the meaning of vocabulary that i don't understand. i also took the online toefl test through a trusted site on the internet. so, i feel trained in the listening part." what technology is used to practice speaking skills? most of the high proficiency students at mku of english use recording devices to practice their speaking skills. after recording the voice, they will use another tool such as a dictionary in terms of pronunciation accuracy. here's an example of an interview response: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi student d: "to practice my speaking skills, i often listen to the pronunciation of vocabulary words in an "offline dictionary "where later i will practice them and record them whether they match what i have listened to in the offline dictionary application." what technology is used to practice reading skills? the majority of respondents stated that accessing the internet on various english texts is a strategy in the field of technology used to improve reading skills. english articles are considered useful in increasing vocabulary so as to improve reading skills. online toel practice in the reading section is another activity. the following are among the respondents' answers regarding the use of technology in reading skills: student b: “device technology is technology that i use to practice reading skills in english. i usually turn to english articles on the internet to try to interpret them without using a dictionary. however, if there is a vocabulary that is really foreign i will interpret it through the “u dictionary” application and try to remember it. i also took the online toefl test and practiced the reading part." what technology is used to practice writing skills? there are various answers to these writing skills. the high proficiency students in english mku stated that useful applications such as telegram can be used as an exercise in writing about quotes every day. apart from that, the integration of listening activities with writing is also the strategy mentioned. student b’s listening to music and interpreting it into writing are the integration of listening and writing activities. furthermore, another response also shows that writing on cellphones and assisted by google translate is frequently used. student c: “to be honest, i'm not very good at and interested in writing. but there is still a desire within me to be able to write. it's just that if i am asked to write an essay, i am still unable to do it. usually i only make small writings on my smartphone notes which of course help the dictionary / google translate so that my writing is more precise. or usually i'll write a short random conversation on the note of my smartphone." are there sites on the internet that are important to learning english? various links on the internet are important parts of the high proficiency students at english mku. internet assistance such as grammarly, google translate, and kampung inggris are considered useful. the link t accessed via the internet can help with various english language skills. student b: “there are many websites that have had a huge impact on improving my english skills. however, i prefer kampung inggris lc website. because from this site we will not only know about grammar and vocabulary. my conversation is highly trained because i am taught to recognize expressions, idioms and even slank words.” what is the motivation when learning to use the technology previously mentioned? all respondents as the high proficiency student representatives stated that they felt very motivated edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi by the use of the technologies mentioned earlier in english learning activities. technology provides positive benefits and provides convenience. student c: "personally, with the technological advances available, it makes me more motivated to continue learning english. because in my opinion most students are lazy or reluctant to learn english because they find it difficult to flip through the dictionary. however, with the current technology it really helps us all, especially me in learning english." does e-learning in english mku provide benefits? the english mku activities combine synchronous and asynchronous learning activities. in asynchronous activities, lectures rely on e-learning universitas bengkulu as a tool provided by the campus. in this item of question, students are asked to give their opinion about the usefulness of lms technology for them. all respondents answered in a positive tone that the e-learning used has provided excellent benefits for english learning activities, as stated by the following students: student d: "i think e-learning learning for english mku is very useful because using the e-learning kit can access the subject matter easily and then there is also a discussion forum which we can use to share knowledge and information with other friends." what are the future hopes for the use of technology in the english mku? the majority of respondents responded that the use of technology in english mku should be further improved. the existing e-learning media is good, but it is hoped that there will be other technologies as a companion, for example a learning media that can be accessed off line. in addition, synchronous activities through zoom, google meet, and other media are also expected to be a consideration. in the following is one of the response examples. student a: "i hope that the next use of technology is more complex technology that is not only limited to websites and the internet but also such as applications or even with video games or such as video cassettes that can be accessed by students." discussion based on the findings, the best students use various strategies in learning english. these strategies are memory, cognitive, compensatory, metacognitive, affective, and social strategies. of the 6 strategies, metacognitive is the strategy most often used. this finding is in line with research conducted by panggabean (2017) examining the learning strategies possessed by students with high academic abilities. the finding is that metacognitive is one of the dominant strategies. chamot (2004) says that all students benefit from using this metacognitive strategy in planning, monitoring, and evaluating their own activities. metacognitive is useful for students to deal with classroom situations. so, the students know what and how to improve their abilities it is appropriate for english learners to be aware of and know what strategies they can use. with various kinds of improvement in language skills it is hoped that the success can be achieved well. oxford (1990) states that learning strategies are very important because they are the means to be active and edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi independent to achieve the expected communicative competences. according to setiyadi (2016) the use of strategies can separate effective and ineffective activities. based on the results of various studies which prove that there is a significant correlation between language skills and effective learners. various learning strategies should be an important concern. students should not only be given learning material, but what strategies must be done to achieve proficiency. the use of technology in language learning has been studied in various contexts such as the use of computers, cellphones, e-learning (lms), radio, tv, games, cd rooms, the internet (certain sites), electronic dictionary, email, blogs, audio cassettes, power points, videos, dvd's, vcd's or other technologies. technology that can support language learning should be an important part of the learning process because the use of this technology can maximize language skills. mofareh (2019) said that one of the main goals in the use of technology is to provide motivation and encourage learners to gain english skills in a realistic context. based on the results of this study, it was found that the high proficiency students at english mku used various strategies and technologies to improve their english skills. this is in line with research conducted by rahimi and katal (2012). they conducted research on the importance of metacognitive strategies in improving listening skills in a technological context. the finding is that the use of podcasts shows that students recognize the importance of using technology. the use of technology in reading online is an interactive activity between students and text. mohammadian et al. (2018) conducted a study on students who used interactive reading tools such as videos. activities using this technology can provide benefits in improving reading skills. in addition, the use of the internet is also an important part of the high proficiency students’ learning strategies. the use of the internet as a language learning strategy has also been researched by solak and cakir (2015). they recommend that students benefit greatly from practicing english using these technologies. conclusions from the findings and discussion, there are two conclusions that can be drawn based on the research purposes. firstly, it can be concluded that the high proficiency students at english mku use various learning strategies and technology in improving their english skills. the strategies used are memory, cognitive, compensation, metacognitive, affective, and social strategies. of the 6 strategies, metacognitive and cognitive are the most frequently used strategies. while the least used are compensation and social strategies. secondly, the best students also use technology in their daily practice. these technologies include mobile phones, laptops, various internet sites, and offline learning applications. this study suggests various strategies and technologies used by the high proficiency students at the english mku. based on this, the strategy and use of technology are expected to become important concerns so that the improvement of english language skills, especially in english mku, can be improved in the future. in the realm of study, further research can be carried out towards the different strategies used by students at the best, middle, and low levels. this is as a comparison of learning strategies between the more effective or ineffective strategies. acknowledgments we would like to express our very great appreciation to the research and service community institute (lppm) of universitas bengkulu for supporting and promoting the research. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references chamot, a.u. (2004). issues in language learning strategy research and teaching. electronic. journal of foreign language teaching, 1(1), 14-26. day, j., & krzanowski, m. (2011).teaching english for specific purposes: an introduction. new york: cambridge university press. gay, l. r., mills, g.e., & airasian, p. (2012). educational research: competencies for analysis and applications. new jersey: pearson education inc. genclter, b. (2015). how does technology affect languae learning process at an early age? procedia – social and behavioral science, 199, 311 – 316. grenfell, m., & macaro, e. (2007). claims and critiques.dalam cohen, andmacaro, e. (eds.), language learner strategies (pp. 9-28). oxford, england: oxford university press. griffiths, c. (2013). the strategy factor in successful language learning, the asian efl journal. 3, 103. griffiths, c., & cansiz, g. (2015). language learning strategies: a holistic view. studies in second language learning and teaching, 5(3), 473-493. http://www.ssllt.amu.edu.pl/ hardan, a.a. (2013). language learning strategies: a general overview. procedia social and behavioral sciences, 106, 1712 – 1726. http://dx.doi.org/10.1016/j.sbspro.2013.12.194 khan, a.a., ali, s.r., and ahmad, h. (2018). language learning strategies and students’ performance in esl classrooms. global language review (glr), 1 (1), 17 – 38. mahrooqi, r and troudi, s. (2014). using technology in foreign language teaching. united kingdom: cambridge scholars. mofareh, a (2019).the use of technology in english language teaching. frontiers in education technology, 2(3),168-180. http://dx.doi.org/10.22158/fet.v2n3p168. mohammadian, a., saed, a., & shahi, y. (2018). the effect of using video technology. advance in language and literary studies, 9(2), 17 -23. http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.17 oxford, r.l. (1990). language learning strategies: what every teacher should know. boston: heinleandheinle. panggabean, c., & kesuma, i. (2017). language learning strategies of high proficiency students in their oral presentation at english language education of pgri ronggolawe university tuban. okara: jurnal bahasa indonesia and sastra,2 (2), 205-214. rahimi, m., &katal, m. (2012). the role of metacognitive listening strategies awareness and podcastuse readiness in using podcasting for learning english as a foreign language. computers in human behavior, 28(4), 1153-116. https://doi.org/10.1016/j.chb.2012.01.025 setiyadi, b. (2016). language learning strategy questionnaire (llsq): a measurement to identify students’ learning strategies and prepare the success of learning english in the indonesian context (empirical evidence). yogyakarta: grahailmu. siniscalco, m.t., & auriat, n. (2005). questionnaire design. unesco. (available at: http://www.unesco.org/iiep). solak, e., & cakir, r (2015) language learning strategies of language e-learners in turkey. e-learning and digital media, 12(1) 107–120. taguchi, n. (2014). english-medium education in the global society: an introduction. in taguchi, n. (ed.), english-medium education in the global society (pp. 157–181). special issue with international review of applied linguistics, 52(2). http://www.ssllt.amu.edu.pl/ http://dx.doi.org/10.1016/j.sbspro.2013.12.194 http://dx.doi.org/10.22158/fet.v2n3p168 http://dx.doi.org/10.7575/aiac.alls.v.9n.2p.17 https://doi.org/10.1016/j.chb.2012.01.025 http://www.unesco.org/iiep edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the efl students’ anxiety in an online public speaking class at an indonesian university annisa indira sulistyowati sanata dharma university, indonesia thomas wahyu prabowo mukti sanata dharma university, indonesia corresponding author: thomaswpm@usd.ac.id abstract one of the main challenges for english as foreign language (efl) students in public speaking class was foreign language anxiety (fla). due to covid-19, the public speaking class must be conducted online. this study aimed to examine the level of fla in online public speaking classes and discovered the impacts on students' feelings upon joining the online public speaking class. this research used a quantitative research approach and survey methodology. the research was conducted in online public speaking classes for fifthsemester students at sanata dharma university. the researchers took 50 students from the total population of 159 students in batch 2019 using random sampling and the survey questionnaires in google forms were distributed through whatsapp group. the level of fla was investigated through the modified foreign language classroom anxiety scale (mflcas), and the impacts of fla were explored using modified foreign language virtual classroom anxiety scale (mflvcas). the results showed that students experienced a moderate level of fla with a mean of 3,00 by three dimensions; communication apprehension (ca), fear of negative evaluation (fne), and test anxiety (ta). there were no adverse impacts from online public speaking classes related to flvcas. the online classroom setting did not bring another source of anxiety to the students. based on the findings, students who do not have any internet or technical issues should always turn on their cameras during the online speaking class. future research that compares students’ achievement in online public speaking class and offline public speaking class can be done to have a better depth comparison between these two teaching approaches. keywords: public speaking, online public speaking, foreign language anxiety introduction foreign language anxiety (fla) is the feelings of nervousness and apprehension experienced by efl students when they are learning english (horwitz, 2001). intuitively, anxiety would inhibit the learning and production of a second language (l2) (horwitz, 2010). this situation commonly happens when students need to speak in front of an audience and even students could have unfavorable edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi experiences (suleimenova, 2013). anxious students are often more prone to underestimate their language proficiency and avoid risky behaviors, such as speaking in class or attempting to explain complicated ideas (gregersen et al., 2014; macintyre, 1994). as the result, many students who are fine to share their ideas in any everyday situation are terrified of delivering a speech in front of audience (foss & reitzel, 1988) and even anxiety could lead to failure (ezzi, 2012). english language education study programme (elesp) at sanata dharma university holds public speaking class as a compulsory course for fifth-semester students. this class is designed to introduce students to the underlying principles of speaking in public and provide hands-on experiences to develop public speaking skills. in this situation, fla is likely to be experienced by students. due to covid-19, the public speaking class must be conducted online. according to research, many communication faculties do not agree that certain courses, such as interpersonal communication, public speaking, and writing, should not be taught online (vanhorn et al., 2008). this narrative exists because the public speaking class requires a real-life experience of delivering a speech in front of a large audience. it could not be experienced through the online course. the reallife experience that fulfills students' progress in practicing their oral skills can only be attained through the offline class. there is a big difference between face-to-face and online public speaking class. in face-toface classes, students deliver their speech directly in front of the classroom. they get the experience of having a speech in front of a large audience. they need to be well prepared for delivering their speech directly in front of the audience. they need to memorize their speech, master their full-body gestures, and style their full-body appearance. in addition, students need to face real audience who can determine their level of anxiety (pertaub et al., 2002). meanwhile, students do not directly deliver their speeches in online public speaking classes. in this study, students need to record their speech using their camera or smartphone for time efficiency. they did not deliver their speech directly through video conference meetings in zoom since it was considered not time efficient. therefore, the lecturer asked the students to record their speech and upload it on youtube. since it was prerecorded speech, students could retake their speech video several times. the retake speech opportunity could not be experienced in the offline class setting. research done by kaisar and chowdhury (2020) highlights the lack of necessary components of interaction which lead students to feel secluded, uncomfortable, bored, and consequently become anxious about their language achievement or students might even anxious when they use the application itself (brown et al., 2004; garrison et al., 1999; holmes & meyerhoff, 2003). this research explored not only foreign language anxiety (fla) but also the impacts of fla related to foreign language virtual classroom anxiety (flvca). therefore, this study is aimed to investigate the level of foreign language anxiety in online public speaking classes and discover the impacts on students' feelings upon joining the online public speaking class. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review foreign language anxiety foreign language anxiety (fla) is a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning experience (aida, 1994; horwitz 2001; horwitz et al., 1986). foreign language anxiety is specific anxiety experienced by language learners when they are learning a language. it does not come from general anxiety, but it comes from the particular experience of learning a language (oteir & al-otaibi, 2019). language researchers agree that anxiety from the language learning process is one of the primary obstacles for efl learners learning english (alrabai, 2014; male, 2018). the effects of foreign language anxiety could either motivate students or demotivate students in learning. since it brings many influences, it is important to identify students' anxiety in foreign language classes. horwitz et al., (1986) developed foreign language classroom anxiety scale (flcas) to measure the levels of anxiety that students experience when they are learning a foreign language. flcas consists of 33 items, a self-report questionnaire using the likert scale to explore the three dimensions of fla; communication apprehension (ca), test anxiety (ta), and fear of negative evaluation (fne). types of foreign language anxiety according to horwitz et al. (1986), there are three types of foreign language anxiety (fla). these three types of fla can be found when students perform their english skills. communication apprehension (ca) is the experience of nervousness, worry, and discomfort when students speak in english class (horwitz et al., 1986). students who experience communication apprehension will have difficulties expressing their ideas in english. they need some time to construct their ideas and often use too many fillers when speaking (gawi, 2020). using too many fillers will distract the audience from engaging the speaker's ideas. fear of negative evaluation is a type of anxiety indicated by fear of other people's evaluations, avoidance of evaluative circumstances, and the expectation that others would negatively evaluate them (horwitz et al., 1986). fear of negative evaluation is closely associated with fear of communication and it drives students to feel uncertain about their abilities to communicate in english (watson & friend, 1969). alnatour's (2018) study found that this is of one the student of the common experiences. students feel afraid that the other parties do not understand what they are trying to express and feel that their english is lacking in many ways. fear of negative evaluation makes students passive in practicing their oral skills. they tend to be afraid of making mistakes and choose to remain silent. this passive attitude will slow down students' progress in learning speaking skills. eventually, students could withdraw from class activities. test anxiety (ta) is the fear of failing academic tests and an unpleasant experience carried either consciously or unconsciously by learners in various contexts. students who experience test anxiety are afraid of the consequences of failing the exam, consequently, they cannot concentrate and give their best on the exam (alnatour, 2018; aydın, 2009). due to test anxiety, teachers cannot edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi get credible exam results to evaluate students' learning progress. credible exam results are essential for improving the best teaching approach to mastering speaking skills. the impacts of foreign language anxiety there are three impacts of foreign language anxiety. the first one is the impact on academic performance. there is a negative relationship between foreign language anxiety and academic achievement (horwitz, 2001). students who experience foreign language anxiety feel uncomfortable due to their anxiety and cannot fully concentrate on language learning. it leads them to have a shallow understanding to perform well in academics. the second impact is low interest in communication. according to horwitz (2010), foreign language anxiety lowers students' motivation to communicate with others. they tend to become passive in classroom activities. the third impact is undeveloped cognitive performance. foreign language anxiety blocks students' cognitive performance in learning the language. the students will focus more on controlling their anxious feelings than on learning the language. they cannot fully concentrate on the learning process, and it will slow down their language learning progress. foreign language virtual classroom anxiety studies by kaisar and chowdhury (2020) and al-qahtani (2019) show students did not experience technophobia and felt comfortable exploring the use of technology to learn english in a virtual class setting. students had shown active participation attitudes in engaging with classroom activities. in addition, they also felt confident using facial gestures and eye contact in virtual language classrooms. they do not feel isolated in practicing their english through a virtual language classroom. however, brown et al., (2004) show that computer anxiety and oral communication apprehension correlate to computer-mediated communication (cmc) anxiety, affecting students' attitudes and learning achievements. students who do not experience cmc anxiety can excel better in their learning process. methodology research design and approach of the study this research is quantitative. this approach was chosen because the researchers needed to quantify the levels of foreign language anxiety (fla) behavior in online public speaking classes. specifically, this study employed a survey methodology which has been widely used to describe and explore human behavior in social and psychological research (creswell, 2018; singleton & straits, 2012). the survey allowed the writer to determine the level, types, and impacts of fla in online public speaking classes. the researchers distributed two survey questionnaires, modified foreign language classroom anxiety scale (mflcas) and modified foreign language virtual classroom anxiety scale (mflvcas), through google forms. the researcher adopted mflcas which was originally initiated by horwitz et al. (1986) to determine the level of fla, it has been widely used to edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi determine students’ fla. the mflvcas was adapted from kaisar and chowdhury (2020) to find out the impacts of fla in online class setting, this survey questionnaire was chosen because it pointed out the impacts of fla that students might experience during online class. research setting the research was conducted in online public speaking classes for fifth-semester students at sanata dharma university. the writers gathered the questionnaire and interview data in the middle of november 2021. to enrich the research, the writers also observed three online public speaking class meetings in the last week of november and the first week of december 2021. research participants according to creswell (2018), the research participants in a quantitative study are estimated from 10-50 participants, it depends on the research questions. in this study, the total number of students in batch 2019 is 159 consisting of 44 male and 115 female students. this study took 50 fifth-semester students in public speaking class using random sampling. the survey questionnaire was distributed to the students’ batch 2019 whatsapp group. those numbers more or less represent 30% of the total population and student composition where 28% of students are male and 72% of students are female. the participants then were coded using pseudonyms namely a for the first participant until ax for the fifty participants. instruments and data gathering technique modified foreign language classroom anxiety scale (mflcas), the first instrument was mflcas to determine students’ fla levels. mflcas was adapted from the foreign language classroom anxiety scale (flcas) initiated by horwitz et al. (1986). flcas consists of 33 items, a self-report questionnaire using the likert scale to assess students' flcas related to communication apprehension, test anxiety, and fear of negative evaluation. mflcas consists of 15 self-report questionnaire items using a likert scale adapted from flcas. the researchers did not include statements from flcas that are not relevant to the study and not observable, for example, “i would not be nervous speaking the foreign language with native speakers.” the respondents gave their responses to the statements by choosing to either (1) strongly agree, (2) agree, (3) neither agree nor disagree, (4) disagree, or (5) strongly disagree. modified foreign language virtual classroom anxiety scale (mflvcas), the second instrument was mflvcas. mflvcas was adapted from foreign language virtual classroom anxiety scale (flvcas) developed by kaisar and chowdhury (2020). flvcas consists of 7 items of a selfreport questionnaire using three scales (agree, disagree, and neutral) to discover the virtual classroom features that create fla. the mflvcas consists of 7 items self-report questionnaire using the likert scale. the respondents gave their responses on fla by choosing to either (1) strongly agree, (2) agree, (3) neither agree nor disagree, (4) disagree, or (5) strongly disagree. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi observation log, this observation log uses checklists to see behaviors and responses shown by the participants of this study. ary et al. (2010) say observation allows the researchers to “determine whether what is said matches actions or may illuminate subtleties that may be outside the consciousness of the person or that the person cannot articulate (p.432).” interview guidelines, the researchers employed interview guidelines to explore the research subjects' opinions and experiences during their public speaking online class. the guideline consists of four questions focusing on participants feeling about joining online public speaking class and students’ preferences regarding the mode of the class as well as how the practice should be conducted. the participants were selected using stratified random sampling by selecting two representatives from each quartile. the interview helped researchers to get in-depth information (ary et al., 2010). data analysis techniques after gathering all data from google forms and calculating the score from each statement, the researchers analyzed the highest, lowest score, and the mean from the likert scale results in each statement. the mean data from each statement were analyzed through the descriptive table. table 1. level of fla mean score range level of anxiety 4.21-5.00 very low 3.41-4.20 low 2.61-3.40 moderate 1.81-2.60 high 1.00-1.80 very high from the descriptive table, the researchers drew a conclusion related to the level of anxiety, the most common anxiety dimensions, and the impacts of online public speaking classes related to flvcas. the researchers then transcribed the interview results, analyzed, and categorized the data based on the themes namely, types of emotions and anxiety. to ensure the validity of the analysis, the researchers conducted inter-rater checking. lastly, the data were triangulated using observation data from the meetings (how many meetings?) to confirm the results both from the questionnaire and interview. results and discussion foreign language anxiety (fla) experienced in online public speaking class the modified foreign language classroom anxiety scale (mflcas) questionnaire results showed an overall mean of 3.00. it was considered a moderate level of fla. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. foreign language anxiety (fla) experienced in online public speaking class students’ responses dimension of anxiety statements n mean communication apprehension (ca) it frightens me when i don't understand what the teacher is saying in english. 143 2.86 i start to panic when i have to speak without preparation in online public speaking class. 140 2.80 i would be nervous when i have to deliver my english speeches in online public speaking class. 144 2.88 i get upset when i don't understand what the teacher is correcting. 163 3.26 i don't feel confident when i speak english in online public speaking class. 170 3.40 i can feel my heart pounding when i'm going to be called on in online public speaking class. 132 2.64 fear of negative evaluation (fne) i worry about making mistakes in online public speaking class. 147 2.94 i tremble when i know that i'm going to be called on in online public speaking class. 149 2.98 i keep thinking that the other students are better at english than i am. 143 2.86 i always feel that the other students speak english better than i do. 138 2.76 i am afraid that the other students will laugh at me when i speak in english. 174 3.48 test anxiety (ta) i usually feel nervous during tests in online public speaking class. 150 3.00 i worry about the consequences of failing online public speaking class. 131 2.62 the more i study for a language test, the more confused i get. 184 3.68 i feel overwhelmed by the number of rules i have to learn to speak in english. 151 3.02 in general overview, the highest mean is 3.68. it was considered a low level of fla. the highest mean of fla was related to test anxiety (ta) in the statement, "the more i study for a language test, the more confused i get.". the lowest mean was 2.62. it was considered as a moderate level of fla. the lowest mean of fla was correlated to test anxiety (ta) in the statement, "i worry about the consequences of failing the online public speaking class.". unlike ezzi’s (2012) and suleimenova's (2013) studies, this study shows the majority of students had positive experiences in speaking class. on the other hand, this study confirms broeckelman-post's et al., (2019) and westwick's et al., (2015, 2018) studies which show a decrease in students’ anxiety compared to students who joined face-to-face classroom. to dig deeper, the researchers also analyze the fla based on students’ genders. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 69 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. students’ fla level the data above showed female students had slightly higher fla level compared to male students who on average had a low level of anxiety. it confirms ezzi’s (2012) study which revealed female students tend to have higher anxiety level than the male students. communication apprehension communication apprehension (ca) is the experience of nervousness, worry, and discomfort when students speak in english class (gawi, 2020). the highest level of fla in ca was 3.40 (moderate level of fla) in the statement "i don't feel confident when i speak english in online public speaking class."in the interview, half of the respondents experienced negative emotions related to ca. those negative emotions were nervousness and anxiety when speaking english in the online public speaking class. they felt nervous because they did not master the materials and had to talk spontaneously. the nervous feelings made them use many fillers and stutter to deliver their speech. they also felt anxious when speaking in the online public speaking class. they were afraid that others did not get what they were trying to deliver. to confirm students’ answers, the researchers asked about their feeling in online public speaking class. there are notable answers regarding this issue. the first issue is students’ negative perceptions. “sometimes, i feel nervous when i have to present something or speak spontaneously. i don't know what to say. i am afraid if my english is incorrect, and people don't understand what i am delivering.” (x) “i feel a bit worried because everyone turns off their camera. i don't know their reactions. i don't know if they like me or not.” (aj) “speaking english in online class isn't challenging and engaging for me. my friends do not turn on their camera and i feel like i am speaking to my laptop.” (ap) 2.94 2.96 2.98 3 3.02 3.04 3.06 3.08 male female edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 70 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “i feel extremely nervous when i have to speak spontaneously.” (af) feeling nervous, afraid, and worried highlighted students’ feelings during online public speaking. there was also a student who felt online class was boring since there was less interaction. the other half of the respondents experienced positive emotions related to ca. they felt confident speaking in the online public speaking class. they felt confident because they had time to prepare their speech, and they did not have to face the audience directly. the researchers observed some videos from an online public speaking class and noticed that some students who experienced negative emotions often made many movements and used many fillers. they also often made awkward facial expressions. in contrast, students who experienced positive emotions looked comfortable and confident in expressing their ideas during the online public speaking class. they did not make awkward facial expressions or use many fillers. “i feel confident, i do not feel anxious or scared to speak in zoom class because we don't have to face them directly. sometimes we can turn off our camera too and it makes me feel more confident. it is different when you talk in real life because it has more pressure.” (a) the lowest fla in ca was 2.64. it was considered a moderate level of anxiety. in the sentence, "i can feel my heart pounding when i'm going to be called on in online public speaking class.". in the interview, 8 of 8 students stated that they felt nervous when the lecturer gave a question and asked some students to answer it directly. the students said they knew what they wanted to say, but when they heard their names was being called, it made them anxious. when their name was being called, the whole class would pay full attention to them, and it gave them pressure (x, au, af. interview). often it made them forget about their ideas. they felt the pressure, but it did not demotivate them to practice their speaking skills. slowly through the online public speaking class, they learned how to handle their anxious feelings when they heard the lecturer calling their name. from the classroom observation log, the researchers noticed that students looked more comfortable with the online public speaking class each week and knew how to handle their anxious feelings. during the first three weeks of online conversation class, they still needed time to answer impromptu questions and looked anxious. however, they looked comfortable expressing their ideas on an impromptu question as time passed. fear of negative evaluation fear of negative evaluation (fne) is a type of anxiety indicated by fear of other people's evaluations, avoidance of evaluative circumstances, and the expectation that others would negatively evaluate them (watson & friend, 1969). based on the questionnaire result, the highest mean in fne was 3.48. it was considered a low level of fla. in the sentence, "i am afraid that the other students will laugh at me when i speak in english.". the lowest mean in fne was 2.76. it was considered a moderate level of fla. in the sentence, "i always feel that the other students speak english better than i do.". the data show students were concerned about their peers' reactions to their speeches. it also affected their confidence level when they were delivering their speeches. positive responses edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 71 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi from their peers will boost their confidence. in online public speaking classes, not everyone turned on their camera. it was hard to tell whether their peers gave positive or negative reactions. that factor may lead them to develop a moderate level of fne. on the other hand, in the interview, some students stated that they were worried about their friends' reactions when delivering their speeches. they did not know their friends' facial expressions because most of them turned off their cameras. this condition made them worry and nervous. they were afraid that their friends would laugh at them or dislike their speeches. “i feel a bit worried because everyone turns off their camera. i don't know their reactions. i don't know if they like me or not. in the main room session, i feel like everyone is judging me, and it makes me afraid. they turn off their camera. it also makes me nervous. i don't know if they laugh at me or how they react to my speech.” (x) in the interview, some students also said that they were concerned that some of their friends spoke english better than them. they knew that their friends were more fluent in english than them (x, h, au. interview). it made them anxious and feel intimidated by them. one student overcame this anxious feeling by texting their friends who were more fluent in english to get encouragement. she said that receiving warm encouragement from those fluent students made her feel confident (h). the researchers noticed that the classroom atmosphere was quite awkward and cold from the classroom observation log when most of the students did not turn on their cameras. students who turned on their cameras might show no reactions after their friends delivered their speeches. from the questionnaire, interview, and classroom observation log, it was confirmed that online public speaking classes could still give the fear of negative evaluations even though students did not speak directly to public audiences in a real-life setting and see the audience’s reactions. test anxiety test anxiety (ta) is the fear of failing academic tests, and an unpleasant experience carried consciously or unconsciously by learners in various contexts (aydın, 2009). the highest mean in ta was 3.68. it was considered a low level of fla. it can be found in the sentence, "the more i study for a language test, the more confused i get.". the lowest mean in ta was 2.62. it was considered a moderate level of fla. it can be found in the sentence, "i worry about the consequences of failing the online public speaking class." in short, we can see that students knew their way of learning to master the materials in online public speaking classes. they did not get confused or feel under pressure when studying for public speaking assignments or exams. in the interview, all the students stated that they felt comfortable with the assignments and exams in the online public speaking class. they had a weekly assignment to make an audio journal to practice their oral and english skills. they needed to submit the weekly assignment in audio format, and the maximum duration was 3 minutes. for their midterms and final exam, they needed to record a speech video with a duration of 5-8 minutes and upload it on youtube. the students said they did not face many difficulties in doing the assignments and the exams. they can retake their audio journal and video several times before submitting them. the students submitted their best audio journal and video that they were most satisfied with after several retakes. the students said they edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 72 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi could also make notes and read them to make the best results during the recording process. they knew that they should not read and rely on those notes or full text of their speech. they were afraid of the consequences of getting used to relying on these notes. they were worried that they would face a hard time when delivering a speech in a real-life setting. they were not afraid to fail the online public speaking class in terms of scores but capabilities. the impacts of online public speaking class related to foreign language virtual classroom anxiety (flvca) the second research question aimed to determine the impacts of online public speaking classes related to foreign language virtual classroom anxiety (flvca). the researchers wanted to investigate whether online public speaking classes became another source of anxiety or not. the online class setting might become another source of anxiety that slows down students learning process. students only needed to deal with fla in a face-to-face public speaking class. in an online public speaking class, students might also deal with flvca because of the online setting. table 3. summarized results of flvca statements sa a n d sd i have techno-phobia 10% 8% 20% 20% 42% i feel isolated during online public speaking class 10% 14% 18% 26% 32% i feel uneasy thinking that teacher or fellow students might see my home setting 2% 16% 20% 28% 34% i feel fear to be disconnected during online public speaking class 24% 28% 18% 12% 18% i feel anxious thinking that the teacher does not see my non-verbal 4% 16% 24% 24% 16% long time use of technology during online public speaking class makes me anxious about my physical and mental health 8% 22% 26% 20% 24% the online public speaking class setting makes me feel more suffocated than a real classroom 6% 8% 40% 26% 20% the results of mflvca showed that students did not experience flvca and had positive attitudes to overcome their fla in online public speaking classes. 42% of the students did not have technophobia. the students were familiar and confident with their ability to learn in an online setting using technology. 32% of the students did not feel isolated in an online setting. 34% of students were comfortable with their home settings in an online class. students were pleased with their online class setting from their home. they did not experience negative emotions related to the online setting. the students had moderate experiences in learning using computer-mediated communication (brown et al., 2004; garrison et al., 2000) and other devices during the pandemic which lead students to have less anxiety. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 73 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi based on students’ gender, here is the average flvca of the students. figure 2. students' flvca level based on the data, both male and female students show low level of flvca. one of the contributors is students were already familiar with the technology needed in the classroom. however, half of the students were anxious about getting disconnected from their internet connection. in the interview, 25% of the students said that when they got disconnected, it made them panic. however, it did not give them intense anxious feelings. 24% of the students did not feel ignored by their lecturer during the online classroom setting. it indicated that the lecturer managed to build a supportive atmosphere for learning. the researchers confirmed that the lecturer paid detailed attention to students' gestures from the classroom observation log. the lecturer often gave comments related to students' gestures not for the sake of formality but also to build an intimate connection with them. from the interview, 7 of 8 students chose the face-to-face public speaking class over the online public speaking class. one of the main considerations is that they believe face-to-face public speaking will give them more hands-on experiences. x mentioned, “i prefer the face-to-face public speaking class. even though i will deal with a more intense fla but i think it will help me to build my confidence.” (x) all interviewees were aware that they would experience more intense fla. however, they believed that the intense fla in face-to-face public speaking is what they needed to overcome their fla and make them confident when they need to speak in real situations. in the online public speaking class, students considered that they did not know how to handle their fla in a real-life setting and the experience of managing real interactions with real audiences although in terms of assessment, they might get better ones since they could prepare better and retake the tasks, unlike in the face-to-face setting. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 male female edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it can be concluded that this research shows contrasting results to kaisar and chowdury’s (2020) study which shows that most students had problems in their virtual class. the online public speaking class did not negatively impact the learning and give additional anxieties to the students. the students were comfortable with their online class setting. however, based on students’ explanations, they still prefer the face-to-face class. students' attitude toward fla since the students in the online public speaking class did not experience flvca, the researchers conducted an in-depth interview to investigate students' attitudes toward their fla. it was correlated with how students handled their fla during the online public speaking class to minimize their fla. eight respondents showed a positive attitude toward their fla. they all experienced fla, but they demonstrated positive attitudes to overcome their fla. every student had their way to overcome their fla; practice with foreigners, speak slowly, get encouragement from their peers, and enjoy the class atmosphere. the researchers concluded that with no flvca and a positive attitude towards fla, students had a good experience in the online public speaking class. the online public speaking class did not bring any harmful impacts that might slow down students' learning process. it confirms the research done by pratiwi, ubaedillah, puspitasari, & arifianto (2022) that shows the online learning promotes students active engagement in online speaking class. students were comfortable with their online class setting and made progress in their speaking and oral skills. due to no flvca, students can focus on overcoming their fla with positive attitudes in learning. conclusion and recommendations/implications students in online public speaking classes experienced a moderate level of fla with an overall mean of 3.00. the highest level of fla in communication apprehension was 3.40, which is considered a moderate level of fla. this study also confirms arindra and ardi's (2020) study in which most students have moderate level of anxiety when they received assessment rubrics beforehand. female students showed higher level of anxiety, although it was still in moderate level, than male students. some notable reasons made students anxious. first, they had to speak spontaneously when their lecturer called their name. second, they were afraid others did not understand what they were trying to deliver. the highest level of fla in fear of negative evaluation was 3.48, which is considered a moderate level of fla. factors contributing to this were feeling worried about their friends' reactions which they could not see because they turned off their cameras. they were afraid that their friends would laugh at them or dislike their speeches. the highest level of fla in test anxiety was 3.68. it was considered a low level of fla and it showed students were not worried about their test results. based on these findings, students who do not have any internet or technical issues should always turn on their cameras during the online speaking class. turning on their cameras will give real-life audience sense to their friends, making them take the course seriously. for the assignments and exams videos, students should not rely on their notes or read the full text of their speech. it edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi would be better if they could learn to strategize how to deliver their speech naturally without notes or full text. the strategy can help them later when they have to deliver a speech in a real-life setting. in addition, the researchers found that every student retook their assignments or exam videos several times. they even read some notes or full text of their speech during the recording. teachers or lecturers may reconsider having real-time speech performances for the exam through zoom and oblige students who have no internet problems to open their camera. this way, the test will give the students real experiences of handling their fla and a large number of audiences listening to their speech. a follow-up research that compares students’ achievement in online public speaking class and offline public speaking class can be done to have a better depth comparison between these two teaching references aida, y. (1990). examination of horwitz, horwitz, and cope’s construct of foreign language anxiety: the case of students of japanese. modern language journal, 2, 155–168. al-qahtani, m. h. (2019). teachers’ and students’ perceptions of virtual classes and the effectiveness of virtual classes in enhancing communication skills. arab world english journal, 1, 223–240. https://doi.org/10.24093/awej/efl1.16 alnatour, a. s. (2018). students’ level of anxiety towards learning english as a foreign language: students’ perspectives. us-china foreign language, 16(3), 131–140. https://doi.org/10.17265/1539-8080/2018.03.001 alrabai, f. (2014). a model of foreign language anxiety in the saudi efl context. english language teaching, 7(7), 82–101. https://doi.org/10.5539/elt.v7n7p82 arindra, m. y., & ardi, p. (2020). the correlation between students’ writing anxiety and the use of writing assessment rubrics. learn journal: language education and acquisition research network, 13(1), 76–93. ary, d., jacobs, l., sorensen, c., & razavieh, a. (2010). introduction to research in education (8th ed.). cengage learning. ayash ezzi, n. a. (2012). the impact of gender on the foreign language anxiety of the yemeni university students. international journal of applied linguistics and english literature, 1(2), 65–75. https://doi.org/10.7575/ijalel.v.1n.2p.65 aydın, s. (2009). test anxiety among foreign language learners: a review of literature. journal of language and linguistic studies, 5(1). broeckelman-post, m. a., hawkins, k. e. h., arciero, a. r., & malterud, a. s. (2019). online versus face-to-face public speaking outcomes: a comprehensive assessment. basic communication course annual, 31, 144–170. brown, s., fuller, r., & vician, c. (2004). who’s afraid of the virtual world? anxiety and computermediated communication. journal of the association for information systems, 5(2), 79–107. https://doi.org/10.17705/1jais.00046 creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). pearson education. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi foss, k. a., & reitzel, a. c. (1988). a relational model for managing second language anxiety. tesol quarterly, 22(3), 437. https://doi.org/10.2307/3587288 garrison, r., anderson, t., & archer, w. (2000). critical inquiry in a text-based environment: computer conferencing in higher education. the internet and higher education, 2(2), 87–105. gawi, e. m. k. (2020). the impact of foreign language classroom anxiety on saudi male students’ performance at albaha university. arab world english journal, 11(2), 258–274. https://doi.org/10.24093/awej/vol11no2.18 gregersen, t., macintyre, p. d., & meza, m. d. (2014). the motion of emotion: idiodynamic case studies of learners’ foreign language anxiety. the modern language journal, 98(2), 574–588. https://doi.org/10.1111/j.1540-4781.2014.12084.x herring, s. c. (2003). gender and power in on-line communication. in the handbook of language and gender. https://doi.org/10.1002/9780470756942 horwitz, e. k. (2001). language anxiety and achievement. annual review of applied linguistics, 21, 112–126. horwitz, e. k. (2010). foreign and second language anxiety. language teaching, 43(2), 154–167. https://doi.org/10.1017/s026144480999036x horwitz, e. k., horwitz, m. b., & cope, j. (1986). foreign language classroom anxiety. the modern language journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x kaisar, m. t., & chowdhury, s. y. (2020). foreign language virtual class room: anxiety creator or healer? english language teaching, 13(11), 130. https://doi.org/10.5539/elt.v13n11p130 macintyre, p. d. (1994). variables underlying willingness to communicate: a causal analysis. communication research reports, 11(2), 135–142. https://doi.org/10.1080/08824099409359951 male, h. (2018). foreign language learners’ anxiety in language skills learning: a case study at universitas kristen indonesia. jet (journal of english teaching), 4(3), 170. https://doi.org/10.33541/jet.v4i3.854. oteir, i. n., & al-otaibi, a. n. (2019). foreign language anxiety: a systematic review. arab world english journal, 10(3), 309–317. https://doi.org/10.24093/awej/vol10no3.21. pertaub, d. p., slater, m., & barker, c. (2002). an experiment on public speaking anxiety in response to three different types of virtual audience. presence: teleoperators and virtual environments, 11(1), 68–78. https://doi.org/10.1162/105474602317343668. pratiwi, d. i., ubaedillah, u., puspitasari, a., & arifianto, t. (2022). flipped classroom in online speaking class at indonesian university context. international journal of instruction, 15(2), 697– 714. https://doi.org/10.29333/iji.2022.15238a. singleton, r. a., & straits, b. c. (2012). survey interviewing. in the sage handbook of interview research: the complexity of the craft (pp. 77–98). https://doi.org/10.4135/9781452218403.n6. suleimenova, z. (2013). speaking anxiety in a foreign language classroom in kazakhstan. procedia social and behavioral sciences, 93, 1860–1868. https://doi.org/10.1016/j.sbspro.2013.10.131. vanhorn, s., pearson, j. c., & child, j. t. (2008). the online communication course: the challenges. qualitative research reports in communication, 9(1), 29–36. https://doi.org/10.1080/17459430802400332. watson, d., & friend, r. (1969). measurement of social-evaluative anxiety. journal of consulting and clinical psychology, 33(4), 448–457. https://doi.org/10.1037/h0027806 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| issn |2355-3669| e-issn |2503-2518| volume 10| number 1|june 2023| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi westwick, j. n., hunter, k. m., & chromey, k. j. (2018). assessing markers of student development for dually and non-dually enrolled students in an online basic public speaking course. basic communication course annual, 30, 76–108. http://eric.ed.gov/?id=ej1227478. westwick, j. n., hunter, k. m., & haleta, l. l. (2015). shaking in their digital boots: anxiety and competence in the online basic public speaking course. basic communication course annual, 27, 10. http://ecommons.udayton.edu/bccahttp://ecommons.udayton.edu/bcca/vol27/iss1/10. yalçın, ö., & i̇nceçay, v. (2014). foreign language speaking anxiety: the case of spontaneous speaking activities. procedia social and behavioral sciences, 116, 2620–2624. https://doi.org/10.1016/j.sbspro.2014.01.623. 13 teaching reading comprehension using “save the last word for me” strategy to the eighth grade students of smp n 7 palembang m. holandiyah putri okva utami uin raden fatah palembang abstract: the objective of this study were to find out whether or not there is any significant difference on students’ reading comprehension achievement taught using save the last word for me strategy and teacher’s method that usually used by the teacher to the eighth grade students of smp n 7 palembang. this study used quasiexperimental design using nonequivalent pretest-posttest design. the population of the study was all the eighth grade students of smp negeri 7 palembang. the sample of the study was taken by using convenience sampling method. the total number of the sample was 79 students, 40 students belonged to experimental group and 39 students belonged to control group. in collecting data, the writer used test. the test was given twice to experimental and control groups, as a pretest and posttest. to verify the hypotheses, the data pretest and posttest of the experimental and control groups were analyzed by using independent sample t-test in spss program. the finding showed that the p-output (sig.(2-tailed)) was 0.000 lower than 0.05 and the t-value 13.956 was higher than t-table 1.9908. so, it could be stated that the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. the analysis could infer that there was any significant difference between the students who were taught by using save the last word for me strategy and those who were not taught by save the last word for me strategy. key words: save the last word for me strategy, teaching reading comprehension introduction brown (2007:6) states that language is a means of communication. all people use their own language based on where they live. people learn languages in order to be able communicate and interact in different linguistics context. without language, we can not communicate well, even we can not understand each other. it means that in order to be succesful in communicating, we have to be able to choose one language that we need for communicate. in learning english, there are four skills should be mastered, one of the skills which most important for the students is reading. kyzykeeva (2006:1) states that reading is the most important academic language skill for foreign language students. in 14 other words, in academic rules, reading is assumed to be central means for learning new information and gaining access to alternative explanations and interpretations. reading is a process of extracting a messsage from a text which has been constructed by a writer using orthographic symbols (murphy, 1997:2). a writer encodes a message, a reader decodes it. reading is also a physiological process. since the human eye cannot see clearly objects that are in motion across the field of vision, a reader’s eye jumps from one spot to the other, recording separate images, each containing groups of letters and larger combination. teaching reading nowadays is directly faced to some problems. after doing the informal interview of the teachers of english and some students at the eighth grade students of smp n 7 palembang, there were students who were not interested in reading. the writer found that the students faced difficulties in comprehending the text. some factors caused the failure of students in reading achievement. firstly, it is about pronunciation. they do not exactly how to pronounce the word, it is hard for them to pronounce the word correctly. secondly, the students lack of vocabulary, they do not know the meaning of words. it means that the students just read without knowing what the text about, and it can make them get bored in reading process. the students feel comportable if there is something new in their reading class activity. from the facts above, the writer tries to find out the solution how to solve the problems above. the writer found the strategy that can be applied by the teacher to improve the students’ reading comprehension achievement. the strategy is save the last word for me (burke and harste, 1996), devised by buehl (2001), this strategy encourages readers to take an active stance during reading. save the last word for me allows readers the opportunity to construct their own interpretations and to compare them with other readers. it means, the students should have critical thinking in comprehend the text. moreover, the students discuss with their partner in group discussion, each group have new idea. the students write their idea in card note. after they comprehend they make good summary in text and share with other friends to more comprehend the text. in addition save the last word for me give a chance for the students participant in group discussion, each students has write their ideas and not depend of the other friend. 15 the writer assumed that using save the last word for me strategy is a guidance for the teacher in teaching reading. the save the last word for me strategy can motivate the students’ interest in learning reading because they have shared of the other friend. moreover it can make the students spend not much time in answering the questions because they have shared and develop their knowlegde in classroom about the text. therefore, if save the last word for me strategy is used effectively, students will be helped to understand the text and passage which they learn. it is related to what wiget (2013), entitle “the effect of using save the last word for me strategy toward students’ reading comprehension”, she found that save the last word for me can improved the students reading skill in reading comprehension. based on the description above, the writer was interested in conducting a research entitled “teaching reading comprehension using save the last word for me strategy to the eighth grade students of smp n 7 palembang”. concept of teaching in islam, teaching is very important to transfer some knowladge to the others. in holy qur’an verse al-kahf no. 66, it says: meaning : “mûsa (moses) said to him (khidr) "may i follow you so that you teach me something of that knowledge (guidance and true path) which you have been taught (by allah)?" based on the verse above teaching is an interactive action between the giver (teachers) and the receiver (pupils). the receiver will get some experience and knowladge of the giver. the receiver could be apply the knowladge in daily life. teaching is guiding and facilitating learning, enabling the students to learn, setting condition for learning (brown, 2007:8). it means that the students must be active in learning process, because teaching is the ability by which the teacher guides and gives lesson by setting condition to create effective learning activities. in addition, teaching is an activity to transfer the knowledge to the students. according to pica (1992:4) as cited in (saleh, 1997:19) teaching is an interactive process between the teacher and students and among students themselves. in line with this, teaching has been 16 recognized as a profession because it is an occupation that requires advance education and special training. concept of reading based on the verse above that the first message from allah swt to messenger muhammad saw is an obligation to read. it means that reading is very important in education field. the people will give much information and knowladge by reading a lot. according to snow (2002:11), reading comprehension is the process of simultaneously extracting and constructing through interaction and involvement with written language. when we pick up the newspaper and read about the latest election results, call up a web site and read direction on installing a new light switch, or grab a novel off the shelf of the local bookstore, we are using our reading comprehension skills to gather information from text. according to snow (2002:10), reading comprehension is usually a primary focus of instruction in the post-primary grades, after readers have largely mastered word recognition skills, although comprehension of text should be an integral part of reading instruction with beginning readers as well. moreover, instruction is in oral language, vocabulary, and listening comprehension should be a focus starting in preschool and continuing throughout the elementary grades. concept of reading comprehension comprehension is a strategy process by which readers construct or assign meaning to a text by using the clues in the text and their own prior knowledge, cooper (2000:11). the readers need to comprehend the reading text and understand what they read because comprehend the reading is an active thinking process that depends not only on comprehension skills, but also on the readers’ experiences and prior knowledge. in order to comprehend the reading text, the readers not just transfering the printed symbol from page to the brain but the readers have to comprehend the content of what the readers read. so, reading comprehension is the interaction between a reader and a writer which the reader tries to reconstruct the writer’s massage closely related to all major languages arts (listening, speaking, and writing) for examples, students can learn much 17 about their language while being taught reading skills. the students not only read the text but also they have to find and understand the written information or message from the text. based on the previous explanation, the writer assumed that teaching reading comprehension means teaching students to improve their reading skill. it is conducted in order to find a strategy of teaching and learning that occurs, especially, in the teaching of reading skills. concept of save the last word for me strategy in this research, the researcher introduces one of strategies that can be used for reading activity. the strategy is save the last word for me (burke and harste, 1996), devised by buehl (2001) save the last word for me is a useful strategy in all content areas. with this strategy, students are encouraged to take an active role in selecting and responding to sections of a text that they find interesting or about which they have a reaction. they then have an opportunity to discuss their choices with other students. save the last word for me is strategy in reading. the students should have critical thinking in comprehend the text. moreover, the students discuss with their partner in group discussion, each group have new idea. the students write their idea in card note. after they comprehend they make good summary in text and share with other friends to more comprehend the text. in addition save the last word for me give a chance for the students participant in group discussion, each students has write their ideas and not depend of the other friend. concept of narrative text save the last word for me strategy can be used in narrative text. based on the syllabus in second semester for the eighth grade students, kinds of texts are narrative. according to cooper (2000:13), narrative text tells a story and is the type usually found in short stories and novels. narrative textoften fiction in which the values are used to describe and / or to explain human behavior. meanwhile, wahidi (2009:7) states that narrative is a text focusing specific participants. it is social function is to tell stories or past events and entertain the readers. narrative deals with problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. the basic 18 purpose of narrative is to entertain, to gain and hold a readers’ interest. there are five generics structure of narrative. they are: orientation, evaluation, complication, resolution, reorientation. the characteristics of narrative text are: tells a story, contains welldeveloped characters, contains a setting describing where or when the story takes places, contains a carefully fashioned plot with a problem and resolution, contains a theme that explains the meaning of the story, contains vocabulary used to enrich understanding of the story, may be written in first, second, or third person. research design in this study, quasi experimental method was used. the design involved an experimental and a control group in which both were given pretest and posttest which will be administered by using spss 16. the writer used quasi experimental design, nonequivalent pretest-posttest groups design. in this study, there were experimental and control groups. the experimental group was taught by using save the last word for me strategy. meanwhile, the control group was taught the method that is usually used by the teacher. each of them consisted of 79 students. the research design used in educational research can be represented as best and khan (1995:151): o1 x o2 o3 c o4 where: o1 : pre-test of experimental group x : treatment for experimental group by using save the last word for me strategy o2 : post-test of experimental group o3 : pre-test of control group c : teacher’s method that used by the teacher at school o4 : post-test of control group population and sample the population of this study was conducted at the eighth grade students of smp n 7 palembang in academic year 2013-2014. there are nine classes for eighth grade students. the mounts of students of smp n 7 palembang especially for eighth grade 19 students are 359 students that consist of 199 students for male and 160 students for females. in this study, convenience sampling was used. the total amounts of sample of this study were taken from two classes of the eighth grade students were selected as the sample viii.7 and viii.9, and both of classes have low interest in learning english especially in reading comprehension, therefore the writer was interested in applying save the last word for me strategy to improve their reading comprehension. techniques for collecting data in collecting the data, the writer used following steps: a. tests brown (2000:384) stated that a test is method of measuring a person’s ability, knowledge, and performance in a given domain. in this study, there were two kinds of test that were given to the students. the purpose of giving test is to know the situation, knowledge, ability and performance of the students. they were pre-test and post-test. a. pre-test the pre-test was given before doing the treatment to the experimental and control groups. pre-test was given to find out the students ability in responding the conducted before the treatment was given. b. post-test post-test was given at the end of treatment to the experimental and control groups. post-test was given to find out the students ability in responding the conducted after the treatment was given. validity test the analysis is done to the instrument of the research before used in pretest and posttest activity. a) construct validity validity refers to the appropriateness, meaningfulness, correctness, and usefulness of the inferences a researcher makes. the validity is the most important idea to consider when preparing or selecting an instrument for use (fraenkel, et. al, 2012: 147). fraenkel, et. al, (2012: 148) state that construct validity refers to the nature of the 20 psychological construct or characteristic being measured. the writer asked her lecturer as a validators to estimate her instruments. there were three validators to validate her research instrument. the three validator are annisa astrid, m.pd as the first validator, muhammad holandyah, m.pd as the second validator and manalulaili, m.ed as the third validator. from the result of three validators analysis of instrument test, it can be stated that her test instrument and lesson plan were appropriate for her research study. it means that the instruments of reading test was appropriate to be tested to the students. b) validity of each questions item in this study, the writer had already tried out her research instruments to 30 students of smp nu palembang which contains 15 males and 15 females. there were 60 questions given to the students. the result of the test was analyzed using pearson correlation formula. from pearson correlation formula, it was also found that there were only forty test items from sixty were valid. the result analysis of validity of each question item using pearson correlation in spss 16 was found that there were 19 questions considered invalid. they are questions item number 2, 4, 8, 11, 13 , 16, 17 , 21, 23, 26, 30, 34, 35, 38, 41, 48, 49, 57 since the score of significance are lower than 0.361. then, 41 questions item were considered valid. they are questions item number 1, 3, 5, 6, 7, 9, 10, 11, 12, 14, 15, 18, 19, 20, 22, 24, 25, 27, 28, 29, 31, 32, 33, 34, 36, 37, 39, 40, 42, 43, 44, 45, 46, 47, 50, 51, 52, 53, 54, 55, 56, 58, 59 since the score of significance are higher than 0.361. since there were 41 questions are considered valid, the writer just took 40 valid questions item and one item was deleted. c) content validity according to hughes (1989:22), a test is said to have content validity if its content constitutes a representative sample of the language skills, structure, etc. with which it is meant to be concerned. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. reliability test 21 reliability test measures whether research instrument used for pretest and posttest activities is reliable or not. the scores of reliability are obtained from tryout analysis which is done twice using testretest with the same sample and instrument. fraenkle et. al, (2012:154) explain that reliability refers to the consistency of the scores obtained how consistent they are for each individual from one administration of an instrument to another and from one set of items to another. to measure the test retest method, pearson correlation coefficient found in spss. then, the writer gave 40 multiple choice question for the eleventh grade students’ in smp nu palembang. normality the function of normality test is to know whether the sample is normal or not. in this study to know the normality of the sample was used one sample kolmogronovsmrinov in using spss 16.0. the data are obtained from students’ pre-test and post-test scores in control group, pre-test and post-test scores in experimental group. ithe writer used 1sample kolmogorov-smirnov test to analyze the normality. the result showed that the pretest in control and experimental groups were 0.757 and 0.651. then, in posttest in control and experimental groups were 1.926 and 1.035. it can be concluded that the data were considered normal since they are higher than 0.25. homogeneity test the function of homogeneity test is to determine the students’ scores are homogeneous or not. in this study to know the homogeneity of the sample was used levene statistics by using spss 16.0. the homogeneity test to measure students’ pretest and posttest score in control and experimental group in analyzing the homogeneity, the writer used levene statistic. the result showed that the pretest scores was 1.471 and posttest scores 1.320 it can be conluded that the data was homogeneous since the score was higher than 0.05. result of hypothesis testing a significant effect is found from testing students’ posttest to posttest scores in control and experimental group using regression linear. a significant effect is found whenever the p-output was lower than significant t-table at 0.05 level. the result of the regression 22 analysis showed that f-obtained was 5.669 and the p-output was 0.000. therefore, the value of f-obtained was higher than citical of t-table (1,9913) and the p-output was lower than 0.05. consequently, the null hypothesis (ho) was rejected and the alternative hypothesis was accepted. it means that there was a significant difference on students’ reading comprehension achievement taught using save the last word for me strategy and strategy that usually used by teacher of smp n 7 palembang. conclusion ased on the finding and interpretation in the previous chapter, it can be concluded as follows: first, there was a significant difference from students’ posttest scores in experimental group taught using save the last word for me strategy and control group taught using teacher’s method. second, the result of teaching narrative text ability in experimental group was significantly higher than control group. it can see from the result of experimental. so it can be concluded the null hypothesis (ho) was rejected and the alternative hypothesis (ha) was accepted. third, it was improvement on students’ reading comprehension. the researcher assumed that save the last word for me strategy has increased the score in students reading ability because it can stimulate, develop, and improve reading comprehension of the students at smp n 7 palembang. references arikunto, s. (2010). prosedur penelitian. jakarta: rineka cipta. basrowi & soenyono. (2007). metode analisis data sosial. kediri: cv jenggala pustaka utama. best, j. w., & kahn, j. v. (1995). research in education (7thed.). new delhi, ma: prentice-hall of india private limited. brown, h. d. (2000). learning and principles of language teaching (4thed.). new york, ny: addison wesley longman, inc. brown, h. d. (2007). principles of languange learning and teaching (5thed.). united states of america: pearson education, inc. buehl, d. (2011). classroom strategies for interactive learning (4thed.). newark: de: international reading association. cooper, d. j. (2000). literacy helping children construct meaning. boston: houghton mifflin company. cresswell, j. w. (2012). educational research (planning, conducting and evaluating quantitative and qualitative research) (4thed.). boston, ma: pearson education, inc. dimitros, b. (2013). traditional teaching methods vs teaching through the application of information and communication technologies in the 23 accounting field: quo vadis. europen scientific journal. vol.9. pm 73 76. fraenkel, j.r., & wallen, n. e. (1990). how to design and evaluate research in education. new york, ny: mcgraw-hill publishing company. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8thed.). new york, ny: mcgraw-hill publishing company. hughes, a. (1989). testing for language teachers. new york, ny: cambridge university press. kyzykeeva. (2006). teaching reading an in efl classroom. russian: becthnk kacy wiget, l. (2013). the effect of using save the last word for me strategy toward students’ reading comprehension of eleventh grade students of sma pertiwi 2 padang.unpublised thesis. stkip pgri sumatera barat. murphy, r. a. (1997). from practice to performance. washington, d. c.: united states information agency. rukmana, s. (2011). teaching reading comprehension through ok4r technique to the eighth grade students of state senior high school 14 palembang. unpublished thesis. pgri university. saleh, y. (1997). methodology of tefl in the indonesian context book 1. short, k.g. harste, j.c., & burke, c. (1996). creating classrooms for author and inquirers. portsmouth, nh : heinemann. smith, n. b. (1980). reading instruction for today’s children (2nd ed.). united states of america: prentice-hall, inc. snow, c. (2002). toward an r&d program in reading comprehension. rand reading study group. sugiyono. (2013). metode penelitian kuantitatif kualitatif dan r&d. bandung: alfabeta. wahidi, r. (2009). genre of text. retrieved from: http://rachmatwahidi.wordpress.com. http://rachmatwahidi.wordpress.com. 24 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 320 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the correlation between the use of social media and academic writing mastery of the english education students rizky t. sari, rita hayati, lingga a. suganda university of sriwijaya, palembang, indonesia linggasuganda@fkip.unsri.ac.id abstract the objectives of this study were to find out: (1) the social media which is the most frequently used by the english education study program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. thirty five students were chosen as the sample by using purposive sampling method. the data were collected through questionnaire and documentation. pearson product moment correlation coefficient was used to analyze the obtained data. the result showed that there was a significant correlation between the use of social media and academic writing mastery of students of english education study program (𝜌-value 0.048). the contribution of the use of social media to academic writing mastery of the students was 11.4%. instagram has become one of the social media which is frequently used by them. keywords: academic writing; correlation; social media; students manuscript submitted: 28 august 2019 manuscript revised: 28 september 2019 accepted for publication: 15 october 2019 introduction writing is one of the language skills taught at school, and it is an essential activity for students. asrifan (2015) states “through writing assignments, the students can express their ideas, respond to other‟s ideas, tell stories, and convey information, then they are expected to be able to compose well-organized writing” (p. 244). however, writing is as one of the english skills which is sometimes claimed as difficult and complicated by students. this idea is supported by musabbihin (2017) who explained that one of the most difficult skills is writing since people have to think creatively and express their feeling in a good way when they begin to write. in university level, especially in english education study program, a common type of writing that students have to write and master is academic writing. academic writing is a writing style used in formal essays, paper, and analysis paper/essay. the use of formal language and a logical structure that should be supported by evidence are required to form academic writing. supriyadi stated that academic writing ability is considered to be the most important aspects which must be learned by students, especially indonesian efl students since they have to fulfill many academic requirements at lengths such as writing book, observation report, and thesis (as cited in husin & nurbayani, 2017, p. 238). in addition, husin and nurbayani (2017) state, the ministry of education and culture issued a requirement from which each university student is required to write a final academic report. this report includes an undergraduate thesis as one of the research forms undertaken by an undergraduate issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 321 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi university student in accordance with some certain standards and processes. these standards and processes are the cornerstones for any undergraduate student to fulfill one of the requirements to be a bachelor in a certain field of study (p.238). in order to produce good writing academically, many students still get difficulties on identifying the correct and/or suitable context, vocabulary and grammar needed to form a good academic writing. this statement is supported by ariyanti and fitriana (2017) who said that the clarity of meaning, the implementation of grammar and vocabulary usage variations, the writing groove, and the application of writing scientific paper technique are the most common problems that students face in writing. similarly, abbas (2017) found that in writing an essay, students faced difficulties in terms of using the correct grammar, choice of word, and writing mechanics such as punctuation and capitalization. however, in this digital technology era, students can improve their writing skill through social media such as facebook, instagram, youtube, and others. they can take so many benefits from social media in order to gain their vocabulary, grammar, and other knowledge. boyd and ellison (2007) define social media as web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system. briefly, social media can also be defined as an online communication tool which can be used to get and to share information with others. social media has become a part of people's lives, especially for the millennial. it has been growing rapidly from time to time all over the world. social media is not only used for gaining information but also used for communicating with other people around the world. in addition, hasnain (2015) states that because of the development of technology and an increase in internet usage, social media has become a part of our daily lives. social media can help students and young generation to gain knowledge and improve their academic achievements if they use it in a positive way. there are many kinds of social media found and used nowadays. dewing (2012) states that social media includes blogs (wordpress, tumblr, and blogger), wikis (wikipedia), social bookmarking (digg), social network sites (facebook and linkedin), status-update services (twitter), virtual world content, and media-sharing sites (youtube and instagram). those kinds of social media can be helpful for people especially for students to improve their academic achievement if they can use the social media positively, for instance by following an instagram account and watching youtube channel that provide education contents. improving students‟ academic writing mastery can be gained not only from conventional face to face activities in the classroom but also from the integration of social media usage outside the classroom because social media can be accessed easily through smartphone and computer as blood states that there are online blogs which are available on world wide web and thus the english learners may get help form it while sharing information. in fact, there are many ways to learn english such as digital technology tools to learn a language. for example, they can use computers, mobile phone, and internet to help them learn language easily (khan, ayaz, & faheem, 2016, p. 590). however, karadkar (2015) claims that students are becoming entrapped by playing social media today as seen in various study reports. they spend too much time playing it then they neglect the optimal learning process. meanwhile, in students‟ lives, the most important things are studying, learning good habits, and expanding knowledge. there are some studies that discussed the negative use of social media for students learning especially writing. according to patriot and perkins, social network sites are not encouraging proper grammar usage. for example, twitter only lets people post tweets of 140 characters. it issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 322 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi means that the users rarely write complete sentences, and usually the results of their writing are in fragments or in a different post. therefore, the short character affects the ability to write correct sentences. this also causes the poor word choice which forces students to use slang and abbreviations to keep the text short. however, this had led to some students using this form of writing in their formal writing (harris & dilts, 2015). on the other hand, belal (2014) found that group discussion in social media can help students to enhance their writing as well as their speaking. in group discussion the teacher and the students can exchange their ideas and share course-related materials. similarly, bouhami (2016) conveyed that efl learners have different strategies to learn new words and to overcome the difficulties that they face in improving their vocabulary in which the use of social media such as twitter, facebook, skype and other websites is claimed to be helpful in improving their vocabulary and learning new words through communicating with their mates or english native speakers. additionally, ramdhany (2017) found that the efl university students have high interest in learning vocabulary through instagram because they feel are engaged in learning vocabulary. they are interested in learning vocabulary because they like to follow more than one english account on instagram such as @mydictionary and @englishfun. the students agreed that it can help them to develop vocabulary and know more about english. furthermore, students of english education study program in indonesia universities must take writing courses as compulsory subjects during their study. the writing courses usually start from the second to the sixth semester, in which the material gradually become more complicated from just writing simple and complex sentences, to writing single paragraph, to writing an essay, and lastly to writing academic article. besides, the preliminary additional data related to the population of this study about the daily use of social media by these students show that most of the students use social media such as instagram, facebook, twitter, youtube, and whatsapp. they usually use social media for entertainment but sometimes they use it for education. for example, some of the students use it for learning english especially in writing skill in the classroom because the lecturer always gives them assignments and instructions through facebook because she applies facebook as a media in her teaching academic writing class. from the information above, the writers were interested in doing this study in order to find out (1) the kind of social media which is the most frequently used by the english education study program students, (2) the correlation between the use of social media and academic writing mastery of the students, and (3) the contribution between the use of social media and academic writing mastery of the students. literature review academic writing mastery writing is a process of sharing information, message, ideas, or thoughts in grammatically correct sentences. according to valdes (2018), academic writing is characterized by evidencebased arguments, precise word choice, logical organization, and an impersonal tone. it means that academic writing is very different from personal writing in word choice and logical organization. academic writing is writing that is based on a process of reading and evaluating formal sources of information. academic writing is the process of taking the academic writing of other people and also it depends on sources of information that are believable. according to collins and o‟brien (2003), mastery is an instructional strategy in which students are expected to reach a certain level of proficiency. students study material at their own pace, receiving the assistance they need in order to meet the predetermined level of mastery, which is typically set at 80 percent on an objective test. besides, mastery can be defined as issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 323 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi showing mastery of a language or skill. students show that they have learned and understood the language or skill and have no difficulty on using it. academic writing mastery can be defined as successfulness of individual in english academic writing. the students should understand and master the way to create good writing based on the structure and the aspects of the writing. the structure is a very important thing in order to create a good academic paper or essay. there are three common structures in academic writing such as the introduction, the body, and the conclusion. in order to write well and minimize the chance of being misunderstood or misinterpreted, a writer should consider some aspects of writing. according to jacobs, there are five aspects of writing namely content, organization, grammar/language use, vocabulary, and mechanics (as cited in negari, 2011, p.302). social media social media is the latest online communication tool which allows users to share information with others. similarly, kaplan and haenlein (2010) said social media is a group of internet-based applications that build on the ideological and technological foundations of web 2.0, and that allow the creation and exchange of user-generated content. additionally, boyd and ellison (2007) explain, “social networking sites are web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system” (p.11). besides, there are so many kinds of social media which are so popular. there are six different types of social media, namely collaborative project (wikipedia), blogs and micro blogs (twitter, tumblr), content communities (youtube and slideshare), social networking sites (facebook, instagram), virtual game worlds (world of war craft), and virtual social worlds (second life)” (kaplan & haenlein, 2010, p.60). the effects of social media in this technology era, social media is not only used for having fun but also for learning a language. everyone who uses social media will get many impacts on using it, but it also depends on how they use it whether for entertainment or for education. according to raut and patil (2016), social media is usually used by students for many reasons such as for entertainment, for study purpose since social media provides any data you want very easily and quickly in a second. furthermore, grace (2014) explains that there are some pros of using social media in the classroom, such as; (1) increasing student collaboration, (2) encouraging more participation, (3) being useful for homework help, (4) sharing resources quickly when using social media in the classroom and (5) helping parents, teachers, and students all keep in touch on the same page. in addition, emmanuel (n.d) mentioned that students can experience the broadness of knowledge through social media use since there is so many general information about english, for example about grammar and english vocabulary. besides, social media sites have been recognized as one of the most important resource avenues for education today. by using social media, students can improve their english and expand their vocabulary by searching english material on the internet, by watching some videos on youtube that related to the english, and by reading english short text or poem in instagram so that they can increase their english ability. therefore, it can be concluded that social media will give some positive impacts on students' english skill such as communicating and writing skill. on the other hand, sakkir, rahman, and salija (2016) found that using social media during the teaching and learning process make the students not focus on learning because they are just busy with their facebook. besides, using social media in the writing english classroom can issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 324 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi disturb students' concentration because they always want to use electronic social media for other activity. therefore, the use of social media in the classroom can interfere with concentration and make students do not focus to finish their task. methods research design this study applied a correlational design. it was used to measure and to describe the correlation between two variables where the criterion variable was the students‟ academic writing master, and the predictor variable was their use of social media. the data were collected by distributing a questionnaire and using documentation of the students‟ final examination academic writing scores. research site and participants this study was conducted at english education study program in one of the universities in indonesia. the total number of the population was 72 sixth semester students. by using purposive sampling technique, 35 students were taken as the sample of this study because they used facebook in their writing class. they consisted of 7 male and 28 female students. data collection and analysis two instruments were used in this study, namely a questionnaire and the documentation of the students‟ final examination scores in their academic writing class. the writer used a readymade questionnaire which has already been used by emmanuel (n.d). he has checked the validity by giving some copies of the questionnaire to some lecturers in the department of english language in tai solarin university of education in ijagun, nigeria for their comment. then, it was given to the research supervisor to get approval. besides, he also tried out the questionnaire to 30 students in unique group of school, ikeja. the questionnaire is considered valid and reliable because it has been validated by the experts in the field of education, and it has been tested with the result of the reliability of 0.83. it consists of two sections. in section a, there were 6 questions, while in section b, there were 20 statements. the questionnaire was rated by likert-scale key, which had four options: sa meaning strongly agree (rated 4), a meaning agree (rated 3), d meaning disagree (rated 2), and sd meaning strongly disagree (rated 1). however, because the statements number 12 and 19 are negative, so it had different options: sa meaning strongly agree (rated 1), a meaning agree (rated 2), d meaning disagree (rated 3), and sd meaning strongly disagree (rated 4). to collect the data of students‟ academic writing mastery, the writer used the documentation of the students‟ final examination writing scores by copying them from the administration officer of the study program. correlation analysis was used to find out the correlation between two variables. the pearson product moment correlation coefficient on spss 23 rd software was used in this study to find out whether or not there was any significant correlation between the two variables. the regression analysis was applied to find out whether or not the use of social media significantly contributed to the students‟ academic writing mastery. findings the kinds of social media used by the students the data obtained showed that 16 students (46%) used instagram, so it is found as the most frequently used social media. five students (14%) chose facebook, another five students (14%) chose youtube, seven students (20%) chose whatsapp, and only two students (6%) chose twitter. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 325 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. the percentage of social media that is frequently used by the students figure 2. the percentage of the kinds of social media operated by the students figure 2 shows that there were 35 students (100%) who operaed facebook and 30 students (85%) who operatde instagram. then, youtube was operated by 28 students (80%) while twitter was used by 12 students (34%) and 17 students (49%) had other social media. figure 3. the percentage of the number of social media used by the students figure 3 shows that there were 30 students (83%) who had more than 3 social media, 4 students (14%) only used 3 social media, and 1 student (3%) only operated 2 social media. besides, there were no students who only use 1 social media. 46% 20% 14% 14% 6% instagram whatsapp youtube facebook twitter facebook instagram youtube twitter others 100% 85% 80% 34% 49% 83% 14% 3% 0% more than 3 only 3 only 2 only 1 46% 43% 8% 3% more than 5 hours 3-4 hours 1-2 hours less than 1 hour issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 326 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 4. the percentage of how long the students stay on social media per day figure 4 shows that 16 students (46%) stay on social media for more than 5 hours per day, 15 students (43%) stay on social media for 3-4 hours per day, 3 students (8%) students stay on social media for 1-2 hours per day, and only 1 student (3%) stay on social media for less than 1 hour per day. table 1. the result of the questionnaire sa a d sd aspect 1: social media and english communication skills 1. social media helps my written english. 23 12 0 0 2. social media changes the way people communicate and share information. 24 11 0 0 3. social media improves the way people interact globally. 25 10 0 0 4. social media improves my knowledge about new terminologies in english. 16 19 0 0 5. social media helps vocabulary development. 19 16 0 0 aspect 2: social media language style and student’s writing skills 6. social media influences my way of writing. 22 12 1 0 7. social media provides accessible tool for helping students to work together to create their own meaning in academic subjects. 13 20 2 0 8. social media broadens students' knowledge. 19 16 0 0 9. social media introduces students to modern writing pattern and techniques. 20 15 0 0 10. social media language style influences students' mode of writing. 16 18 1 0 aspect 3: type of social media and english ability 11. students improve english grammar knowledge. 21 13 1 0 12. using internet abbreviations sometimes affects my academic writing in a negative way. 5 16 11 3 13. some social media influence students positively without any constraints. 11 19 5 0 14. social media sites have been recognized as one of the most important resource avenues for education today. 15 17 3 0 15. students enjoy facebook, whatsapp, twitter, and instagram more than any other social network. 27 6 2 0 aspect 4: social media and english competence and performance 16. social media improves english written skills. 23 11 1 0 17. social media helps my writing of english. 19 15 1 0 18. i derive most of the terms i use from social media. 16 16 3 0 19. students are only exposed to the fun and entertainment side of social 10 14 7 4 media. 20. social media improves english competence and achievement. 23 11 1 0 total 367 287 39 7 % 52 41 6 1 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 327 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 5. the percentage of the questionnaire in section b based on the data from table 1 and figure 5, it can be concluded that 32 students (93%) gave positive responses toward the use of social media for their academic writing, while three students (7%) of the class gave negative responses toward the use of social media for their academic writing. the results of the students’ academic writing mastery table 2 shows the score distribution of the students‟ writing. there were 10 students (29%) who were graded excellent and 25 students (71%) who were graded good. fortunately, no students were graded enough, poor, and failed. besides, the mean score of the students‟ academic writing was 84. it can be concluded that the students' academic writing scores were in the good category. table 2. the score distributions of students‟ academic writing students’ score grade n % 86-100 excellent 10 29 71-85 good 25 71 56-70 enough 0 0 41-55 poor 0 0 0-40 failed 0 0 totals (n=35) note. average score = 84 (good) the correlation between social media usage and academic writing mastery to know whether there was any significant correlation between social media usage and the students‟ academic writing mastery, the pearson product moment correlation was applied as seen in table 3. prior to the correlational analysis using pearson product moment coefficient, according to achyar, there are three things that should be considered. first, the variables should be in interval/ratio data. second, the data should be in normal distribution. third, the total number of the sample should be at least 30 people as samples in a research (as cited in anggraini, 2017, p. 33). total number of sample in this study was 35 students. before conducting the correlational analysis, the data had been put in interval data by converting them by using msi (method of successive interval). in addition, the normality test result of shapiro-wilk test shows for the questionnaire that 𝜌-value is 0.243, and the result of shapiro-wilk test for the academic writing scores shows that 𝜌-value is 0.455. because the 𝜌-value (0.243) and (0.455) were higher than 0.05, the two data sets have the normal distribution. strongly agree, 52% agree, 41% disagree, 6% strongly disagree, 1% issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 328 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 3. the correlation between social media usage and students‟ academic writing mastery social media academic writing social media pearson correlation 1 .337 * sig. (2-tailed) .048 n 35 35 academic writing test pearson correlation .337 * 1 sig. (2-tailed) .048 n 35 35 *. correlation is significant at the 0.05 level (2-tailed). the result revealed that the pearson product moment correlation coefficient was 0.337 and the 𝜌value was 0.048. since the 𝜌-value (0.048) was higher than 0.05, it means that there was a significant correlation between the use of social media and academic writing mastery of the sixth semester students. according to davis the correlation between the two variables was in moderate (0.337) (as cited in kotrlik & williams, 2003, p.2). the contribution of social media usage to the students’ academic writing mastery to know whether there was any significant contribution of the use of social media to the students‟ academic writing mastery, the simple linear regression analysis was conducted. the contribution of the students‟ use of social media toward their academic writing mastery is presented in table 4. it shows that r 2 was 0.114, which means that the contribution of the use of social media toward students‟ academic writing mastery was 11.4%. table 4. the contribution of social media usage to the students‟ academic writing mastery model summary model r r square adjusted r square std. error of the estimate 1 .337 a .114 .087 2.472 a. predictors: (constant), socialmedia in addition, since the questionnaire on the use of social media had four aspects including social media and english communication skills, social media language style and student‟s writing skills, type of social media and english ability, and social media and english competence and performance, the writer wanted to know the contribution between each aspect of the questionnaire and the students‟ academic writing mastery. the writer used simple linear regression analysis to find out the contribution. the following tables show the result of contribution of each aspect to students‟ academic writing mastery. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 329 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. the contribution of social media and english communication skills to the students‟ academic writing mastery model summary model r r square adjusted r square std. error of the estimate 1 .326 a .106 .079 2.483 a. predictors: (constant), aspect1 table 6. the contribution of social media language style to the students‟ academic writing mastery model summary model r r square adjusted r square std. error of the estimate 1 .227 a .051 .023 2.558 a. predictors: (constant), aspect2 table 7. the contribution of type of social media and english ability to the students‟ academic writing mastery model summary model r r square adjusted r square std. error of the estimate 1 .238 a .057 .028 2.551 a. predictors: (constant), aspect3 table 8. the contribution of social media and english competence and performance skills to the students‟ academic writing mastery table 5 shows that r square was 0.106. it indicated that the first aspect in terms of social media and communication skill explained 10.6 % of the variability in students‟ academic writing mastery. table 6 shows that r square was 0.051. it can be concluded that there was 5.1% of contribution of social media language style toward the students‟ academic writing mastery. table 7 shows that r 2 was 0.057. it indicated that the third aspect in terms of type of social media and english ability contributed 5.7% toward students‟ academic writing mastery. table 8 shows that r square was 0.020. it can be concluded that aspect four social media language style contributed 2% to the students‟ academic writing mastery. model summary model r r square adjusted r square std. error of the estimate 1 .142 a .020 -.010 2.600 a. predictors: (constant), aspect4 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 330 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussions based on the findings of the study, several points need to be discussed. first, the results of the students‟ academic writing show that 29% students were in excellent category and 71% students were in good category. it can be inferred that the students had performed well in their academic writing, especially in writing essay. this can be related with the role of the teacher in this class as the one who chose to integrate facebook in her class as the teaching appropriate teaching methods and/or teaching media to support her teaching and learning process. it is in line with kudryashova, gorbatova, rybushkina, and ivanova (2015) who give detailed analysis on the role of a teacher in the modern educational environment who justifies the need to reconsider instructional strategies that follow the shift provoked by a growing access to professional knowledge and revision meanwhile, from the result of the questionnaire, it is assumed that the social media affect the students‟ english language in terms of social media and english communication skills, social media language style and students‟ writing skills, type of social media and english ability, social media and english competence and performance. the results showed that 90% students gave positive response to the first aspect, that is „social media and english communication skill‟. then, there were 87% of the class gave response that the use of social media can affect students‟ writing skills. the next aspect is social media and english competence and performance as the result showed that there were 81% of the class chose this aspect. besides, there were only 80% of the class gave positive response that type of social media can affect english ability. in addition, based on the findings, there were 32 students (93%) gave positive responses toward the use of social media in their academic writing, while 3 students (7%) of the class gave negative responses. it can be concluded that the students assumed that social media can improve their academic writing. this shows that the perceptions play an important positive role in giving motivation in their learning process as lamatokan (2018) claims that students‟ perception of their teachers‟ teaching styles and learning strategies which covers attitudes, behaviors, interaction, method, teaching material and media during the teaching and learning process influenced the success of students in developing english skills. meanwhile, the result of the use of social media and academic writing mastery was that they have any significant correlation since p-value (0.048) which was lower than 0.05. it can be implied that the students‟ academic writing was affected by the use of social media. this statement was supported by shaver (n.d) who claims blogging, as one of the utilizations of social media related to writing, allows the opportunity to keep an electronic diary of the events the student experiences. this is an excellent way for students to keep track of their writing so that they can assess their improvement over time. furthermore, o‟keeffe and clarke-pearson claim that the use of social media gives students the opportunity to improve their learning since they have the chance to share knowledge with one another and conduct group projects more efficiently (as cited in hashem & el-badawy, 2015, p.48). this shows that social media can be advantageous in education especially in writing skill as yunus and salehi (2012) found that the use of facebook is helpful for students to brainstorm ideas before they do their writing. finally, the result of regression analysis showed that the contribution of the use of social media to students‟ academic writing mastery was 11.4% leaving 88.6 % of unexplained factors. sakkir, rahman and salija (2016) conveyed that students use facebook and other social media not only for accomplishing tasks, but also for developing writing skill because the students can learn how to express their opinion in writing by reading and giving comment on another students‟ posts so that they believe that facebook can be used as an online environment to learn english easily. moreover, facebook gives the students an opportunity to develop their knowledge about text review since students can state and make their arguments through issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 331 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi commenting on facebook (inderawati, pratama, & loeneto, 2018). in line with this, cheung, chiu, and lee had conveyed that the students‟ confidences were developed by writing and reading english, communicating with other users of facebook and commenting in their facebook (as cited in inderawati, pratama & loeneto, 2018, p. 51). in this study, the writer found that the students who got writing scores in good and excellent category were influenced by that 11.4% and 88.6% was by another factors, for instance, personality factor that comes from the students themselves such as motivation and students‟ prior knowledge. according to tawalbeh and al-zuoud (2013), “students‟ prior knowledge in writing has a strong effect on the way they realize writing because having prior knowledge can help students overcome their writing errors to successfully do their researches. recalling this knowledge will have beneficial effects on students‟ writing performance” (p. 157). it can be concluded that the students‟ prior knowledge can give positive influence to the students‟ writing too. moreover, the sixth semester students of the english education study program had previously had three writing courses. it means that the students had learned how to produce good writing. equally important, according to brown, “motivation is probably the most frequently used catch-all term for explaining the success or failure of virtually any complex task such as instrumental and integrative orientation, and intrinsic and extrinsic motivation” (as cited in herdi, 2015, p. 19). it means that motivation can make students creative and can stimulate them to write in order to improve their quality in writing a text. furthermore, the highest aspect in the questionnaire that contributed to the students‟ academic writing mastery was the aspect of social media and english communication skills in terms of written english, the way people communicate and share information, the way people interact globally, knowledge about new terminologies in english, and vocabulary development. this result was conveyed by sanchez, (2017) that the use of social networks have advantages for learning a foreign language such as english. for instance, students can practice the language at any time and place and in different contexts, they learn how to express themselves in writing, they make an effort to be understandable and learn from their interlocutors, sometimes they must learn how to write briefly. finally, the students become more confident using the language because of practicing it constantly. conclusions and recommendations the results of this study showed that there are at least more than three social media including facebook, instagram, youtube, twitter, and whatsapp, which were used by the students, and instagram is the most frequently used one. there was a significant correlation between the use of social media and students‟ academic writing since the 𝜌value (0.048) was lower than 0.05. it means that the use of social media by the sixth semester students affected their academic writing at the english education study program. moreover, the result of the regression analysis showed that the contribution of the use of social media to the students‟ academic writing mastery was 11.4%. therefore, efl students are suggested to understand how social media can benefit and expand their knowledge and start using social media in positive ways in order to improve their english skills, especially the academic writing skill since there are so many kinds of social media that offer english material to help and support them if they are used wisely. while, lecturers should explore more on the development of digital technology including the social media and should guide the students in using social media wisely in order to improve their students‟ english skills by integrating the use of social media in their teaching and learning process. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 332 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references abbas, m. f. f. (2017). assessing and evaluating efl learners‟ ability in writing academic essay. iselt. 5, 257-261. anggraini, f. (2018). the correlation among motivation, academic dishonesty, and english achievement of senior high school in palembang (unpublished undergraduated thesis). universitas sriwijaya, palembang, indonesia. ariyanti, a., & fitriana, r. (2017). efl students‟ difficulties and needs in essay writing. advances in social science, education and humanities research (assehr), 158, 111–121. asrifan, a. (2015). the use of pictures story in improving students‟ ability to write narrative composition. international journal of language and linguistics, 3(4), 244-251. belal, a. (2014). influence of digital social media in writing and speaking of tertiary level student. (undergraduated thesis). brac university, bangladesh. bouhami, d. (2016). investigating the impact of social media on improving efl students’ vocabulary. (undergraduated thesis). biskra university, algeria. boyd, d. m. & elisson, n. b. (2007). social network sites: definition, history, and scholarship. journal of computer-mediated communication, 1(13), 11. collins, j. w., & o‟brien, n. p. (2003). the greenwood dictionary of education. connecticut, ct: greenwood press. dewing, m. (2012). social media: an introduction. ottawa, canada: library of parliament. emmanuel, a. o. (n.d.). effects of social media on english proficiency: a case study of a selected secondary school in ogba, ikeja l.g of lagos. (undergraduated thesis). silver emerald univeristy, australia. grace, j. (2014). 5 pros and cons of social media in the classroom. school is easy. retrievedfrom https://www.schooliseasy.com/2014/02/social-media-inthe-classroom/ harris, m., & dilts, m. n. (2015). social media and its changes on student's formal writing. angelo state undergraduate research journal. 3(1),192. hasnain, h. (2015). procedings from: 2nd international research management & innovation conferenc (irmic 2015). langkawi, malaysia. retrieved from http://rmc.kuis.edu.my/irmic/wpcontent/uploads/2014/12/impact-of-social-media-usage-on-academicperformance-of-university-students.pdf hashem, y., & el-badawy, t. a. (2015). the impact of social media on the academic development of school students. international journal of business administration, 1(6), 48. herdi, h. (2015). an analysis on factors influencing the students‟ writing skill. elt-lectura, 2 (2), 19. husin, s,. & nurbayani, e. (2017). the ability of indonesian efl learners in writing academic papers. dinamika ilmu, 17(2), 238. ibrahim, m. g. (2013). the effect of using facebook on improving students‟ writing skills in english.(undergraduated thesis). an-najah national university, arab. inderawati, r., pratama, a. h., & loeneto, b. a. (2018). peer assessment in facebook comment column about one topic in writing ii subject of the fourth semester students of sriwijaya university english education study program. english franca: academic journal of english language and education. 2(1). 68. kaplan, a. m., & haenlein, m. (2010). users of the world, unite! the challenges and opportunities of social media. business horizons, 53(1), 60. karadkar, c. (2015). the impact of social media on student life. retrieved fromhttp://www.technicianonline.com/opinion/article_d1142b70-5a92-11e5-86b4 cb7c98a6e45f.html issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| 333 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi khan, i. u., ayaz, m., & faheem, m. (2016). the role of social media in development of english language vocabulary at university level. international journal of academic research in business and social sciences. 6(2). 590. kotrlik, j. w., & williams, h. a. (2003). the incorporation of effect size in information technology, learning, and performance research. information technology, learning, and performance journal. 21(1), 5. kudryashova, a., gorbatova, t., rybushkina, s., & ivanova, e. (2015). teacher's roles to facilitate active learning. mediterranean journal of social science, 7(1), 460-466. lamatoka, a. (2018). students' perception towards teachers' teaching styles and the use of learning strategies in teaching english. eralingua, 2(2), 41-46. musabbihin, m. (2017). students' difficulties and their perception in writing recount text: a study at the second year of ma muallimin nw in academic year 2016/2017. the indonesian journal of language and language teaching. 2(2), 83. negari, g.m. (2011). a study on strategy instruction and efl learners‟ writing skill. international journal of english linguistics, 1(2), 302. ramdhany, s. (2017). the students‟ interest in learning vocabulary throughinstagram at fourth semester of english and literature department of uin alauddin makassar. (undergraduated thesis). uin alauddin makassar, indonesia. raut, v. & patil, p. (2016). use of social media in education: positive and negative impact on the students. international journal on recent and innovation trends in computing and communication, 4(1). 281. sakkir, g., rahman, q., & salija, k. (2016). students‟ perception on social media in writing class at stkip muhammadiyah rappang, indonesia. international journal of english linguistics. 6(3). 171. sanchez, a. r. (2017). developing writing skills through educative social networks. (undergraduated thesis). valladolid university, spanyol. shaver, r. (n.d). effectsof social media on writing skills in the classroom [pdf file]. retrieved from https://studylib.net/doc/6619295/running-head--effects-of-social-media-on-writingskills tawalbeh, a., & al-zuoud, k. m. (2013). the effects of students‟ prior knowledge of english on their writing of researches. international journal of linguistics. 5(3). 157. valdes, o. (2018). thoughtco: an introduction to academic writing. retrieved from https://www.thoughtco.com/what-is-academic-writing-1689052 yunus, m, m., & salehi, h. (2012). the effectiveness of facebook groups on teaching and improving writing: students‟ perceptions. international journal of education and information technologies, 6(1), 94. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 275 l2 teachers' knowledge of l2 learners’ listening and oral interpretation problems: any correspondence? karim sadeghi urmia university, iran kerimsadeghi@gmail.com mohammad ali rahimi urmia university, iran abstract the study was aimed at comparing learners‟ knowledge of their listening and oral interpretation problems with their teachers‟ perception and knowledge of the same problems. fifty two learners in company with their three instructors participated in the study. the study tapped the students‟ reflections on cognitive, affective and linguistic factors impinging on listening and oral interpretation processes and teachers‟ perception and knowledge of the same real time listening and interpretation tasks. introspection techniques, observation and interviews were the main techniques of data collection. data analysis revealed many congruencies between the learners and their instructors in terms of the listening experiences and perceptions. they included such themes as „ineffective strategy of focusing on words‟, „speedy delivery‟, „difficulty level of the material‟, „accent effect‟ and „parsing problem‟. however, some discrepancies were also identified with regard to such core themes as „modality‟ and affective issues such as „stress‟, „sense of fatigue‟ and „concentration loss‟. the results suggest that instructors‟ perception and awareness of their learners‟ listening processing and oral translation skills coupled with those of learners can provide rich information in developing listening and oral interpretation programs for translation students and trainers. keywords: oral interpretation, listening processing, knowledge, perception manuscript submitted: 23 july 2019 manuscript revised: 23 august 2019 accepted for publication: 1 september 2019 introduction prior to 1970s, listening was considered as a receptive and passive skill (johnson, 2008; vandergrift, 2011), but with the appearance of communicative approaches to language teaching, listening came to be assumed as an active and very complex process where the listener uses various linguistic and non-linguistic resources to rapidly interpret incoming data (jinhong, 2011). to interpret oral input, listeners are to elicit their background knowledge (top-down processing) to perceive, interpret, and respond to the information coming from a text (bottom-up processing) (lynch & mendelsohn, 2009; o‟malley, chamot & küpper, 1989). however, what compounds the listening task for the oral english interpreters is the subsequent, or at many contexts, the concurrent complicated process of interpretation. oral interpretation apprentices undergo undue difficulties listening and at the same time interpreting oral input. to identify and mailto:kerimsadeghi@gmail.com issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 276 then to lessen the listening processing and oral interpretation problems studies with varied focuses are to be conducted in situ involving both the learners and instructors. views from both groups can provide insightful information in preparing training programs for the learners. to get a realistic picture of and to overcome the obstacles experienced by l2 learners during the listening process, the participants‟ real „knowledge‟ of their own listening problems is of optimum significance. „knowledge‟ implies an objective understanding, what one knows to be true instead of what one holds to be true which is termed as „belief‟ (wenden, 1999). l2 learners‟ „knowledge‟ of their listening relevant processes/problems emanating directly from their experiences with l2 listening is really promising in helping them alleviate those problems on the spot. to approach this objective, qualitative studies are to be conducted in the context in which listening activities are carried out. many studies have been conducted to investigate the complex process of listening in l2, in general (field, 2004; goh, 2000; vandergrift & tafaghodtari, 2010). l2 listening particularly in contexts requiring its company with interpretation makes it more complex and demanding. interpretation, according to mahmoodzadeh (1992) is to reflect simultaneously or consecutively in the target language the precise meaning of source language utterance while preserving “the tone of the speaker” (p.231). consecutive interpretation comes after the speaker stops articulating the source utterance, whereas in simultaneous mode, interpretation occurs when the interpreter is still receiving utterance. phelan (2001) asserts that “the interpreter needs a good short-term memory to retain what he or she has just heard and a good long-term memory to put the information into context” (p.4-5). ability to concentrate is a factor as is the ability to analyze and process what is heard.‟ he emphasizes the difficulties and efforts involved in interpreting tasks. interpretation, according to gile, needs much memory effort which stems from the need to store the words of a proposition until the hearer receives the end of that proposition. since l2 learners training to be interpreters encounter many communication problems not only during the training sessions but also in the actual interpretation task, the training programs, therefore, should provide them with an ability to successfully manage the ongoing interpretation process in such situations. to have an informed knowledge of how to deal with more demanding listening processes transpiring in „interpretation activity‟ we should try to discover and analyze the listening relevant problems naturally relevant to this context. the current study investigates the problems from the viewpoints of instructors and learners and the following question was posited for further scrutiny: does l2 learners’ knowledge of their listening and interpretation problems correspond with their teachers’ knowledge and perception of the same problems? literature review listening processing and sources of problems listening process in l1 is carried out automatically without paying much conscious and focal attention to the incoming data. efl listeners, however, need to pay conscious attention to the details to construct a meaning out of a text heard and their limited working memory and linguistic knowledge may impede this process (vandergrift, 2004). the main purpose of second language listening programs is to develop active listeners (goh, 2013). active listening is to build reasonable interpretations with underspecified input (goh, 2013). it requires a command of linguistic and cognitive ability coupled with affective control (elkhafaifi, 2005). linguistic factors include (a) familiarity with and ability to understand the phonology of the language, (b) vocabulary size, and (c) background knowledge about the issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 277 topic, text, structure, schema, etc. and cognitive factors encompass working memory and metacognitive strategies such as planning, prediction, monitoring, evaluation, mental translation, personal knowledge, and directed attention. affective factors include such important aspects as anxiety and motivation which often play determining roles in l2 listening process. due to the complexity of l2 listening development, attempts have been made to identify main factors instigating comprehension problems during l2 listening and various studies have tried to probe their differential effects. five factors were reported by goh (1999) to be influencing listening: vocabulary used in the text, prior knowledge of the passage‟s theme, speech rate, type of input and speaker‟s accent. goh (2000) working within anderson‟s (1985) threephase model of language comprehension perception, parsing and utilization found that most of the listeners suffered perceptual processing, indicative of low level processes, and only a few problems such as parsing and utilization were relevant to the high level processes. similarly, hasan (2000) investigating arabic efl learners maintained that most frequently reported problems by efl listeners were of bottom-up nature such as fast speech rate and new vocabulary although factors such as task, text, speaker and listener were also identified. graham‟s (2006) study also found listening problem of perceptual nature. his investigation revealed that speedy delivery of speech culminates in failure in identifying and recognizing words in a stream of input. in like fashion, vogely‟s (1995) english students of spanish encountered such perceptual processing problems as combining words into phrases, recognizing words and recognizing grammatical structures. other sources of listening difficulties have been reported. brown (1995), not denying the existence of problems just mentioned argued that content of the texts is often an impediment in the processing of oral input. listeners in esp context found some idiomatic and fixed expressions especially those with sociocultural connotations problematic (goh, 2013). noro (2006) “brought into light the listening stress in efl contexts stating that l2 listening contexts are often “some sort of stressor(s)” which cause anxiety called „listening stress‟”(p.64). along the same line, chang (2008) found a relationship between listening tasks and listening anxiety and further suggested that some „listening supports‟ can help reduce such anxieties. other affective reactions germane to l2 listening activities are irritation, lack of concentration, aversion, sense of resignation and loss of self-confidence (noro, 2006). findings on cognitive, linguistic and affective factors influencing listening process in l2 can be displayed as follows: table 1. cognitive, linguistic and affective factors affecting l2 listening processing problem type findings researchers linguistic studies show that the listening problems encountered by l2 learners are related mainly to fundamental cognitive processes for example, accent and vocabulary. goh (2013) linguistic knowledge, which can be implicit or explicit, is used for linguistic cues. (anderson, 2009) issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 278 l2 learners face an important obstacle in distinguishing content words and function words when their l1 does not resemble english rhythmically. (field, 2009; eastman, 1993) lack of clarity of spoken language caused by assimilation or unclear articulation makes word segmentation an extremely difficult task for l2 listeners (stahr, 2009) to many l2 listeners, the spoken language is like “a wave of sounds without borderlines”. linguistic knowledge contributes to listening comprehension: they include phonology, lexis, syntax, semantics and discourse structure. (buck, 2001) cognitive metacognitive strategies instruction are effective for advanced-level learners. such metacognitive strategies as predicting, monitoring, responding, clarifying, inferencing, and evaluating are useful for fostering strategy awareness and supporting learner autonomy. cross (2009) (lynch, 2009) making sense of spoken text is the result of continuous and interactive top-down and bottom-up processing. (goh, 2008; vandergrift, 2007). greater performance was found to be related to greater working memory (leeser, 2007) l2 proficiency and l1 listening ability together play a role in successful l2 listening. (vandergrift, 2006) affective listening to what students want to listen to is really motivating for them and keeps them engaged. (kemp, 2010) listening supports such as topic preparation and repeated input reduces learners‟ anxiety on listening tests. chang (2008) there exists a psychological reality of the construct like listening stress as identified by studying japanese college students. (noro, 2006) listening can induce anxiety in l2 learners. (elkhafaifi, 2005) positive relationship has been found between motivation and listening success. (vandergrift, 2005) issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 279 motivation in l2 listening is really important since listening needs a conscious attention and involvement. (rost, 2001) note: cognitive, linguistic and affective factors affecting l2 listening processing methods research design both qualitative and quantitative analyses were conducted. qualitative analysis was aimed at providing a categorization scheme and the categories were to be derived directly from the data without employing any predetermined coding scheme (friedman, 2012). the researchers extracted some recurrent patterns and core themes from the initial qualitative data from students‟ reflection research site and participants both students and the instructors studying and teaching translation at payam noor university in zanjan, iran, were investigated. they attended “oral interpretation” classes after passing courses in „speaking and listening 1‟ and „speaking and listening 2‟. besides, a paperbased toefl test was administered prior to the outset of the program and it was found that students were at lower level of english language proficiency. the composition of the groups taking part in the study was 22, 16 and 14 for each class (n = 52, 34 females and 18 males). three voluntary instructors participated in this study. they had taught oral translation at least for 8 years at different universities of iran. one of the researchers of this project was among the instructors who had 12 years of experience in teaching oral translation. data collection and data analyses different instruments were utilized at various stages: a toefl test was conducted to ensure the participants‟ homogeneity; and to gather data about learners‟ listening and interpretation problems, introspection techniques were employed. teachers‟ „observation‟ of their students‟ listening and interpretation activities was included to report on students‟ listening and interpretation processes. verbalization techniques (introspective and retrospective) were used to tap learners‟ reflections on mental processing, affective factors and linguistic controls both during (selfrevelation) and immediately following (self-observation) the listening processing and interpretation activities (mackey & gass, 2016). learners‟ knowledge of listening experiences mainly included “insights into real-time problems that they faced during listening and interpretation” (goh, 1999, p. 57). instructors‟ perception relating to the learners‟ listening and interpretation problems came from their observation of the listeners‟ actions and reactions during real-time processing and from their general views about the same activities. instructors were also interviewed at the end of every session and were recorded for subsequent analysis. oral translation classes were held for eight sessions but data were gathered from the respondents every other session (4 sessions). to help the researchers with the quantification and interpretation of the findings, the themes explored from the learners‟ data were also used as a basis for the analysis of the instructors‟ data in terms of listening comprehension and oral interpretation problems. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 280 both qualitative and quantitative analyses were conducted. qualitative analysis was aimed at providing a categorization scheme and the categories were to be derived directly from the data without employing any predetermined coding scheme (friedman, 2012). the researchers extracted some recurrent patterns and core themes from the initial qualitative data from students‟ reflection. the on-going analyses for each class were reviewed for recurrent patterns and a list of themes for each class was drawn up. the listed themes were cross-referenced to each class to see whether a theme was present or absent. following the exploration of core issues in terms of listening and interpretation problems, subsequent data from both students and teachers were analyzed quantitatively in terms of those pivotal categories. table 2 (in results‟ section) provides the percentage rate of the students who reported a certain problematic issue. during and immediately after the listening and interpretation activities, we asked students to mark what listed problems (written categorized problems) as well as to write what unlisted new difficulties they experienced, thereby identifying the number of the students with particular problems. and the percentage of times a certain problem was reported by three instructors is presented, too. each session, three distinct listening and interpretation activities including news, movie clips, monologues, lectures etc. were aurally and orally practiced and instructors were asked to mark on the categorized problems or write whether a certain problem occurred in that session. they were also interviewed at the end of each session and their viewpoints were recorded and later checked against their instantaneous written reports. dependability of the researchers‟ interpretation of the learners‟ problems was verified by both parties‟ (learners and instructors) subsequent review and evaluation of those themes (mackey & gass, 2005). discussion the current study focuses on the listening processing problems and oral interpretation difficulties learners experience and on the way instructors see, report or evaluate these experiences. a qualitative study was carried out and learners‟ verbal reports during and immediately after the completion of every listening task and oral interpretation were sought for. initial data analysis helped identify some recurrent issues which were later revised and rethought using data collected from next sessions. to analyze and examine the data garnered from the instructors, the same themes explored from the learners‟ reflections and reports were employed. table 2 indicates the themes extracted from the learners‟ and instructors‟ data along with the percentage rate of their reports on each theme. the asterisk shows that the data for both instructors and the learners on a certain theme does not exist: table 2. the percentage rate of the students factors affecting listening theme number learners % instructors % themes affective factors t1 34.6 50 i feel stressed out when i listen in the group. t2 53.9 20 when a listening text takes long i get tired. t3 57.7 30 i lose my concentration when i don‟t understand on my first try. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 281 strategic problems t4 46.2 60 i am used to the word by word listening which doesn‟t help me. t6 51.9 65 i focus my attention on the words and not on understanding parsing problem t7 40.40  i have trouble in separating the stretch of sounds due to … t8 57.7  i don‟t understand anything on first try and i only remember t9 51.9 65 i cannot relate the beginning of the sentence to its end to … processing speed t10 63.5 50 i can understand when the speed of the play is low. t11 76.9 80 i comprehend the text when the words are clearly and fully pronounced. oral interpretati on problem t12 63.5 100 to orally translate the text i should listen many times. modality problem t13 50 30 i understand audiovisual texts more easily than just audio ones. t14 65 70 i can understand a listening text when i already see its written texts difficulty level of the material t15 51.9 80 i don‟t understand when a topic is unfamiliar. t16 65.4 60 before listening to a text, some difficult words must be explained. gender voice effect t17 30 i found that female voice is clearer to them than the male voice. accent effect t18 53.9 57 % i can‟t understand some accents. poor voice quality t19 30.8 10 poor voice quality in the class is the main reason for my incomprehension. note : learners‟ and the instructors‟ verbal reports on the explored themes of real time listening and interpretation process. affective factors learners affective factors such as stress, concentration and sense of fatigue were frequently reported by learners while doing authentic listening activities. more than half the students (57%) verbalized that when their initial attempt to understand led to fiasco they lost their concentration. listening processing in l2 is directly related to affective aspect. when the listener is unable to issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 282 grasp the intended message, he will feel frustrated and may lose concentration. a learner recounted: when i don’t understand the first time i abandon the listening, i lose my concentration and have no interest in holding on to the (aural) text. (translated from persian) this finding is consistent with that of noro (2006) whose japanese college students reported to have experienced concentration failure as obtained by questionnaire and oral interviews. fifty four percent (53.9 %) of the students reported to have felt exhausted when the listening activity took long. less proficient l2 learners, due to the difficulties with attention, and possible limited capacity of their short-term memory feel worn out when listening takes a bit longer. instructors instructors reported loss of concentration for the listeners in only one third (30%) of the cases which was not higher as compared to learners‟ own report of concentration failure. attentiveness within the duration of listening process is mostly an internal phenomenon which instructors may not be aware of although they watch the listeners apparently focusing on the aural/oral task. only in one fifth of the cases (20%) did instructors verbally report learners‟ experiencing fatigue when they prolonged the time of the listening tasks which is really lower in comparison to verbal report of the 53.9% by the learners. this indicates that the challenging minutes of listening and interpretation process when extended may quickly exhaust the listeners while the instructors are ignorant of this fact. instructors in the current study observed students feeling stressed out in 50 percent of the incidents. an instructor noted: “they looked stressed out when they listened to the audio text played with high speed”. this is high as it is compared to the verbal report of 34.6 percent by the learners. instructors asking listeners for an interpretation of a piece of a text observed that they were feeling stressed out to answer the instructor and even distorted the whole message. this finding is never at odds with the expectations of the other teachers since the existence of the psychological reality of the construct of listening stress has been verified by some previous studies (noro, 2006; elkhafifi, 2005; gonen, 2009). gonen attributes this listening anxiety to many factors such as the authenticity of the listening text, incomprehensibility of the listening material and some external environmental factors such as noise and inaudibility. strategic problems learners students‟ verbal reports display that they mostly employ bottom-up strategies in which they focus on the words and not on the message when listening in l2. fifty two percent (51.9 %) of the learners wrote that they were used to this inefficacious strategy of focusing on words and not on understanding the message. the reason may be attributed to their poor language proficiency (fewel, 2010) which makes them opt for a listening strategy which they wrongly assume to be instrumental (zhang & goh, 2006). forty six percent (46. 2 %) of the students said that they were used to the word by word listening. one wrote: my problem in listening is that i listen word by word and i don’t understand the whole meaning. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 283 although they believed that the way they approached and tackled listening puzzle was not conducive to understanding the message, they tried to apply it in real time processing. o instructors many cases of bottom-up processing were reported by the instructors. they constantly pointed out that many students were attending to the words in order to decipher the meaning. in 65 % of the listening incidents, the instructors reported that the focal attention of the leaners was on the words. this result is in harmony with the verbalized ideas from the learners themselves (51.9 %). further, the instructors observed that the learners were following listening word by word (in 60 % of the cases) which is relatively high in comparison to the learners‟ own report. this result is also in line with graham‟s (2006) finding in which subjects pointed out that they focused on individual words and panicked that everything was not understood. parsing problem o learners fifty seven percent of the listeners claimed that they did not understand anything on first try and they only remembered a few unrelated words. they were not able to create a mental representation from the words heard. failure to obtain the intended message on first try may be relevant to the lower linguistic command or lack of experience in the oral interpretation of authentic speech. some students provided an explanation for their incomprehension by citing: a. i think i have not learnt to listen well and i want you to help me.(translated from persian) b. i only remember some irrelevant words and this is due to the way the words are pronounced. (translated from persian) the second note implies that the learner may not be used to the authentic texts as they are mostly instructed using graded texts. according to wang (2010), learners may already be acquainted with the words in print but yet be unable to identify them when they encounter them in speech. half of the students (51.9 %) stated that they could not relate the beginning of a sentence to its end to make sense of the sentence. this again indicates that the learner could not make a mental picture of the sentence heard since he/she could not see how the items from the initial and the final parts were connected in any meaningful way. meanwhile, less than half of the learners (40.40 %) reported that they have trouble in separating the stretch of sounds due to the different/unclear pronunciation. verbal reports from some listeners showed they were not able to chunk streams of speech attributing it to their lack of familiarity with authentic pronunciation. o instructors out of the three issues which learners had constantly reported only one of them was taken into account by the instructors. they recounted that in 65 % of the listening events the listeners had trouble relating the beginning of the sentence to its end to comprehend a sentence. this finding implies that failure to take the lexical elements of the whole sentence into account in oral interpretation is a common phenomenon as half of the learners reported it (51.9 %). when they were asked by the instructors to translate the listening pieces just heard they only provided them with some words from the initial and final portions of the text. one instructor recounted: issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 284 as if learners only listened to the beginning and the ending words and didn’t try to get the intended message when they listened for the first time. one part of the above issue can be confirmed to some extent by the results from goh‟s (2000) study where her participants explained that they understood most of the words but they couldn‟t put them together. this indicates that the first listening processing attempts by learners with low proficiency often lead to failure. processing speed o learners different overlapping issues were collapsed into the category of processing speed. more than two -thirds of the learners (76.9 %) cited that they could be able to comprehend the text when the words (were) clearly and fully pronounced. this theme was included under the speed of processing category because the learners believed this full and clear pronunciation was possible under low rate of speech delivery in which they could follow the trace of many possible words, thereby contributing to the whole meaning. a student wrote: i think they are not pronouncing the words fully when they are speaking fast and i can’t distinguish the words in such speed. (translated from persian) to put their knowledge of the above-mentioned listening difficulty differently, 63.5% of the participants reported that they can understand when the speed of the play is low: i think i will understand if the speed of the listening is low and the instructor has to play it slowly for us to understand. such writings from the participants in the current study are reminiscent of myunghee, a student who raised his hand in the classroom and said “teacher the tape is too fast and i can‟t catch the words” and the teacher jokingly replied “the tape is not too fast you just need to listen faster” (cited in renandya, 2012, p.5). o instructors in more than two-thirds of the listening tasks (80 %), instructors observed that learners suffered from speedy delivery and the problem was alleviated to some degree “when the words were clearly and fully pronounced”. instructors reported that they often tried to repeat the sentences for the students and fully pronounce the words they did not perceive on their first or second try. this observation confirms the learners‟ reports where 76.9 % acknowledged that clear pronunciation can facilitate listening comprehension. meanwhile, in 50 % of the listening and interpretation episodes the instructors directly reported that the students‟ listening comprehension improved „when the speed of the play was low’. this result, similarly, is almost in sync with what learners reported (63.5%), thus approving the contribution of low delivery speed to the listening comprehension in the interpretation programs. interpretation problem o learners the program aimed at helping learners develop oral interpretation ability. this ability, however, besides requiring a higher command of listening skill, necessitates an active short-term memory to retain what the listener has heard and a powerful long term memory to put the issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 285 information into context (phelan, 2001). in the present study more than half the learners, (63.5 %), claimed to be requiring many times of listening to the same piece before they are able to orally translate it. some learners cited: to orally translate a text i should have the text in front of my eyes or i can’t remember them. (translated from persian) while listening i think i understand what is what but in translation i see i have nothing to say. (translated from persian) reflections above indicate that oral interpretation both needs a complete understanding of the text and requires a powerful memory or processing capacity to reconstruct the speech (gile, 1992). o instructors instructors claimed that in all the interpretation activities that learners were engaged they encountered interpretation problems (100 %). teachers told that the learners were not able to orally translate as well as expected although they had transcribed and listened many times. although more than half of the learners, that is (63.5 %), verbalized having an interpretation problem, this is really low considering teachers‟ report of the same activity which indicates that in all the listening episodes (100 %), all learners faced interpretation obstacles. modality problem o learners sixty five percent of the learners reported that their listening comprehension was facilitated when they already had access to its written mode and 50 % recounted that their comprehension improved when listening was accompanied by the sight using audiovisual means. the bases for such statements were not merely on beliefs but on the experiences they had while working in the classroom. o instructors the teachers observed that in 70 % of the cases when the participants had access to a written text of an oral file they were able to both understand and reconstruct the message in oral interpretation phase. this result verifies learners‟ understanding of their listening process as it is related to the contribution of the written text to its oral mode. however, the instructors reported that only in 30 % of the listening activities visual means could further contribute to the listening comprehension. the effect of multimodality on listening comprehension has been proven by some studies e.g. kon (2002, quoted in chapelle, 2003,) investigating the comprehension of a lecture delivered in various modes verified the multimodality principle. guichon and mclornan‟s (2008) study indicated that l2 subtitles are more helpful in teaching listening. difficulty level of the material o learners this category includes topic familiarity and lexical knowledge as both impinge upon the comprehensibility of a text. fifty two percent (51.9 %) of the students claimed that when the topic is not familiar comprehension is hindered. prior knowledge about a topic helps top-down processing and makes appropriate inferencing possible and rich background knowledge may compensate for the poor linguistic knowledge (eysenck & keane, 1995; schmidt-rinehart, issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 286 1994). sixty five percent (65.4 %) of the listeners reported that before listening to a text, some difficult words must be explained. respecting the contribution of the vocabulary knowledge to listening comprehension there have been contradictory evidences. chang and read (2006) found that vocabulary instruction was the least useful form of support for listening comprehension while mecartty (2000) and field (2008) claimed that vocabulary knowledge played an important role in l2 listening comprehension ability of the students. o instructors as claimed by the teachers in 80 % of the listening events, students‟ listening comprehension was hampered when the topic was unfamiliar. they believed that background knowledge has a significant role in facilitating listening comprehension of interpretation students. they also cited (in 60 % of the listening incidents) that comprehension was enhanced when new lexical items were explained to the listeners. as this study indicates, teachers‟ observation verifies the learners‟ reports in terms of both the effect of topic unfamiliarity and lexical knowledge on the listening comprehension. given the newness of the topic, teachers, dealing directly with the learners in the classroom, reported more cases of incomprehension (80 %) than those reported by the learners themselves (51.9%). familiarity with a text makes its comprehension easier as it enables the listeners to relate it to their own background knowledge (gebhard, 2000). goh (2013), discussing the factors affecting the listening processing both in english for specific purposes (esp) and english as a second language (esl), considers vocabulary as one of the knowledge sources of listening comprehension. accent effect o learners fifty three percent (53.9 %) of the listeners held the view that their listening comprehension was affected by the accent the speakers had. one cited: i am not used to the british accent and i get irritated when i don’t understand it. goh‟s (1999) study confirms the current finding in terms of accent effect. speakers‟ accent was among the five factors mentioned by two-thirds of the participants investigated by goh. o instructors as recounted by the instructors, in 57 % of the listening and interpretation events, the accent of the speaker influenced the listeners‟ comprehension and interpretation. they reported that most of the learners were not used to the british accent since they were almost always practicing with audiovisual means with american speakers. the degree of congruence was high in accent effect. as the above data show, more than half the learners stated that their comprehension was affected by the accent the speakers spoke; and similarly, the instructors observed that in more than half the listening and interpretation incidents the learners encountered listening comprehension problems engendered by the accent. to put it into nutshell, results revealed congruencies between teachers and students on many of the categorized problems such as ineffective strategy of focusing on words, speedy delivery, difficulty level of the material, accent effect and parsing problem as verbally reported by listeners and instructors. the study also showed discrepancies on a few issues including modality and affective factors such as stress, sense of fatigue and concentration loss. as it is clear, the gap between the students and issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 287 instructors seems to be more in affective aspects than in other areas since they pertain to internal concerns of the learners and are often extraneous to instructors‟ classroom planning. conclusion and the implications because listening pursues different goals in different contexts (goh, 2013) and the variables negatively influencing the instantaneous listening processing differ, taking steps to explore such factors in a specific context is of utmost importance for both the instructors and the students. thus, to achieve this aim, current study attempted firstly to identify the listening processing and interpretation obstacles and secondly to compare learners and instructors in terms of their knowledge and perception of the same problems. the introspection techniques, observation and interviews showcased some issues impacting listening processing. they include affective issues, strategic problems, parsing problems, processing speed, interpretation (oral translation) problems, modality and accent effect. although the instructors and the learners agreed on most of the issues within some core categories, some areas of incongruence were also discovered. the instructors, as admitted by the learners themselves, observed that their participants were applying erroneous strategies in their listening and interpretation process. in their attempt to understand the oral text, they were attending to the individual words in order not to miss any message. meanwhile, both the instructors and learners were unanimous on the theme that the speed of delivery impeded the learners‟ listening comprehension and interpretation task. the students were unable to process the incoming input since it was immediately superseded by the newly entering data (goh, 2000) implying that for the learners to process a language in which they are not completely proficient is very demanding. the present study showed that the listeners‟ problem was even aggravated by their limited short term memory capacity when they were required to orally interpret a sentence. it was also acknowledged by both learners and teachers that topic newness and limited vocabulary knowledge have a negative effect on listening processing and interpretation activity. teachers observed more incidents of comprehension failure by the listeners due to the topic unfamiliarity suggesting that background knowledge plays an important role in the l2 listening comprehension. another factor relating to the listening and interpretation obstacles was parsing problem where learners‟ experiences and teachers‟ observation of those experiences overlapped to some extent. the study found that failure to take the whole sentence‟s lexical elements into account in listening processing and subsequently in oral interpretation is a common phenomenon. given the modality issue, while verbal reports from both teachers and learners revealed that access to „written version‟ of an oral text would ease the listening processing, the observation of the instructors was not in accord with the verbal reports of the learners with regard to the amount of contribution of audiovisual aids such as pictures, gestures, actions, etc. to the listening comprehension. instructors observed that even when the sound was accompanied by the images and actions they didn‟t have any particular impact on the comprehensibility of the texts. this discordancy in reports might be due to the fact that instructors‟ perception of the learners‟ listening processing usually came from the way learners “acted” in the classroom e.g., by responding to instructors‟ questions, reproducing the text, or orally translating, all requiring retention of information in the memory and (re )production capacity. however, when learners were asked to verbalize about their ability to process a listening text on line, they considered the comprehension phase which suggests that teachers must differentiate the listening processing issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 288 from the production activities and must not compound the listening activities by adding production phase for low proficient students. another interesting finding came from the accent effect where the reports from either group indicated the unpropitious effect of an exposure to unfamiliar accent. both learners and instructors equally articulated that the learners couldn‟t understand when the text included speakers with british accent. this may suggest that language variety cannot be taken for granted and english language programs must have learners get acquainted with at least such two established english varieties as american and british. much incongruence in reports was identified in terms of affective factors such as stress, concentration and sense of fatigue. unlike the observation of the instructors, more than half the students experienced higher fatigue and concentration loss implying that the challenging listening and interpretation processes may exhaust the listeners while the instructors are ignorant of this fact. furthermore, listening in a l2 requires much concentration which can tire out the learners if it takes too long. the present study suggests that instructors and learners may see the l2 classroom activities differently but a collective and complementary knowledge garnered from both sides can lead to a learning environment which facilitates and improves l2 acquisition. knowledge of learners‟ affective needs particularly in challenging activities such as listening and oral translation can result in better classroom planning and, in turn, better concomitant learners‟ achievements. degree of congruence and/or incongruence between student interpreters and instructors in terms of the beliefs and knowledge of the same listening and interpretation experiences afford some practical implications for interpretation and translation practitioners. interpreter trainers, for example, need to allow low proficient trainees sufficient background knowledge, provide them with opportunities to develop lexical ability, observe appropriate speed of delivery, and facilitate anxiety. trainers are also encouraged to offer trainees propitious opportunities for practicing and tackling oral interpretation tasks, particularly in the case of the simultaneous mode which requires higher competency and attention to perform the interpretation task while the listening is still in progress. but, in closing, some words worthy of note are that this study was basically qualitative and exploratory and no generalization can be claimed based on our findings as only descriptive statistics were used in analyzing and reporting the results. furthermore, subjects attending our study were intact groups who were not randomly selected. references anderson, j. r. (2009). cognitive psychology and its implications (seventh edition). new york, ny: worth publishers. anderson, j. r. (1985). cognitive psychology and its implications. new york, ny: freeman. brown, g. (1995). dimensions of difficulty in listening comprehension. in d. mendelsohn & j, rubin (ed.), a guide for the teaching of second language listening (pp. 59-73). san diego, ca: dominie press. buck, g. (2001). assessing listening. cambridge, uk: cambridge university press. chang, a. c. s. (2008). listening strategies of l2 learners with varied test tasks. tesl canada journal, 25(2), 1-26. chang, a. c. s. & read, j. (2006). the effects of listening support on the listening performance of efl learners. tesol quarterly, 40, 375-397. issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 289 chapelle, c. a. (2003). english language learning and technology: lectures on applied linguistics in the age of information and communication technology. amsterdam: john benjamins. cross, j. (2009). effects of listening strategy instruction on news videotext comprehension. language teaching research, 13, 151-176. eastman, j. k. (1993). c-words and f-words: the importance of distinguishing content and function in teaching second language lc. system, 21, 495-502. elkhafaifi, h. (2005). listening comprehension and anxiety in the arabic language classroom. the modern language journal, 89, 206-220. eysenck, m. w., & keane, m. t. (1995). cognitive psychology (3rd ed.). sussex : psychology press. fewell, n. (2010). language learning strategies and english language proficiency: an investigation of japanese efl university students. tesol journal, 2, 159-174. field, j. (2009). more listening or better listeners?. english teaching professionals, 61, 12-14 field, j. (2008). listening in language classroom. cambridge, uk: cambridge university press. field, j. (2004). an insight into listeners' problems: too much bottom-up or too much topdown? system, 32(3), 363-377. friedman, d. (2012). how to collect and analyze qualitative data. in a. mackey & s. gass (ed.). research methodologies in second language acquisition (pp. 180-200). malden, ma: wileyblackwell. gebhard, j. (2000). teaching english as a foreign or second language: a teacher selfdevelopment and methodology guide. united states, us: the university of michigan press. gile, d, (1995). basic concepts and models for interpreter and translator training. amsterdam & philadelphia: john benjamins. gile, d, (1992). les fautes de traduction: une analyse pédagogique, meta, 37(2), 251-262. goh, c. (2013) esp and listening: in b. paltridge & s. starfield (ed.). the handbook of english for specific purposes (pp.54-76). malden, ma: wiley-blackwell goh, c. (2008). metacognitive instruction for second language listening development: theory, practice and research implications. relc journal, 39(2), 188-213. goh, c. (2000). a cognitive perspective on language learners' listening comprehension problems. system, 28(1), 55-75. goh, c. (1999). how much do learners know about the factors that influence their listening comprehension?. hong kong journal of applied linguistics, 4(1), 17–42. gonen, m. (2009). proceedings of the 5th wseas/iasme from edute’ 09: international conference on educational technologies. spain: university of la laguna. guichon, n., & mclornan, s. (2008). the effects of multimodality on l2 learners: implications for call resource design. system, 36, 85-93. graham, s. (2006). listening comprehension: the learners' perspective. system, 34(2), 165-182. hasan, a. (2000). learners‟ perceptions of listening comprehension problems. language, culture and curriculum, 13(2), 137-153. jinhong, b. (2011). exploring students' use of metacognitive strategies in listening comprehension of the tem4. (bachelor thesis). kristianstad university, swedia. johnson, k. (2008). an introduction to foreign language learning and teaching (2nd ed.). harlow, england: pearson. kemp, j. (2010). the listening log: motivating autonomous learning. elt journal, 64, 385-395. doi: 0.1093/elt/ccp099 issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 290 kon, c.k. (2002). the influence on outcomes of esl students' performance strategies on a call listening comprehension activity. (unpublished ma thesis), department of english, iowa state university, usa. leeser, m. j. (2007). learner-based factors in l2 reading comprehension and processing grammatical form: topic familiarity and working memory. language learning, 57(2), 229– 270. lynch, t. (2009). teaching second language listening. oxford, uk: oxford press. lynch, t., & mendelsohn, d. (2009). listening. in n. schmitt (ed.) introduction to applied linguistics, (p. 181-196). london: arnold. mackey, a., & gass, s. (2016). second language research: methodology and design (2 nd ed.). new jersey, nj: lawrence erlbaum associates. mackey, a., & gass, s. m. (2005). second language research: methodology and design. mahwah, nj: lawrence erlbaum. mahmoodzadeh, k. (1992). consecutive interpreting: its principles and techniques. in c. dollerup & a. lindegaard (ed.). teaching translation and interpreting (pp. 231-236). amsterdam: benjamins. mecartty, f. h. (2000). lexical and grammatical knowledge in reading and listening comprehension by foreign language learners of spanish. applied language learning, 11, 323348. noro, t. (2006). developing a construct model of “listening stress”: a qualitative study of the affective domain of the listening process. annual review of english language education in japan, 17, 61-70. o'malley, j. m., chamot, a.u., & kuèpper, l., 1989. listening comprehension strategies in second language acquisition. applied linguistics 10, 418-437. phelan, m. (2001). the interpreter's resource. clevedon: multilingual matters. renandya, w. a. (2012). five reasons why listening strategies might not work with lower proficiency learners. english language teaching world online; voices from the classroom (eltwo), vol.3. http://blog.nus.edu.sg/elttwo/2012/02/22/ five-reasons –whylistening strategy-instruction-might-not-work-with-lower-proficiency-learners/ rost, m. (2001). teaching and researching listening. london: longman. schmidt-rinehart, b. (1994). the effects of topic familiarity on second language listening comprehension. modern language journal, 18, 179-89 stahr, l. s. (2009). vocabulary knowledge and advanced listening comprehension in english as a foreign language. studies in second language acquisition, 31, 577-607. vandergrift, l. (2011). teaching interactive listening. in h. p. widodo & a. cirocki (eds.), innovation and creativity in elt methodology (pp. 1-14). new york: nova science publishers. vandergrift, l. & tafaghodtari, m. (2010). teaching l2 learners how to listen does make a difference: an empirical study. language learning, 60(2), 470-97. vandergrift, l. (2007). recent developments in second and foreign language listening comprehension research. language teaching, 40(3), 191-210. vandergrift, l. (2006). second language listening: listening ability or language proficiency?. the modern language journal, 90, 6-18. vandergrift, l. (2005). relationships among motivation orientations, metacognitive awareness and proficiency in l2 listening. applied linguistics, 26(1), 70–89. http://blog.nus.edu.sg/elttwo/2012/02/22/ issn |2355-3669| e-issn |2503-2518| volume 6| number 2|december 2019| available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 291 vandergrift, l. (2004). listening to learn or learning to listen? annual review of applied linguistics, 24, 3-25. vogely, a. j. (1995). perceived strategy use during performance on three authentic listening comprehension tasks. the modern language journal, 79(1), 41-56. wang, l. (2010). chinese efl learners’ listening comprehension difficultiesa comparison between teacher and student perspectives. (unpublished ma thesis), national institute of education, nan yang technological university, singapore. wenden, a. (1999). an introduction to metacognitive knowledge and beliefs in language learning: beyond the basics [special issue]. system, 27, 435-441. zhang, d., & goh, c. (2006). strategy knowledge and perceived strategy use: singaporean students‟ awareness of listening and speaking strategies. language awareness, 15(3), 199–219. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of kahoot in improving vocabulary: the case of a private university english study program udur delima sibatuara english study program, faculty of businness economics, universitas widya dharma, pontianak e-mail: delimaudur68@gmail.com abstract the purpose of this research was to find out the effectiveness of kahoot application in improving the students’ english vocabulary. a study was conducted at the english study program students of widya dharma university pontianak. the study adopted a mixed method by online using google form and interviews directly by using zoom. the data were collected via questionnaire and interviews. the findings showed that the majority of the respondents who took part in the study mostly gave the positive responses which showed that kahoot could help them greatly in improving their english learning vocabulary and could increase their motivation in gaining the knowledge and getting the new vocabularies. keywords: kahoot aplication, students’ vocabulary manuscript submitted: march 6, 2021 manuscript revised: may 20, 2021 accepted for publication: june 12, 2021 introduction in english language learning, the acquisition of vocabulary is a significant phase to improve language skills further especially for students of english program. according to ur (1996) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words. the more words students know, the more they will be able to understand what they hear and read; it means that the more students master vocabulary the more they can write, read, listen and speak. in addition, it is supported by steven (2005) that vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world. words are powerful and open up possibilities. every student want to know how far their vocabularies’ ability eventough it is impossible to fully mastered it, as in elfrieda and michael (2005) that vocabulary is not a developmental skill or one that can ever be seen as fully mastered. the expansion and elaboration of vocabularies is something that extends across a lifetime. according to norbert (2000) that people are naturally interested in their progress when they are studying a foreign language. teachers are likewise interested in their students' improvement. because one of the key elements in learning a foreign mailto:delimaudur68@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi language is mastering the l2's vocabulary, it is probably safe to assume that there has been interest in testing vocabulary from the earliest times in which foreign languages were formally studied. today, the application of technology should be considered in english language teaching to improve the students’ motivation and interaction in learning (licorish et al., 2018; santosa, 2017; wang & lieberoth, 2016; zarzycka-piskorz, 2016). the challenge for language teachers to use technology as tools for general assessment (godwin-jones, 2015). by integrating technology in teaching, the teacher will help students in the learning process. when teachers cannot develop good teaching and learning activities, students will feel bored. therefore, teachers are expected to use technology in the classroom to create fun (placeholder1) learning. in the classroom, the use of smartphones in teaching language has a different sense for the students; they become more enthusiastic and interested in using the phone to update their daily life rather than as educational tools. applying vocabulary instructions by using technology can improve students' scores in the test (sharma & unger, 2016; yip &kwan, 2006). one of the technologies that have been used is kahoot aplication. kahoot is a free web-based program that allows teachers to pose questions to children who then respond from a selection of answers electronically on their own devices. it records the answer each child gives to a question, as well as how quickly they respond, so teachers can use the data to assess their children. it is a game-based learning platform used to review students' knowledge, for formative assessment or as a break from traditional classroom activities. ultimately, it is a fun and engaging tool that can be used to challenge and assess learners. there are different types of kahoots available; quizzes, surveys, jumbles, discussions and challenges. kahoot quizzes could be used to support in english learning. kahoot allows educators to create surveys and game-based quizzes that they can join using a pin number. the students select answer choices on a personal device such as a chromebook, laptop, or smartphone that coincide with questions that are displayed on the smartboard (johns, 2015). students are able to play the games without needing an account username (dellos, 2015), and create a nickname that will be displayed during the game (johns, 2015). furthermore, kahoot quiz game questions may include multimedia visuals such as pictures and videos to further engage students (dellos, 2015) and students get to earn points for answering questions correctly and quickly. nowadays in teaching the english language, the use of kahoot application has been widely recognized by the researchers. the use of kahoot application improves the students’ motivation and attention to english language learning (coca & slisko, 2013). nguyen and yukawa (2019) found that kahoot application has a positive impact on english language learning. thus, in this research, the researcher wants to investigate the effectiveness of kahoot application in improving students’ vocabulary as well as to understand how it can influence the students' vocabulary. since this study aims at verifying whether learners have improved their knowledge specialized vocabulary, the research will focus on the using on kahoot application in improving english learning vocabulary. the platform is among the most popular within game-based learning, with over 70 million monthly active unique users and used by 50% of us k-12 students (lunden, 2018) and as 2019, over 2.5 billion people from more than 200 countries have played kahoot application (vick, 2019). many students are interesting and wishing used kahoot in their break from traditional classroom activities. from the assertion above, the work was conducted to proving that this approach is more beneficial than traditional foreign language teaching courses especially for the students of the english study program of widya dharma university pontianak. the purpose of this research was to find out the effectiveness of kahoot application in improving the students’ english vocabulary. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology the methodology of this research is a mixed method research. the objects of this research were basically in the form of qualitative entities such as perceptive, social phenomena, and problems which deal with students’ perspective (creswell, 2012). the purpose of this study was to investigate the effectiveness of kahoot application in improving students’ english vocabulary. to achieve this aim, the study focused on answering the following questions: 1. how effective is kahoot application in improving english learner’s vocabulary? 2. how does kahoot application affect learning performance? 3. how does kahoot application impact students’ ability in improving the english learning vocabulary in this study, the researcher distributed the questionnaires to the students aimed to verify and proof the learners using kahoot application. according to walliman (2011), stated that sample is a small group of cases that is selected out of large group. nevertheless, it is good to take the whole population as the sample if possible, as stated by arikunto (2002, p.112). “if the total number of the population is less than 100, it is better for researches to take all of them so it is a population research. “in brief, the number of the english study program of widya dharma university pontianak in the academic year 2019/2020 is less than 100. the total number of the students is seventy-nine. in fact, the respondents who answer the questionnaire are sixty-one students. the research work is based on primary and secondary data. primary data is collected from students’ responses used not only questionnaire but also interview; meanwhile the secondary data is collected from books, journals, internet and newspapers. in primary when collecting data: (a) questionnaire: in this case, the researchers used questionnaire to find out the students' vocabulary using kahoot application. the questionnaire consists of 10 statements that must be answered by students by choosing the options strongly agree, agree, neural, and disagree and strongly disagree. (b) interview: the interviews to some learners were carried out to find out their opinion about the learning process and the effect of kahoot application for improving their vocabulary. in this research, the writer collects the data and the interview during the 2020 academic year in eightweek period and also due to the covid-19 problem the researcher continues collecting data by online using google form. the instrument of the study was applied over an eight-week period before and during the pandemic covid-19, that beginning in february 2020 and ending in april 2020 of the class reading two and reading four academic year 2019/2020. the researcher distributed the questionnaire to the subjects of the study. the researcher clarified the objectives of the study and explained the proper way to answer the paragraphs of the questionnaire. students were assessed on their vocabulary acquisition after reading learning. students filled in the correct vocabulary term that coincided with each definition provided. students were also asked about their satisfaction with playing the online game kahoot. after collecting the data, the writers analyze the answer of the questionnaire and interview. for the questionnaire answer should be the frequency of answer in every section for each choice (i.e. strongly agree, agree, neutral, disagree and strongly disagree) is calculated first by the writers. next, the writers count the percentage score of each choice for all section of questionnaire. then, the result of interview analyzed by the writers and linked with the research problems in order to find out edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the real opinion of the students about the effectiveness of kahoot application in improving english learning vocabulary. findings and discussion the data that have been collected from all of the students at the english study program of widya dharma university pontianak in the academic year 2019/2020. there are 79 students in this research during the 2020 academic year in a period of one month but after the world problem of covid-19 in fact a total of respondents took part in this study is only sixty one due to the many kinds of problem that the respondents face like the network in the village or economic problem as the questionnaires are spread online by google form. the questionnaire result the data had been collected from all of the students at the english study program of widya dharma university pontianak in the academic year 2019/2020 by using google form on monday, june 15 th , 2020. the questionnaire consists of two sections. the first section consists of seven question to answer the first and the third research question which deals with whether the use of kahoot! to improve students’ vocabulary mastery, two themes were identified; students’ responses to the use of kahoot! and practicality of kahoot! as a vocabulary test. the second section consists of eight questions to answer the research question two wheteher the kahoot application effect the learning performance. the result of the questionnaire that consists of the frequency of the answers in every section for each choice and the percentage score can be found in the table and the explanation below. table 1. kahoot application impact students’ ability in improving english vocabularies no statement strongly agree agree neutral disagree strongly disagree f % f % f % f % f % 1 i think by kahoot application make us get many new english vocabularies 8 13 2 8 45 25 41 0 6 0 0 2 i found kahoot aplication is very important for practising vocabulary 37 61 1 8 29 4 6 1 1 1 1 3 kahoot application is useful for addressing students' questions about vocabulary 9 15 2 9 47 23 38 0 0 0 0 4 kahoot application should be used to teach english vocabulary 6 10 2 4 39 31 51 0 0 0 0 5 kahoot application is a good way to introduce vocabulary to language students 6 10 2 2 36 31 51 2 3 0 0 6 kahoot allows me to learn vocabulary more meaningfully 5 8 2 3 38 30 49 2 3 0 0 7 kahoot application can improve students' ability to think quickly. 8 14 2 4 39 25 41 2 3 2 3 the table above shows that 13% of the students stated they are strongly agreed and 46% of the students agreed that they learn many new english vocabularies from kahoot application. the other edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 41% chose neutral. the different amount of students which is 61% of them strongly agreed that kahoot is very important for english learning and 29% state agree mean while one student (2%) state disagree. for kahoot is useful for adressing student’s question of vocabulary, there are 15% of the students strongly agreed and the about 47% of them agreed that is interesting to learn vocabulary by using kahoot whereas 38% of the students just state neutral. for the students state that kahoot application should be used to teach english vocabulary are 51% state neutral, then 39% of the them agreed and the other for 10% strongly agreed. the students showed positive responses that kahoot application is a good way to introduce vocabulary to language students 10% of them strongly agree, and there are 36% agreed, and about 48% agree that kahoot allows to learn vocabulary meaningfully. and for kahoot application can improve students' ability to think quickly there are 53% state agree. in short, the study could prove that most of the students gave positive response that kahoot application might help them in improving their english learning vocabulary. table 2. the effectiveness of kahoot application in improving students’ vocabulary no statement strongly agree agree neutral disagree strongly disagree f % f % f % f % f % 1 i like to use kahoot appication 19 31 25 41 13 22 4 6 0 0 2 i found kahoot aplication is easy 6 10 29 47 26 43 3 4 0 0 3 kahoot application is interesting 15 25 28 46 16 26 2 3 0 0 4 very important to use kahoot in classroom 6 10 27 45 21 35 6 8 1 2 5 i feel happy when i able get the correct answer when answering kahoot 11 18 29 47 21 35 0 0 0 0 from the table 2, shows that 72 % of the students are agreed that they like using a kahoot application to improve their english learning vocabulary; there are 71 % of students indicate interesting to use kahoot application; in addition 57% students indicate they found easy to use; students agreed that it is very important to use kahoot in the classroom are 55 % finally, the majority of the students with aproximately 47 % agree and 18 % strongly agree that they feel happy when they able get the correct answer when answering kahoot. this shows that kahoot make the learning process more competitive as they really need to click on the right answer to be at the highest rank of the game. these findings are parallel to a study done by kapuler (2015) who figured that kahoot is one of the top 100 new apps to use in the classroom. it is at number 36 on the list of apps related to educational trends. in brief, the result of the kahoot section shows that kahoot application is effective in helping the students improve their english learning vocabulary. from the table 3, it shows that 54 % of the students are strongly and agreed that by playing kahoot enhances their vocabulary in english. there only 13 % agree that kahoot game is a distraction and most of them agreed that kahoot application help them in in learning vocabulary. finally, the majority of the students with aproximately 67 % is strongly and agrees that they feel happy when they able get the correct answer when answering kahoot. this shows that kahoot make the learning process more competitive as they really need to click on the right answer to be at the highest rank of the game. these findings are parallel to a study done by kapuler (2015) who figured that kahoot is one of the top 100 new apps to use in the classroom. it is at number 36 on the list of apps related to educational trends. in brief, the result of the kahoot section shows that edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kahoot application affects the learning performance of the students in improving their english learning vocabulary. table 3. kahoot application and learning performance no statement strongl y agree agree neutral disagree strongly disagree f % f % f % f % f % 1. i find that kahoot! enhance my vocabulary in english. 10 17 27 44 16 26 8 12 1 2 2. kahoot! game is a distraction. 0 0 8 13 6 10 34 55 14 23 3. kahoot application help me in learning vocabulary 9 15 22 36 18 30 10 16 1 2 4. i feel happy when i able get the correct answer when answering kahoot 11 18 29 47 21 35 0 0 0 0 kahoot application impact students’ ability in improving english vocabularies the data from interview indicated the same with the result of questionnaire as well. the students believed that kahoot application improves their vocabulary mastery. they also felt that kahoot is one of the good technologies for making the learning process more enjoyable. during the interview, one of the questions asked was, “do you think kahoot application help you to improve your english learning vocabulary skill? if the answer is yes, why?” the response of the students was positive. the students believed that the supporting kahoot helps them mastering the vocabulary. yn : “i think yes, because when i learn with kahoot application i get some new vocabulary, so it will improve my vocabulary skill from there.” trk : “yes, because it is very easy to use and fun, we can learn with friends and lots of material in english we may found in the application.” yk : “yes, kahoot application helps me to improve my english, especially in vocabulary. in kahoot application there are a lot of things that we can learn and a lot of new vocabulary in there.” cs : “kahoot helps me to know several words i have ever heard. it also helps us to understand the meaning of those particular words.” based on the students’ assumption, kahoot aplication help the students to improve their english vocabulary. in fact, all of them answered that kahoot application can help them to improve their english vocabulary with different reasons. one student said that in kahoot application there are a lot of things and a lot of new vocabulary that can improve their english vocabulary; others said that the kahoot application is very useful to get more knowledge about vocabularies, and another stated that they get some new vocabulary and new material and new information when using kahoot application. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of kahoot application in improving students’ vocabulary based on the analysis of the result of the interview conducted in using the aplication, one of the questions asked was, what are your purposes to access kahoot application? do you use it for learning english vocabulary?’’.this question was deliberately asked to know the basic understanding of the students. the response of the students was positive. the students believed that the supporting kahoot helps them mastering the vocabulary. yn : “for me when i access to the kahoot application i want to learn english while having fun with the application with my friends, because it is make me more interested in learning english.” trk : “of course we can learn english in the kahoot application, and make it easier for us to find new vocabulary in the application.” cs : “kahoot aplication is not only for learning english vocabulary but also making learning activities become more interesting and fun. having yourself learning and also playing at the same time will relief you from pressure and help you to memorize your learning. those are why i use kahoot.” the data from participants above clarified about the effectiveness of kahoot!, kahoot aplication is very efective in improving the students vocabulary. they can learn english vocabulary from kahoot application with friends; to have fun; to find the new material in kahoot application; and make other activities more interesting. most importantly that all of them use it for learning english vocabulary and make them easier to master it. in brief, all of them have various purposes in using kahoot application; they access kahoot application to learn english that help them to improve their english vocabulary. kahoot application affect learning performance the use of kahoot! application affect the learning performance as it makes them more focus, and pay more attention to the learning. while learning, the students can only focus on kahoot! since there is no time for them to take a break. they are motivated to prepare themselves in learning the material given by the lecturer. in an interview session, as the question “in your opinion, what is the most noticeable improvement you get from kahoot application? “ trk : “...what i got from the application is that i learn faster to read, and if we answer quickly, our score on kahoot becomes higher.” yn : “...in learning i can speak more fluently by using kahoot application with more vocabulary that i got from application and braver than before.” yk “in learning english i become more creative and my word choice becomes more variation.” cs “kahoot helps me to know several words i have ever heard. it also helps me to understand the meaning of those particular words.” edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in fact, all of them answered that kahoot application can affect them in learning english with different reasons. one student said that while using kahoot application she can speak english fluently with more vocabulary, others said that the kahoot application is very useful to get more knowledge, and another stated that they get some new information when using kahoot application and it really helpful. from the respondents’ answers above, it can be concluded that kahoot application surely effective used in learning and it could improve the students english vocabulary even in their skill such as speaking, reading, listening and writing skills. this section deals with the discussion of the findings and provides answers to the research questions. the first research question deals with whether kahoot application impact students’ ability in improving english vocabularies, the second deals with the effectiveness of kahoot application in improving students’ vocabulary and the third one deals with how kahoot application affect learning performance. from the finding, it can be deduced that majority of the respondents who took part in the study are mostly give the positive responses (“agree” and “strongly agree”). even from the interview section, all of the students indicate that most of the students believed and realized that kahoot application may improve all of their english vocabulary even the four skill as speaking, reading, writing adn listening. by seeing the description above, the students mostly believed that kahoot application is useful for them to improve their english learning vocabulary skill and useful to improve their speaking, reading, listening and writing skill. the main conclusion is that kahoot aplication can have a positive effect on learning compared to traditional learning and other learning tools and approaches and for various contexts and domains. it was found that kahoot aplication had a positive effect on learning, as well as for language learning. conclusions based on the theories, the findings and the analysis, the present study arrives at the conclusions. the results of the study indicated that the use of kahoot! in learning generates a positive outlook and attitude towards the improving of vocabulary. students agree that the benefits of kahoot! greatly affect their learning. students feel that by using kahoot!, they are more interested and focused on the new vocabulary. kahoot also motivates them to be more competitive on the leader board of kahoot!. in this study, students also think that the questions displayed on kahoot! are more interesting. with pictures and videos, it is easy for students to understand the question given. students also think this method is very helpful for them in knowing their abilities on the new vocabulary. kahoot application could improve the students' english vocabulary achievement. all students are propensity to use their cell phone or tablets and implement technology into the classroom. these tools supply a positive environment in the classroom; increase the spirit and motivation in learning also the fun. motivation is one extra element that should be regarded since, according to malamed (2012), students demonstrate a friendly competition and cooperative learning. in addition, the students gave positive attitude toward the use of kahoot in vocabulary learning, in this case, they were more motivated and enjoyed learning english especially vocabulary through kahoot application. kahoot application are very effective tools to help all of the students at the english study program of widya dharma university pontianak in the academic year 2019/2020 in improving their english learning vocabulary. it gives the positive affect that playing kahoot aplication improves motivation and the students’ satisfaction. for further research, investigating the implementation and effectiveness of other applications on different skills that language needs to develop. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references arikunto, s. (2002). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. burns. (1972). teaching english to children. from practice to principle. collins elt: prentice hall. byrne, r. (2013). free technology for teachers: kahoot! -create quizzes and surveys your students can answer on any device. retrieved january 17, 2015, from http://www.freetech4teachers.com/2013/11/kahoot-create-quizzes-and-surveysyour.html#.vlnc78buzuu cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. chiang, h. h. (2020). kahoot! in an efl reading class. journal of language teaching and research, 11(1), 33-44. chuan, y. t. (2015). sscls; smartphone-supported collaborative learning system. telematics and informatics, 32, 463-474. ciaramella, k. e. (2017). the effects of kahoot! on vocabulary acquisition and retention of students with learning disabilities and other health impairments. coca, d. m., & slisko, j. (2013). software socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: an initial feasibility study with prospective teachers. european journal of physics education, 4(2), 17–24. cross, j. (2014). introduction to kahoot for your classroom assessments. retrieved january 31, 2015, from https://www.youtube.com/watch?v=pyforrtlxys dalton, b., & grisham, d. l. (2011). evoc strategies: 10 ways to use technology to build vocabulary. the reading teacher, 64(5), 306-317. doi: 10.1598/rt.64.5.1 dellos, r. (2015). kahoot! a digital game resource for learning. international journal of instructional technology and distance learning, 12(4), 49-52. heibert, e. h., & kamil, m. l.(1995). teaching and learning vocabulary bringing research to practice. mahwah, new jersey, london. godwin-jones, r. (2015). emerging technologies the evolving roles of language teachers: trained coders, local researchers, global citizens. language, learning and technology, 19(1), 10-22. retrieved from https://eric.ed.gov/?id=ej1051677 harmer, j. (1991). the practice of english language teaching. london: longman group uk. hatch, e., & brown, c. (1995). vocabulary, semantics, and language education. cambridge: cambridge university press. johns, k. (2015). engaging and assessing students with technology: a review of kahoot!. delta kappa gamma bulletin, 81(4), 89. kahoot! game-based blended learning & classroom response system. (2014). retrieved january 17, 2015, from https://getkahoot.com kapuler, d. 2015. top 100 sites and apps of 2014. tech & learning, 35(6), 14-16. kiili, k. (2005). digital game-based learning: towards an experiential gaming model. the internet and higher education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001 klimova, b., & kacetl, j. 2018. "computer game-based foreign language learning: its benefits and limitations." in international conference on technology in education, pp. 26-34. licorish et al.”students’ perception of kahoot!’s influence on teaching and learning.”(december2018):https://www.researchgate.net/publication/326540446_studen ts'_perception_of_kahoot's_influence_on_teaching_and_learning. https://www.youtube.com/watch?v=pyforrtlxys https://eric.ed.gov/?id=ej1051677 https://getkahoot.com/ https://doi.org/10.1016/j.iheduc.2004.12.001 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi licorish, s. a., owen, h. e., daniel, b., & george, j. l. (2018). students’ perception of kahoot!’s influence on teaching and learning. research and practice in technology enhanced learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8. napa, p. a. (1991). vocabulary developing of contemporary english. london: longman group, ltd. neuman, s. b., & dwyer, j. (2009). vocabulary instruction in pre-k. international reading association: the reading teacher, 62(5), 384–392. nguyen, t. t. t., & yukawa, t. (2019). kahoot with smartphones in testing and assessment of language teaching and learning, the need of training on mobile devices for vietnamese teachers and students. international journal of information and education technology, 9(4), 286296. https://doi.org/10.18178/ijiet.2019.9.4.1214 norbert, s. 2000. vocabulary in language teaching. university of nottingham. cambridge university press plump, c., & larosa, j. (2017). using kahoot! in the classroom to create engagement and active learning: a game-based technology solution for elearning novices. management teaching review,2(2), 151-158. http://dx.doi.org/10.1177/2379298116689783 renandya, w.a.,& richards, j.c. (2002). methodology in language teaching. new york : cambridge university press. sharma, s. a., & unger, s. (2016). employing web 2.0 technologies to support students’ academic vocabulary acquisition. michigan reading journal, 48(3a), 17-29. siegle, d. (2015). technology: learning can be fun and games. gifted child today, 38(3), 192. stahl, s. a. (2005). “four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction),” in e. h. hiebert and m. l. kamil (eds.), teaching and learning vocabulary: bringing research to practice, mahwah, nj: erlbaum. stuart, w. (2005). receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. studies in second language acquisition, 27(01), 33 – 52. stuart, w, 2008. receptive and productive vocabulary size of l2 learners. studies in second language acquisition, 30. thomas, c. (2014). kahoot! retrieved january 17, 2015, from https://www.graphite.org/website/kahoot thorburry, s. (2002). how to teach vocabulary. england: pearson education limited. ur, p. (1998). a course in language teaching. uk: cambridge university press. ur, p. (1996). a course in language teaching, practice and theory. cambridge: cambridge university press walker, h. (2011). evaluating the effectiveness of apps for mobile devices. journal of special education technology, 26(4), 59-63. walliman, n. (2011). research methods: the basics. london and new york: routledge. wang, a. i. (2015). the wear out effect of a game-based student response system. computers & education, 82, 217-227 https://doi.org/10.1186/s41039-018-0078-8 https://doi.org/10.18178/ijiet.2019.9.4.1214 http://dx.doi.org/10.1177/2379298116689783 https://www.graphite.org/website/kahoot improving students’ reading skill in expository text through kwl reading strategy at sma negeri 4 palembang issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi using kwl (know want learn) reading strategy to teach reading comprehension: a case in one public senior high school in palembang leni rohliah a lecturer of state islamic university of raden fatah palembang rohliahleni@gmail.com hilma suryani a lecturer of state islamic university of sulthan thaha saifuddin jambi suryanihilma@gmail.com abstract kwl reading strategy is one of the strategies to improve the ability of comprehending reading text, especially expository texts. the study was conducted to find out whether or not there was a significant difference in the students‟ reading achievement in comprehending expository texts between the students who were taught by using kwl reading strategy and those who were not. it used one of the quasi-experimental designs--pretest-posttest non-equivalent control group design. there were 79 students of sma n 4 palembang participating in this study. in selecting the sample, purposive sampling technique was used. the data were gathered through the use of reading comprehension test. t-test analyses namely paired sample t-test and independent sample test were applied to examine the hypotheses. the results of t-test revealed that there was significant improvement in students‟ reading comprehension after the intervention. kwl reading strategies helped students to comprehend the expository text and gave a positive influence to the students‟ improvement. furthermore, teachers could apply this strategy as a variation in teaching reading in his/her class to avoid students‟ boredom. key words: expository text, kwl strategy, reading skill manuscript submitted: august 24, 2020 manuscript revised: september 28, 2020 accepted for publication: december 1, 2020 introduction english plays an important role in our everyday life. it is known that english is an international language since it has been largely spoken among foreign language speakers (marzulina, pitaloka & yolanda, 2019). in the 2013 curriculum for senior high school, english subject has some specific purposes. based on that current curriculum, there are three objectives of english subject in senior high school. firstly, the students are able to develop the competence in informational literacy level. the second objective is that the students are aware of the essence and significance of english to enhance the competitiveness in global society. last, according to kemendikbud, the students are able to develop understanding on the relation between language and culture (as cited in suryani & amalia, 2018). in fact, the condition of indonesian students is different from what we expect. from the study conducted by the international education company english first (ef). indonesia ranked 32 nd out of 72 participating countries in the 2016 english first english proficiency index (ef epi). several language aspects such as grammar, vocabulary, reading and listening are used in ef epi. furthermore, program for international mailto:rohliahleni@gmail.com mailto:suryanihilma@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi student assessment in 2018 revealed that indonesia reading mean score was 371, under oecd average which was 487. indonesia‟s position was 71 st of 76 participating countries (oecd, 2018). from these data it can be assumed indonesian students‟ reading proficiency was at risk. they even have difficulties to find the information and cannot connect the information from the text with their previous knowledge. as a result, it makes their reading achievement very low. teaching reading can be a tiring task, needing much effort or energy, especially over a period of time. it is often difficult to know how to improve students‟ reading skill since they may read any kinds of reading texts which have different genres, structures, and uses. one of the types of reading texts is expository text. conley (1992) states that the expository text is written text in which information is presented to reader in such content areas as science, social studies, and health. it is also a type of written discourse that is used to explain, describe, give information or inform. we mostly find this type of text in our daily lives, for example: non-fiction book, magazines, or newspaper article. one of the reading strategies that are suitable to teach expository text is kwl reading strategy. k-w-l (what i know, what i want, and what i learn) is a teaching strategy developed by ogle (1986) used to encourage reading by first activating students‟ prior knowledge, then developing questions of interest to focus attention during reading, and finally reflecting on what was learned. this strategy can help teachers become aware of what level of understanding the students have of the topic before and after it is taught. for students, it allows them to take inventory of what they have already known and what they want to know. students can categorize information about the topic that they expect to use from the expository text. ogle also asserts that kwl helps students become better readers of expository texts and helps teachers to be more interactive in their teaching. though there have been a lot of studies conducted concerning with the implementation of kwl reading strategy, the use of various reading genres through this strategy particularly expository texts is still limited. therefore, we were interested in conducting the study to find out the effects of kwl strategy on students‟ reading skill in expository texts of the eleventh grade students of sma negeri 4 palembang. literature review kwl reading strategies the kwl strategy is a method devised to teach students to read actively by engaging previous knowledge, asking questions, and recalling important information in the text to enhance comprehension (carr & ogle, 1987). the k stands for what students know, the w stands for what students want or will learn, and the l stands for what students learn as they read or research. in the kwl strategy the students are asked to list about what they know about the subject and the questions they may have about the subject before reading the text selection. then after reading the selection, the students are asked to write what they have learned about the subject. this strategy prompts the students to identify previous knowledge to consider what they want or need to know and list the useful information learned from the selection during reading (simpson: 1996; aldridge: 1989; carr & ogle: 1987). this strategy expects the students to evaluate what they know and learn. kwl can be used as an initial tool to allow feedback on what information students possess about the topic to be taught, what questions they have about this topic and what they have learned when the instructor is ready to move on the next topic. kwl charts assist teachers in activating students‟ prior knowledge of a subject or topic and encourage inquisition, active reading, and research. kwl charts are especially helpful as a pre reading strategy when reading expository text and may also serve as an assessment of what students have learned during a unit of study. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. example of kwl charts. topic: cheetahs what i know what i want what i learn animal fast hunter where do they live? how and what do they eat? are they more like dogs or lions? they live in africa/plains area. they hunt mammals using a “chasetrip-bite” method. cheetahs evolved from cat-like mammals that lived more than four million years ago. by using kwl reading strategies students might elicit their prior knowledge of the topic of the text, set a purpose of reading, help them to monitor their comprehension, provide an opportunity for students to expand ideas beyond the text, express their own ideas and knowledge, and can be an early assessment tool for teacher. however, there might be some obstacles to apply this strategy in a classroom if the students do not have background knowledge of the topic of the text. the students may also think a billion things if they are asked what they want to know. in contrast, they may say “nothing” when they are asked what they want to know about the topic of the text. in addition, it takes a lot of space to hang up chart especially in a big class. therefore, teacher must be wise to choose the topic that is appropriate for class discussion, and it is suggested that teacher gives limited time for students to fill the chart. expository texts expository texts are written to convey, describe, or explain non-fictional information. the main purpose of expository text is to inform or to describe. authors who write expository texts research the topic to gain information. the information is organized in a logical and interesting manner using various expository text structures. expository text is a rhetorical mode of writing in which the purpose of the author is to inform, explain, describe, or define his or her subject to the reader. expository text is meant to “expose” information and it is the most frequently used type of writing by students in colleges and universities. duke and kays (1998) state that expository texts contain more difficult vocabulary and concepts than narrative texts. in nonfiction texts, readers may see complicated words they do not normally use in their daily lives. the more frequently esl/efl learners come across unknown words, the more likely they are to get confused about comprehending what message or messages a text carries. additionally, expository texts are harder to read because they explain particular contents unlike fictional texts in which readers can easily follow the plot. a well-written exposition remains focused on its topic and listing events in chronological order. gunning (1992) states that one key to improve comprehension of expository text is to understand the text structure that is the way the author has organized his ideas. the author may develop an idea by listing a series of reasons, describing location, supplying causes, or some other technique. it means to comprehend expository text, the reader should recognize the way the author develop his idea. the most common expository text structures include description, enumerative or listing, sequence, comparison and contrast, cause and effect, and problem and solution (reutzel & cooter, 2007). a. description a descriptive essay explains an idea or concept. it is a type of expository writing that enables the reader to feel whatever you are reading. one should write using all the senses: sight, smell, touch, hearing, and taste. (see fig. 1). issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. description b. enumerative or listing this includes listing connected information, outlining a series of steps, or placing ideas in a hierarchy. the author may signal the pattern through the following words; the following, then, addition, another, well, furthermore, finally, few, likewise, besides, several some, many, a, also, in, as. (see fig. 2). figure 2. enumerative or listing c. sequence this includes a series of events leading up to a conclusion, or the sequence of occurrences related to a particular happening. the events can be separated in years as in a historical timeline or in a series of actions taking only a few seconds, hours, day. it also involves putting facts, events, or concepts in order of occurrence. the author traces the development of the topic or gives the steps in the sequence. the author may signal the pattern through the following words; first, second, third, last, then, at that time, during, next, until, while, soon, after, now immediately. (see fig. 3). figure 3. sequence issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi d. comparison and contrast this involves describing how two or more events, places, characters, or other ideas are similar or different in several ways. the author points out likeness (comparison) and/or differences (contrast) among facts, concepts, events, people, etc. the author may signal this pattern through the following words; however, but, yet, despite, still, even though, on the contrary, otherwise, in comparison, on the other hand. (see fig. 4). figure 4. comparison and contrast e. cause/effect this may involve several reasons why an event occurred or several effects from on cause, and of course, as single cause/effects situation. cause and effect writing identifies the reason for something occurring and lists what occurs because of that reason. this is also known as analysis. the author shows how facts, events, or concepts (effects) happen or come into being because of other facts, events, or concepts (causes). the author may signal this pattern through the following words; for this reason, in order to, because, so that, therefore, thus, as a result, consequently, on account of accordingly, nevertheless, since, and if…then. (see fig. 5). figure 5. cause/effect issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi f. problem and solution authors use this technique to identify the problem, give solutions with possible result and finally, the solution that was chosen. the author shows the development of a problem and the solution(s) to the problem. the author may signal this pattern through the following words; problem, solution, because, since, as a result, so that, therefore, consequently, nevertheless, accordingly, if…then, and thus. (see fig. 6). figure 6. problem and solution methods quantitative research design in this study, we used an experimental method. we used one of quasi-experimental methods called a pretest-posttest non-equivalent control group design. we used one of quasiexperimental methods called a pretest-posttest non-equivalent control group design. there were two groups of the sample. one was the control group, and the other was the experimental group. the treatment was started by a pre-test and was ended by post-test. research site and participants the population in this study was all the eleventh-grade students of sma negeri 4 palembang with the total number of 270 students. the sample of the study was taken by using purposive sampling. we used purposive sampling due to the weaknesses of kwl strategy. first, this strategy needed students who had enough background knowledge about the topic. from the information we got from the english teacher of sma negeri 4 palembang, we assumed that science students had better background knowledge than the social students. second, this strategy needed students who were not too active and too passive in interacting in the class. there was no special science class in that school; all the science classes were arranged equally. each class consisted of students from various level of ability in english subject. therefore, we chose the science classes in conducting her study. we took two classes from the science classes, xi ipa 1 (40 students) and xi ipa 4 (39 students) as sample of this study. both these two classes were taught by the same english teacher and their english achievement was not significantly different. data collection and analysis in collecting the data, we used reading comprehension test. in this study, we used the ready-made test in the form of multiple choices. the items were taken from national examination preparation book. there were 12 passages with 40 questions. before giving the tests issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to the sample, we had given a try out to other group of students who were in the same level as the sample in order to know the validity of the tests. we gave the try out to the 33 students at the eleventh grade of sma negeri 15 palembang. based on the result of the try out, it was found that there were 20 items out from 60 items of reading test. 3 items were deleted automatically and 17 items should be deleted since their r obtained were lower than the r-table (0.334, n=33). based on the calculation the reliability coefficient was 0.94. according to wallen and fraenkel (1991), the reliability coefficient of the test should be at least 0.70 and preferably higher. since the test reliability was higher than 0.70, then the test was considered reliable. in analyzing the data, we used t-tests, namely paired sample t-test and independent sample t-test. both experimental and control groups were given pretest and posttest. the data from pretest and posttest were analyzed using paired sample t test. meanwhile, the result of posttest of both groups were analyzed using independent sample t test. findings the improvement of students’ reading comprehension after the intervention the lowest score of students in control group in the pre-test was 55 and the highest score was 87.5; the lowest score in the post-test was 50 and the highest score was 92.5. figure 7 showed the score distribution of the pre-test and post-test. figure 7. students‟ reading comprehension in control group the above figure demonstrates that based on the result of pretest and posttest; there was no student in very poor category. there were 5.1% of students in very good category in pretest and 2.6% in posttest. figure 8. students‟ reading comprehension in experimental group 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% very good good average poor very poor pretest posttest issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 8 showed that there were 10% students in very poor category. 2.5% of students were in very good category. table 2. the result of paired sample t test analysis in experimental group paired sample ttest t df sig. (2-tailed 3.40 39 .002 the estimation on the paired sample statistics showed that the mean of the pre-test was 23.85 and the mean of the post-test was 26.30. the mean difference of the pre-test and post-test was 2.45. the t-obtained was 3.40. at the significance level of p<0.05 in two tailed testing and df 39, the critical value of t-table is 2.023. since the value of t-obtained exceeded the critical value of t-table, the null hypothesis (h0) was rejected and the research hypothesis (h1) was accepted. it means that using kwl strategy to teach reading especially expository texts improved the students‟ reading comprehension achievement. the difference of students’ reading comprehension between experimental group and control group table 3. the result of independent sample t test analysis independent sample ttest t df sig. (2-tailed 2.098 78 .000 the estimation on the independent sample t-test showed that the t-obtained in the equal variances not assumed was -2.098. null hypothesis was rejected if –t obtained < t table or t obtained > t table and p value < 0.05 (priyatno, 2008: 97). at the significance level of p<0.05 in two tailed testing and df 69, the critical value of –t table is 1. 995. since the value of –t-obtained exceeded the critical value of – t table, the null hypothesis (h0) was rejected and the research hypothesis (h1) was accepted. it means that there was a significance difference in the students‟ reading comprehension achievement between students who were taught by using kwl strategy and those who were not. discussion with regard to the findings, kwl reading strategy could improve the students‟ reading comprehension achievement. this result supports the statement of ogle (1986) that kwl helps students become better readers of expository texts and helps teachers to be more interactive in their teaching. as we found during the treatment through kwl reading strategy, the atmosphere of the class was not boring. the students seemed interested to follow each step, such as to fill the k (what i know) chart with their prior knowledge about the topic, to list the questions to get the information they wanted to know in the w (what i want to know) chart, and to find the answers of their questions while reading the text and then write them on the l (what i learn) chart. sometimes the students had various opinions and interesting questions about the text. for the students whose questions were not found in the text, we encouraged them by asking the whole class to discuss it together. it created a secure atmosphere in the class. this is in line with the study conducted by riswanto, risnati, and lismayanti (2014). in their study, they found that issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi kwl strategy provides the students with meaningful learning by activating prior knowledge related to the reading text. however, the independent sample t-test showed that the t-obtained was -2.098 which exceeded the critical value of –t table at the significance level of p<0.05 in two tailed testing and df 78. it means that there was a significance difference in the students‟ reading comprehension achievement between students who were taught by using kwl strategy and those who were not. the minus result of the tobtained (-2.098) means that the mean point of the experimental group was lower than the mean point of the control group. it may be due to the difficulties the students had in learning by using kwl strategy. the difficulties we found during the implementation of kwl are congruent with the ones found in the study conducted by rusmiati (2017). in her study, class management and time management were the weaknesses in teaching and learning process using kwl strategy. for the class management, the teacher found it hard to control the students as there were a large number of students in the class. finally, we consider that kwl strategy gave a significant influence in students‟ achievement though the achievement of the students who were taught by using kwl strategy was not better than the achievement of those who were not taught by using kwl strategy. in here we cannot neglect factors that influence the reading achievement of the students, such as the internal factor that is from students‟ themselves and external factor that is out of student‟s himself. conclusions from the result of the study, it could be concluded that kwl strategy could improve the students‟ reading achievement. the data in paired sample t-test indicateed that there was an improvement on the reading achievement of the students who were taught by using kwl strategy. it was proven by the result of the questionnaire that most of students liked using kwl reading strategy to read expository text because they could relate their previous knowledge to the new information, share ideas among friends, and determine what information they wanted to know. from the result of the independent sample t-test, there was a significant difference in the students‟ reading comprehension achievement between students who were taught by using kwl strategy. it indicateed that kwl strategy could be the one of the alternatives the teacher can use to explore the students‟ reading comprehension. besides, we could not ignore the factors that influenced the students‟ reading achievement, such as the internals factor (students‟ physical condition, five senses condition, motivation, interest, and attention) and external factors (nature condition, social condition, curriculum, teachers, facilities, and school administration). references carr. e., & ogle. d. (1987). kwl plus: a strategy for comprehension and summarization. journal of reading, 30(2), 626631. conley. m. w. (1992). content reading instruction: a communicative approach. new york, ny: mcgraw-hill, inc. duke, n. k., & kays, j. (1999). can i say „once upon a time‟? kindergarten children developing knowledge of information book language. early childhood research quarterly, 13(2), 295318. gunning, t. g. (1992). creating reading instruction for all children. boston, ma: allyn and bacon, inc. oecd, (2019), pisa 2018 results (volume iii): what school life means for students‟ lives, pisa, oecd publishing, paris, https://doi.org/10.1787/acd78851-en. https://doi.org/10.1787/acd78851-en issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ogle, d. (1986). k-w-l: a teaching model that develops active reading of expository text. reading teacher, 39, 564-570. retrieved from http://www.exampleessays.com/essay_search/introduce_k-w-l.html. marzulina, l., pitaloka, n, l., & yolanda, a, d. (2019). learning styles and english proficiency of undergraduate efl students at one state islamic university in sumatera, indonesia. retrieved from https://scholar.google.co.id/citations?user=iobr1mqaaaaj&hl=id#d=gs_ md_citad&u=%2fcitations%3fview_op%3dview_citation%26hl%3did%26user%3diobr1mq aaaaj%26cstart%3d20%26pagesize%3d80%26citation_for_view%3diobr1mqaaaaj% 3aqucmzb5y_30c%26tzom%3d-480 priyatno, d. (2008). mandiri belajar spss (statistical product and service solution) untuk analisis data dan uji statistik. jakarta,indonesia: mediakom. reutzel, d. r., & cooter, r. d. (2007). strategies for reading assessment and instruction: helping every child succeed (3 rd ed.). upper saddle river, nj: merril prentice hall. riswanto., risnawati., & lismayanti, d. (2014). the effect of using kwl (know, want, learned) strategy on efl students‟ reading comprehension achievement. international journal of humanities and social science, 7(1), 225 – 233. rusmiati. (2017). using kwl strategy to improve students’ reading comprehension (unpublished undergraduate thesis). universitas tanjung pura, pontianak. simpson, m. l. (1996). conducting reality checks to improve students‟ strategic learning. journal of college science teaching, 26(2), 339-344. retrieved from http://www.accessmylibrary.com/coms2/browse_jj_j014. suryani, h., & amalia, s. (2018). students‟ english proficiency: the case of one madrasah in jambi city. ta’dib: journal of islamic education (jurnal pendidikan islam), 23(2), 194-201. https://doi.org/https://doi.org/10.19109/tjie.v23i2.2566 wallen, norman e., & jack r. fraenkel. (1991). educational research: a guide to the process. san francisco: mcgraw-hill. http://www.exampleessays.com/essay_search/introduce_k-w-l.html https://scholar.google.co.id/citations?user=iobr1mqaaaaj&hl=id#d=gs_ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 170 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the effectiveness of kahoot online media in learning personal pronoun at a state senior high school in jambi city suyadi universitas batanghari sueyadi@yahoo.com bujing smp negeri 2 kota jambi bujing@gmail.com husnaini smp negeri 2 kota jambi hunainihus369@gmail.com abstract this study is aimed at finding the effectiveness of kahoot online media in learning personal pronoun for senior high school students. there were 30 social sciences students taken as participants in control class, and 30 natural sciences students were taken as experimental participants. there were five (5) topics given to the students; objective, subjective, possessive pronoun, possessive adjective, and reflexive as mains materials in english subject. the results of the research were proven effective by using t-test. students‟ scores in learning personal pronoun were significant after implementing kahoot online media. the average pre-test control class 37,1 and post-test control class 48,7. average pre-test experimental class 41,5 and post-test experimental class 83,5. kahoot online media makes learning process more interesting. the value of t-test higher than the value of t-table (26,11> 2,001). keywords : kahoot, online media, personal pronoun manuscript submitted: october 26, 2020 manuscript revised: december 12, 2020 accepted for publication: december 20, 2020 introduction garba (2015) stated that 21 st century is characterized with amazing developments in information technology which spread over on almost all sides of modern life. teaching and learning process is also affected to media of teaching and learning using in the classroom. online media is available in many educational sites to help teachers applying media for teaching and learning. it has relation to what petel (2013) said that information technology has changed the dynamics of educational institutions including in educational system. especially in teaching and learning english in indonesia significantly is grown up fast to lead teachers holding a new outlook in classroom activity. in indonesia, an incredibly diverse and multicultural country, english is regarded as one of the most popular foreign languages (abrar, mukminin, habibi, asyrafi, makmur, marzulina, 2018). the teaching grammar for students learn english as a mailto:sueyadi@yahoo.com mailto:bujing@gmail.com mailto:hunainihus369@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 171 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi foreign language has its own challenges. as dykes (2007) stated that grammar is a language to talk about language that needs more attention to impress students in learning it. to motivate senior high school students in learning grammar needs a specific media that could help students easy to understand the lesson. one of teaching media is kahoot online media which is built by johan brand, jamie brooker, and morten versvik from norway. this game learning application is in kinds of quizzes and tests. students can play it with or without download the application itself. goodman (2003) explained that multimedia is an important thing related trends in education that have flowed through and around the factory system, causes some changing in teaching approaches. furthermore crow (1993), explains that interest refers to motivation force which forces someone to pay attention to other people, thing or an activity. it is found in the school the students motivation in learning personal pronoun was low, and the result of the pronoun test in the traditional classroom setting was still under the expectation of the school, the researcher‟s want to apply online media to the students with good knowledge and to enhance the score in learning personal pronoun. the researcher found some problems of students in learning process, such as the students have low motivation in learning english, and the teacher uses monotonous and inappropriate teaching technique. so, probably, it was caused by lack of students‟ interest in lesson, because there is no variation in teaching english from teacher and makes the students bored monotonously in teaches english. in this research, the researcher is interest in using kahoot as the media of teaching and learning personal pronoun that can be used to achieve the learning objective. related to kahoot, kahoot is one of the well known game-based learning platform that is very user friendly for both teachers and students. it is an innovation of johan brand, jamie brooker and morten versvik in collaboration with the norwegian university of technology & science. this game-based application is especially designed and aimed to repeat and review the knoweledge of the learners and to assess in form of light quizz in a fun way. kahootcurrently owns four kinds of form which are : quiz, jumble, survey and discussion. literature review a pronoun is used to substitute a person, place, and thing. pronoun is often used to refer to a noun that has already been mentioned. according to william (2005:61) states “there are several other types of pronouns: personal, demonstrative, reciprocal, possessive, indefinite, reflexive, and relative”. another opinion about a pronoun is stated by alsagoff (2008:89) whoargues “a pronoun stands in place of a noun phrase, or part of a noun phrase, when the reference to that noun phrase is clear from the context”. he divides pronouns into eight types. there are personal, possessive, reflexive, reciprocal, demonstrative, indefinite, relative, and interrogative. according to alsagoff (2008:89) there are eight types of pronouns.1. personal pronoun : i, you, they, we, she, he, it, me, us, him, her, them. example: the two hungry teenage boys are eating apples. they are eating some apples. word “they” replaces a noun phrase “the two hungry teenage boys.2. possessive pronoun as premodifier of noun phrase: my, our, your, her, its, their as head of noun phrase: mine, ours, his, hers, theirs, yours example: this pen is mine. “mine” is ownership of “this pen”. i wash my car everyday. ”my” must be accompanied by a noun ”car” because it cannot stand alone.3.reflexive pronouns: myself, ourselves, yourself, himself, herself, itself, themselves. example: the boy blamed himself. “himself” refers to subject “the boy”. 4.reciprocal pronouns: each other, one another. example: they kept looking at each other and smiling. they give one another presents when they met at the airport.5. demonstrative pronouns: this, that, these, those. example: some new historical fossil books have been in the library. those books often are inquired by students and lecturers. a blue small pen was left out issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 172 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the class. this pen is mine.6. indefinite pronouns: someone, something, somebody, anyone, anything, everyone. example: i must do something. she smiles to everyone.7. relative pronouns: who, whom, whose, which, that. example: the man who lives next door is a dentist. i feel sad for the boy whose dog ran away.8. interrogative pronouns: who, whom, whose, which, what. example: what would you like to have for lunch? which do you pick?, which chair did you pick? personal pronoun personal pronoun is a pronoun to be replaced a noun or a noun phrase that makes that noun or noun phrase is clear from the context. williams (2005:61) state that, pronouns that replace a duplicated noun are referred to as personal or common pronouns. using the personal pronoun makes a sentence clearly because it can differ whether somebody is first or third speakers. harman (1931:46) suggests “a personal pronoun is one which distinguishes the speaker, the person or thing spoken to, and the person or thing spoken of”. moreover, using this pronoun can refer to something. it means that it makes our writing cohesive. evans (2003:188) states “we use personal pronouns to refer to people, things, or animals. we don‟t use a noun and a personal pronoun together”. table 1. types of personal pronouns subject object possessive adjective possessive pronoun reflexive i me my mine myself you you your yours yourself he him his his himself she her her hers herself it it its its itself we us our ours ourselves they them their mine themselves subjective pronoun a subjective pronoun performs the action of the verb. it acts as the subject of a sentence. williams (2005:62) argues “when a noun or pronoun is functioning as a subject, it is in the subject or nominative”. it is a pronoun form to substitute a noun or a noun phrase as a subject in a sentence. it can be place, person, thing, event, substance, or quality. there are seven types of subjective pronouns. they are i, you, we, they, she, he, and it. i, you, she, he, and it are included in singular form. they are used to replace name‟s person, or a noun. especially, she and he are used to specific appearance. she is used for a feminine appearance, for example, mother, sister, aunt and names‟ female. he is applied to a masculine appearance. for example, father, brother, uncle, and names‟ male. example: a. feminine appearance: luna is a good athlete. she is a good athlete. (the pronoun she replaces luna) the tall young lady is making so noisy. she is making so noisy. (the pronouns she replaces the tall young lady) b. masculine appearance: your brother was sick. he did not come to class. (the pronoun he replaces your brother) john invites watching movie tonight. he has a good new movie. (the pronoun he replaces john) they and we are included in plural form that used to replace nouns or noun phrases as a subject in a sentence. example: they: the beans and tomatoes are fresh picked. they are healthy food. (the issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 173 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi pronoun they replaces the beans and tomatoes) the smart young children win the science competition. they win the science competition. (the pronoun they replaces the smart young children) we: my friends and i want to go to the beach next week. we want to spend our time there. (the pronoun we replaces my friends and i) my families go to the restaurant once a week. we go to the restaurant once a week. (the pronoun we replaces my families) especially for pronoun „you‟, it can be included in singular or plural form. it is included in singular form when „you‟ is used to substitute in singular noun or noun phrase, and „you‟ is included as plural form when it is placed in plural noun or noun phrase. therefore, we can use subjective pronouns as a subject in a sentence in order to make it clearly. example: i am asked to meet ms. rina, rani says that you should come to ms. rina‟s room. the pronoun you in the indirect sentences is a singular form because you refers to i. both of the children were asked to be silent because there was a special guest coming. mother said that you asked to study hard tonight. the pronoun you in the indirect sentence which replaces. both of the children is a plural form. objective pronouns an objective pronoun acts as the object of a sentence. williams (2005:62) states “when functioning as an object, it is in the objective case”. it receives the actions of the verb. objective pronoun is used to replace a pronoun of a noun or noun phrase as an object. it can be a plant, thing, living animal, or a person. there are some kinds of objective pronoun. they are me, you, him, her, it, them, and us. me, you, him, her, and it belong to singular form while them and us are counted on plural form. all of them are placed as an object in a sentence because they are affected by an action. besides, the existences always are affected by verb so that an object relates to the verb. the function of objective pronouns can be as a direct object and indirect object. example: a. a direct object: they invited me last week. john speaks to you. the money was given to us. b. an indirect object: my mother gives me the money. marcel talked them all to the circus. they tell her a horror story. from the examples, we can say that a direct object is an object which receives the action of verb directly. moreover, an indirect object is an object which receives the action of verb indirectly. possessive pronoun a possessive pronoun tells you who owns something. personal pronouns have double possessive constructions, possessive pronoun and possessive adjective pronoun that barely resemble. the similarity of them is used to show who or what something belongs to. however, the difference is placed in the form. the possessive adjective pronoun cannot stand alone, but the possessive pronoun can stand alone because it is not allowed immediately by a noun. according to frank (1972:19) states “the possessive forms are written without an apostrophe”. there are six kinds of possessive pronoun. these are mine, yours, theirs, ours, his, and hers. example: the red ball is mine. can you tell me which house is theirs? every nation has its own special problems. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 174 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi possessive adjective pronoun possessive adjective pronoun is a pronoun form that used to show who or what something belongs to. the kind of possessive adjective pronoun is seven forms. they are my, your, our, their, his, her, and its. they are used to show the possessive noun that similar to the function of adjective. alsagoff (2008:90) states “calling these possessive adjectives is not quite right because my, our, your resemble determiners in their distribution as well as rather than adjectives”. it can say that the function between possessive adjective and adjective barely resemble but they are different. moreover, possessive adjective pronouns cannot stand alone because they is followed immediately by a noun. in addition, they do not take apostrophes that used on possessive nouns. example: he washes his car every morning. i put my books on the bag. she will give your toys after ending the class. their mobile phones were stolen. reflexive pronoun reflexive pronoun usually refers to the subject of a sentence because it relates to the verb. using pronoun can also be emphasis a noun. evans (2003:192) states “emphatic pronouns have the same form as reflexive pronoun but a different meaning. they emphasis the noun, or the fact that one person, and not another, performs an action”. for example, he himself conducted the interview. the pronoun “himself” in the sentence indicates he who conducted the interview not the other one. the following of reflexive pronouns are myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. all of them can be used as an object because it is effected by an action or state. the object is tied to predicator in term of meaning. the object can be as an indirect object and a direct object example: a. an indirect object: they built themselves a beautiful home. b. a direct object: they are talking about himself. try not to make a fool of yourself. gamification the process of using video games to engage audiences, solve problems, or elicit game-like thinking and mechanics is called gamification. this is a relatively new term that was created from the use of interactive games for teaching in the classroom. video games can be used for instruction, review, and formative assessment in schools. using games in class can promote independent learning, collaborative learning, and problem solving. while the use of video games to teach part of speech especially personal pronoun is new, there is research to support that it is a useful instrument to increase students grammar. one of the way to improve students‟ grammar is using multimedia especially in learning personal pronoun. the multimedia is used kahoot online media. those are kinds of online quizzes and tests. kahoot kahoot is an online game that tests student‟s knowledge of course content. the game is free for both teachers and students, and simply requires a multimedia tool to participate (siegle, 2015).a cellphone, laptop, or chromebook works for running the kahoot website. teachers can create quizzes using multiple choice questions presented in a game-based format to students. the quizzes contain questions that have up to four possible choices, and questions can contain issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 175 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi various multimedia contents such as pictures or videos. on top of the number of answer choices, kahoot also provides teachers with the ability to select the amount of time that the students have to respond to each question. the students join the game via a specific generated game code and are able to create their own nicknames to be displayed on the game screen. if a name is inappropriate for school use the teacher can simply click on the name and the student is kicked out of the game. according to fathan & syafii (2018) says that, kahoot is a free game-based learning platform for teachers of awesome, classroom superheroes and all learners.kahoot has two different addressed, for students kahoot.it and for teachers kahoot.com. with kahoot teachers and students will learn and play the game. kahoot is a tool that that delivers and presents questions to students. it is set up as a game that students can play either individually or in groups. instructors provide students with multiple choice question, which are projected on a classroom screen. each question has a limit of 95 characters, is displyayed anywhere from 5 second to 2 minutes, and is restricted to four response options. students, who will need to create a unique username that can be used throught a semester, answer these question with their own personal electronics devices for example laptop, smarthphone,or tablet . furthermore, kahoot is easy to use in its game-like format and is gaining popularity across the country (singer, 2016). kahoot uses educational trends to capitalize on their popularity. these educational trends include gamification and student engagement. the makers of the video game rely on student engagement and interest to keep the popularity of the game spreading. one possible drawback of the popularity of kahoot is the concern that students will begin to get bored of playing the game (wang, 2015). based on the definition above, the researcher concluded that kahoot is an online game. the game is free for teacher and students. teachers can create quizzes using multiple choice questions presented in a game-based format to students. the students can join the game via cellphones, laptop, chrome works for running kahoot website. kahoot has two different website addressed for students kahoot.it and for teachers kahoot.com. each question has a limit of 95 characters, is displyayed anywhere from 5 second to 2 minutes, and is restricted to four response options. features of kahoot according to (play 2004) there are three features of kahoot. 1. quiz :this is the most common type of kahoot, epitomizing our game-based approach to blended learning. there is no limit to the number of questions in a quiz. each question can have an associated picture or video, and 2 4 multiple choice answers. there must be at least one correct answer (but more can be chosen), and the time-limit for each question can be individually set from 5 seconds to 2 minutes. aside from being a great way to engage and focus a whole room of people, quizzes can be used to formatively assess the knowledge of each individual in the room, and adapt their learning accordingly. they can be used to track progress of individuals over time, and inspire learners to enquire further by creating their own quizzes. players answer questions displayed at the front of the room on their personal device, motivated to answer correctly and score the most points. the faster someone answers a question correctly, the more points they get. the top 5 highest points scorers are displayed on the leaderboard at the front in-between each question, and the ultimate winner is shown at the end. results, including who answered what for each question, can be downloaded afterwards. 2. discussion: discussions are designed to do exactly what they say facilitate a conversation. they are simply one quick question with no right or wrong answer, which can have an associated picture or video and 2 4 alternative answers. they should be used to gather issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 176 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi opinions on current affairs, divisive topics, or even ask “what shall we do today?” once again, players answer the question on their personal device. there is still a time-limit to answer within, however no points are involved. the collective results of the question are displayed at the front, acting as the basis for the discussion. 3. survey: there are no limits to the number of questions in a survey. each question can have an associated picture or video, and 2 4 multiple choice answers however there are no right or wrong answers. they are just like traditional surveys except questions are asked in realtime to those present who answer on their personal devices. the results of each question can be debated there-and-then, and all survey results can be downloaded at the end. how kahoot applied 1. we have to register our account in kahoot and sign in 2. we could create our own question with media that provided in kahoot or we just follow some account to play question interestingly. 3. open the question there will be pin number to enter the game. 4. choose option individual or group (freely) 5. students should have application in their phone and copied pin number to enter the game 6. after all students input the pin and enter the game teacher might start 7. students will start the game, after they pass one question the score and rank will appear. 8. teacher is able to assess the students with their score and rank that appeared in scoreboard 9. teacher is able to share students score to another account. teaching personal pronoun by using kahoot online media this media include motion pictures, vidio gaming, recorded music and adaptions of the internet for any of this media. in order to get students‟ attention in learning which have so many words but only several pictures, the teachers must have a media to encourage them this fact is then supported by a study conducted by wells (2011) saying that games, in the process of teaching and learning of the language subject especially, can affect dramatic change in on-task behavior as well as word acquisition and content understanding. as a media of learning, games can also be completed online as it can also use the multiple formats for presentation of information, including text, motionless or animated, pictures movie segements, video clips, and audio information with kahoot, teachers and students can create multiple-choice quizzes as well as polls and surveys that populate on-the-spot data (although this data isn't saved over time). other than their own scores, students only see the top achievers, so low-performing students won't feel put on display. quiz questions and polls stimulate quick instructional decisions aswell as whole-class discussion, but an openended response feature and/or the ability to string together a quiz and a poll in one game would be welcome to aid learning. tech savvy-students can connect with students from across the globe to play or connect to their peers after-hours to compete for new scores. data can be downloaded by teachers (or student creators) and viewed in excel. these reports can be helpful, but data can't be compared over time for classes or individual students since accounts are not required for students (even though they can, if they choose, create them). for teachers, this means it can be time-intensive to analyze students' growth patterns or individual problem areas using kahootquizzes. kahootis suitable for teaching english the three features (quiz, survey and discussion) could be used as assessment, ice breaker and tool to stimulate students‟ discussion in any specific subjects in english. teachers are free to select the mode of kahoot that they desire to use in the classroom. for instance in teaching speaking, discussion and survey can be used. quiz can be used in teaching theoretical subjects such as: linguistics, grammar, reading, and so on. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 177 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi previous studies in order to support this research, the researcher discussed three related studies. dimas wibisono (2019) from graduated school of widya mandala catholic university surabaya : with the title “ the effect of kahoot in teaching reading to tenth grade students. the purposes of this study were to identifythe effect of kahoot in reading comprehension test scores. this study wascarried out among 50 students from a senior high school in surabaya. data were analyzed presented using descriptive statistics in the form of frequency, means, standard deviation and independent t – test. from thisstudy, it was found that the students‟ reading comprehension test scoreswere higher when they were taught using kahoot on the learning process. besides, their learning attitudes on cognitive, psychomotor and affectiveshowed somesignificant positive effects. from these findings, it can besuggested that online media like kahoot is stronglyrecommended to beused in the teaching and learning processof english reading. it is expectedthat the finding of this study would enlighten the relevant literature of the are. the second is a journal has been conducted by joseph pede (2017) from rowan university with the title “the effect of the online game kahoot on science vocabulary acquisition. the purpose of this study was to investigate the effect of the online game kahooton science vocabulary acquisition of students with learning disabilities in a middle schoolinclusion physical science classroom. specifically, this study investigated, studentscience vocabulary acquisition, student focus and on task behavior, andstudentsatisfaction using the onlinegame kahoot. vocabularyacquisition was measured in termsof weekly vocabulary assessments. six middle school students, three males and threefemales, participated in this study. a single subject designwith abab phases wasutilized. results show that all studentsincreased their vocabulary assessment scores whenkahoot was played twice weekly. the use of kahoot also increased s tudent focus and ontask behavior. the results of the student satisfaction survey indicated that studentsenjoyed playing kahoot and found it easy to use. the last journal has been conducted by halise sibel ( 2018) from international technology the purpose of this study was to investigate the usability of the kahoot, the digital assessment tool, in elementary schools. with this respect, the participants were selected by using the simple random sampling method. 23 students and teacher in state elementary school in mugla in turkey participated in the study in the spring term of the 2017-2018 academic year. the kahoot was implemented in the social studies class for 4 weeks. it was a qualitative and quantitative study. the survey technique was used to collect data and the data were analyzed by using the descriptive analysis technique. the results of the study indicated that the students thought the kahoot as enjoyable, informative, useful, perfect and fine. the students also rated the difficulty level in using the kahoot application as „not difficult‟, „a little difficult‟ and „difficult‟. these challenges were the difficulties in reaching the kahoot website, the problems about the internet connection, the difficulties in reading the board, the difficulties in selecting the answers and the application‟s disconnections because of the connection timeouts. the teacher, however, displayed positive opinions about the kahoot application. based on the previous above, the researcher can conclude teachers used kahoot in learning pronoun especially personal pronoun in tenth grade, in this case, the researcher conducted sma n 9 kota jambi. those previous studied gave much input in conducted in research about teacher‟s using kahoot in learning pronoun especially personal pronoun in tenth grade. in this research using two methods are experimental group by using kahoot and control without kahoot. the objective of this research is to find out whether is significant of using kahoot in learning personal pronoun. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 178 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi methodology research method that the researcher that use is a quantitative method. quantitative method is officially about collecting numerical data to explain particular phenomenon. (daniel muijs, 2004 :1). besides, the researcher uses experimental study for this research help the researcher to know the cause and effect independent variables and dependent variables john w (creswell, 2012:295). the experimental research enables researchers to go beyond description and prediction, beyond the identification of relationship, to at least a partial determination of what causes them (fraenkel et.at, 2015:266). according (kultar singh, 2007). in quantitative research, the primary aimis to determine the relationship between an independent variable and another set of dependent or outcome variables in a population. research design according to kerlinger is the plan, structure and strategy of investigation conceived to obtain answers to research question and to control variance. table 2. experimental research design pre-test treatment post-test experimental group x1 x x2 control group x3 x4 source: mujis, daniel (2004,p.31) explanation x1 : the score pre-test of experimental group x : treatment of experimental group x2 : the score post-test of experimental group x3 : the score pre-test of control group x4 : the score post-test of control group this research was conducted at sma n 9 kota jambi in the second semester academic year 2019/2020 using kahoot online media. according to ary (2010). population is the larger group to which a researchwishes to generalize , it includes all members of a defined class of people, events, or objects. the population on this study used all students at tenth grade of sma n 9 kota jambi in academic year 2019/2020. the number of students is 132 which were divided into 4 classes. the total number of students can be seen from the table below: table 3. the population of the research class total of students x ips 1 36 x ips 2 30 x ips 3 36 x ips 4 30 total of all students 132 source: administration of sma n 9 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 179 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi bordens (2008:158) states that a sample is a small subgroup chosen from the larger population. so, the sample was the students from the population who were chosen to participate in this study. in this research researcher used random sampling. according to ary (2010:648) states that random sampling is sample selected by a chance procedure so that every member of the population has an equal probability of being selected. table 4. the sample of the research no group classes number of students 1 experimental group xi ips 4 30 2 control group xi ips 2 30 total 60 source: administration of senior high school 9 kota jambi. the sampling method in this research was done random sampling for 4 class of population. first, researcher prepare paper, pen, and glass then researcher cut into 4 pieces of paper, next write all the class on 4 pieces of paper, roll it and out into glass, after that removed 2 rolls from the glass, so 2 rolls of paper are class x ips 2 and x ips 4 that the researcher made a sample in this research. instruments of the research the researcher collected the data by test as research instrument. 1. test the text type that is chose personal pronoun they are subjective pronoun, objective pronoun, possessive adjective, possessive pronoun and reflexive pronoun. the students give personal pronoun. with some exercise is multiple choices. there also a test. the test was divided into two, they were pre-test and post-test. the researcher give the same test for experimental and control group. the researcher gave items tested to 35 subjects to measure validity and reliability in pre-test and post-test. table 5. personal pronoun area and each item no personal pronoun area items number percentage 1 subject pronoun 1,7,15,16,20,22,31 20 % 2 object pronoun 2,8,13,17,21,24,32 20% 3 possessive adjective 4,9,12,18,25,28,33 20% 4 possessive pronoun 3,10,19,23,26,29,34 20% 5 reflexive 5,6,11,14,27,30,35 20% total 35 items 100% source: nursahadah (2014:29) validity of the test validity of the test is the extent to which a test measures what it is intended to measure. according field (2005) validity basically means measure what is intended to be measure. in this research the researcher used content validity. content validity was done to see the content of issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 180 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi instrument in learning material given by the teacher. it had been counted index difficulty and index discrimination. (the result of validity test can be seen on appendix page 62) 1. index difficulty difficult index is the ability of the test to filter the total number of participant who answers correctly. the categories of 0,00-1,0 refered to difficulty index and it indicated the level of test difficulty. the difficult index formula as follows: where: p = items difficulties. b = sum of the students who answered correctly. js = sum of all students who followed the test. the classification of item difficulty is as follow: p 0.00 – 0. 30 difficult p 0. 31 – 0. 70 moderate p 0. 71 – 1. 00 easy 2. index discrimination index discrimination is the test ability to separate the students who have high ability students and low ability. the index discrimination formula: ba pp jb bb ja ba d  where: d : discrimination index j : number of participant ja : number of top group participants jb : number of bottom group participants ba : number of the top group participants who answer correctly bb : number of the bottom group participants who answer correctly pa : propotion of top group participants who answer correctly pb : propotion of bottom group participants who answer correctly discrimination index categories: d : 0,00-0,20 : poor d : 0,20-0,40 : satisfactory d : 0,40-0,70 : good d : 0,70-1,00 : excellent d : negative, all is poor. reliability of the test reliability is the degree to which an assessment tool produces stable and consistent result. similarly, hughes adds that to be valid a test must provide consistently accurate measurement. it must therefore be reliable. it means that reliability was necessary in the research to assess the good instrument or not. in order to get the reliability of the test, the researcher used product moment formula to measure the reliability of instrument. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 181 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi                            2222 yynxxn yxxyn xyr where: rxy : coefficient correlation between x and y variables n : numbers of students ∑x : sum of x ∑y : sum of y ∑x2 : square of x ∑y2 : square of y ∑xy : total scores of cross product x and y the test results of this research instrument are interpreted using the following guidelines table 6. interpretation guide no level of reliability description 1 0,800-1,000 very high 2 0,600-0,799 high 3 0,400-0,599 fair 4 0,200-0,399 low 5 0,000-0,199 very low (arikunto, 2013: 19) after the instrument reliability figure is known, then the number is interpreted with the level of reliability of the correlation coefficient. the instrument is said to be reliable if it has a cronbach‟s alpha coefficient of more than or equal 0,7 then the instrument is said to be reliable. table 6. the result of reliability variable cronbach alpha requirement description kahoot online media (x) 0,758 > 0,7 reliable based on the reliable test results above kahoot online media (x) ( 0,758> 0,7) is reliable. technique of data collection this research needed the data to support the investigation and researcher used quantitative research to collect data, so collected was one of the most important step when doing research. in this research, cresswell (2009:4) states that quantitative research is a mean for testing objective theories by examining the relationship among variables, in turn, can be measured typically on instruments, so that numbered data can be analyzed using statistical procedures. the final written report has a set structure consisting of introduction (literature and theory), methods (result), and discussion. pre-test, the pre-test conducted both of the groups, experimental and control group in order to know students‟ scores in learning personal pronoun before treatment given. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 182 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi treatment, the next steps, the researcher giving treatment to the students. there are different treatment given to experimental class and control class. in experimental class, the researcher treat in learning personal pronoun using kahoot online media and to control class the researcher treat them without kahoot online media. both of the treatment the researcher focus to teach about pronoun especially personal pronoun (subjective pronoun, objective pronoun, possessive pronoun, possessive adjective and reflexive). post-test, the last, the test will giving to the students after the treatment. the type of the pre-test is text, and the result effect of the treatment will be seen. technique of data analysis the data used analyze by students score, normality test, and the t-test. students score, it is used to find the students individual scores in the test given. most commonly percentage of scores in a specified distribution that fall below the point at which given scores lies. sometimes the individual scores is defined to include score the fall at the points, sometimes the individual score is defined to include half of score at the point. the formula is a follows: x100 where: x : score of individual result r : number of correct answer table 7. classification of student‟s scores test score classification 91-100 excellent 81-90 very good 71-80 good 61-70 fair 51-60 poor 0-50 very poor ( adapted from subana, rahadi,, and sudrajat : 2015)  to look for the mean score, the researcher uses formula is presented as follows: explanations : m = mean score ∑x = the total score n = the total number of sample  pre-test and post-test calculation by the following formula : explanations : p = the percentage of score f = the number of false score n = the number of students to collected data the research used pre-test, treatment, and post-test. after collecting the data by used test, it can to analyzed the data using t-test. t-test which formulated to know the significant issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 183 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi differences between pre-test and post-test. the formula t-test is taken from arikunto (2006:349) as followed : √ [ ] explanation : t = t-test value mx =(differences), between pre-test and post-test score my = (differences), between pre-test and post-test score = quadrate of deviation n = the number of sample d.b = n-1 findings the research was conducted toward the tenth grade of sma n 9 kota jambi. the researcher conducted this research for 3 weeks to prove the effect of kahoot online media on students‟ scores in learningpersonal pronoun. the researcher taken two class as sample, the sample of this research getof random sampling. the result of the random sampling is there are x ips 3 and x ips 4 one class consist (30 students) and other class consist (30 students) they are equal (60 students). the researcher did this research start from on february 18,2020 until march 12,2020. the researcher present the data from the test, test in this research are pre-test, treatment and the last post-test. the result of pre-test in control class and experimental class in this section, the researchers explain the frequencies, percentages, and mean score. the first meeting the researcher was given pre-test in control and experimental class, the researcher gave multiple choice questions for students. the result of pre-test in control class and experimental class as a follows: table 8. the result of pre-test in control class no name of students score 1 student 1 30 2 student 2 35 3 student 3 35 4 student 4 30 5 student 5 40 6 student 6 40 7 student 7 40 8 student 8 40 9 student 9 30 10 student 10 30 11 student 11 30 12 student 12 40 13 student 13 40 14 student 14 45 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 184 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 15 student 15 45 16 student 16 45 17 student 17 40 18 student 18 35 19 student 19 45 20 student 20 45 21 student 21 35 22 student 22 30 23 student 23 30 24 student 24 40 25 student 25 35 26 student 26 45 27 student 27 35 28 student 28 45 29 student 29 30 30 student 30 30 total 1.115 avarage 37,1 based on the results above, the result of pre-test in control class with the number of students were 30. students‟ who got score of 45 were 7 students, 40 were 8 students, for 35 were 6 students, and the lowest students‟ got score 30 were 9 students. the total score was 1.115. based on the calculated, it can be concluded that the means scores of pre-test in control class was 37,1. the table of means scores of pre-test in control class can be seen table 11. table 9. the means scores of pre-test in control class no score (mx) frequency (my) total (mx my) 1 30 9 270 2 35 6 210 3 40 8 320 4 45 7 315 total ∑ m x = 150 ∑ m y = 30 ∑ (m x m y) = 1. 115 from the table 10, it can be seen that, the lowest score and the highest score in some score interval 0-45 with the total score was 150. the frequency of the means scores of students‟ who got score 30 were 9 students, 6 students got score 35, 40 were 8 students and for 45 were 7 students. so, the total frequency of the means scores was 30. meanwhile, the total score was 1.115. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 185 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 10. the result of pre-test in experimental class no name of students score 1 student 1 50 2 student 2 50 3 student 3 50 4 student 4 50 5 student 5 50 6 student 6 50 7 student 7 45 8 student 8 45 9 student 9 45 10 student 10 45 11 student 11 45 12 student 12 45 13 student 13 45 14 student 14 45 15 student 15 40 16 student 16 40 17 student 17 40 18 student 18 40 19 student 19 40 20 student 20 40 21 student 21 40 22 student 22 35 23 student 23 35 24 student 24 35 25 student 25 35 26 student 26 35 27 student 27 35 28 student 28 35 29 student 29 30 30 student 30 30 total 1.245 avarage 41,5 based on the results above, the result of pre-test in experimental class with the number of students‟ were 30. the researcher concluded students‟ who got the lowest score was 30. the highest score was 50. the rest of the students only got the score 30-50. the total score of pretest in experimental class was 1.245. based on calculated, it can be concluded that the mean of pre-test in experimental was 41,5. the researcher was given a treatment. the treatment is teaching personal pronoun and giving question with multiple choice by using kahoot. the table of means scores of pre-test in experimental class can be seen in table 13. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 186 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 11. the means scores of pre-test in experimental class no score ( m x) frequency ( m y) total ( m x m y) 1 30 2 60 2 35 7 245 3 40 7 280 4 45 8 360 5 50 6 300 total ∑ m x = 200 ∑ m y = 30 ∑ ( m x m y) = 1.245 from the table 13, it can be seen that the lowest and the highest score in some score interval 050 with the total score was 200. the frequency of the means score of students who got score 30 were 2 students, 35 were 7 students, 40 were 7 students, 45 were 8 students, and the last score 50 were 6 students. after giving the treatment in pre-test experimental class the researcher concluded the mean score of pre-test in experimental class is slightly increased compared the mean of score pre-test in control class because in control class the researcher did not given a treatment and teaching personal pronoun by using conventional method. so, the mean score of pre-test in experimental is 41,5. the result of post-test in control class and experimental class after giving the treatment researcher giving post-test, the researcher gave multiple choice questions for students. the result of post-test in control class and experimental class as a follows: table 12. the result of post-test in control class no name of students score 1 student 1 55 2 student 2 50 3 student 3 55 4 student 4 35 5 student 5 55 6 student 6 45 7 student 7 50 8 student 8 50 9 student 9 50 10 student 10 35 11 student 11 30 12 student 12 50 13 student 13 55 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 187 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 14 student 14 55 15 student 15 55 16 student 16 60 17 student 17 55 18 student 18 40 19 student 19 55 20 student 20 50 21 student 21 40 22 student 22 45 23 student 23 40 24 student 24 50 25 student 25 50 26 student 26 50 27 student 27 50 28 student 28 55 29 student 29 50 30 student 30 45 total 1.460 avarage 48,7 based on the result of post-test in control class there is the highest score in the post test was 60 and the lowest score was 30. the total score of post-test in control class was 1.460. based on calculated, it can be concluded that the mean scoreof pre-test in control class was 48,7. the table of mean score of post-test in control class can be seen in table 15. table 13. the means scores of post-test in control class no score ( m x) frequency ( m y) total ( m x m y) 1 30 1 30 2 35 2 70 3 40 3 120 4 45 3 135 5 50 11 550 6 55 9 495 7 60 1 60 total ∑ m x = 315 ∑ m y = 30 ∑ ( m x m y) = 1.460 from the table 15, it can be seen that the lowest and the highest score in some interval 060 with the total score was 315. the frequency of the mean score of students who got score 30 only 1 students, 2 students got score 35, 3 students got score 40, 3 students got score 45, 11 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 188 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students got score 50, 9 students got 55 and 1 students got score 60. the total frequency was 30. so, the mean score of post-test in control class was 48,7. table 14. the result of post-test in experimental class no name of students score 1 student 1 100 2 student 2 95 3 student 3 90 4 student 4 90 5 student 5 90 6 student 6 90 7 student 7 90 8 student 8 85 9 student 9 85 10 student 10 85 11 student 11 85 12 student 12 85 13 student 13 85 14 student 14 85 15 student 15 85 16 student 16 85 17 student 17 85 18 student 18 80 19 student 19 80 20 student 20 80 21 student 21 80 22 student 22 80 23 student 23 80 24 student 24 80 25 student 25 75 26 student 26 75 27 student 27 75 28 student 28 75 29 student 29 75 30 student 30 75 total 2.505 avarage 83,5 based on the results above, the researcher concluded there are six students who got the lowest score was75. the highest score was 100. it can be seen in post-test experimental class the total score was 2.505. the scores of students‟ increased after the researcher was given a treatment. the treatment is teaching personal pronoun and giving the students‟ question with multiple choice used kahoot. after that, based on calculated, it can be concluded the mean scoreof posttest in experimental was 83,5. the table of post-test in experimental class can be seen in table 17. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 189 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 15. the means scores of post-test in experimental class no score ( m x) frequency ( m y) total ( m x m y) 1 75 6 450 2 80 7 560 3 85 10 850 4 90 5 450 5 95 1 95 6 100 1 100 total ∑ m x = 525 ∑ m y= 30 ∑ ( m x m y) = 2.505 from the table 17, it can be seen that the lowest score and the highest score in some score interval 0-100. the frequency of mean value of students‟ who got score 75 were 6 students, 7 students got score 80, 10 students got score 85, 5 student got score 90, 1 students got score 95 and 1 students got score 100. thetotal frequency was 30. the mean score of post-test in experimental class was 83,5. the score distribution of pre-test and post-test in control class and experimental class the result of the test showed that the post test score were better than the pre-test score. it can be seen from the difference of both test means scores. there was significant effect of kahoot online media on students‟ scores in learning personal pronoun. it is very apparently proved that the students were able to remember personal pronoun very well. the score distribution in the control class and experimental class as a follows: table 16. the score distribution in the control class score interval category pre-test post-test frequency percentage frequency percentage 91-100 excellent 0 0% 0 0% 81-90 very good 0 0% 0 0% 71-80 good 0 0% 0 0% 61-70 fair 0 0% 0 0% 51-50 poor 0 0% 10 33,3% 0-50 very poor 30 100% 20 66,7% from the table 18, it can be seen in pre-test no one students got excellent, very good, good, fair, poor and 30 students got very poor category. meanwhile in post-test 10 students got poor category and 20 students got very poor category. no one students got excellent category, very issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 190 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi good, good and fair category. it is clearly proved students ability in learning personal pronoun that taught without kahoot online media not really improve. table 17. the score distribution in the experimental class score interval category pre-test post-test frequency percentage frequency percentage 91-100 excellent 0 0% 2 7% 81-90 very good 0 0% 15 50% 71-80 good 0 0% 13 43% 61-70 fair 0 0% 0 0% 51-50 poor 0 0% 0 0% 0-50 very poor 30 100% 0 0% from the table 19, it can be seen that, in the pre-test no one students got excellent, no students got very good, no students got good, no students got fair, no students got poor and 30 students get very poor category. in post-test, it can be seen that is improvement in students score which mean improvement in students ability, 2 students got excellent category, 15 students got very good, and 13 students got good category. data analysis of control class and experimental class the result of control class and experimental class is different. the result of control group was 11,5 and experimental group was 42. experimental group higher than control group. this result is significant. to know where significant difference between experimental group score is and control group score, t-test was higher than t-table. in order to see significance between pre-test and post-test before and after treatment of experimental group, the formula would be used analyze the data, the researcher was compared between the score of pre-test and post-test. the table comparison between control class and experimental class table 18. different between control class and experimental class variable mean the improvement control class pre-test 37,1 11,5 post-test 48,6 experiment class pre-test 41,5 42 post-test 83,5 the t-test result calculation √[ ][ ] issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 191 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ∑ = ∑ = 4.925 = 4.925 3.967,5 = 957,5 ∑ = ∑ = 53.150 – 52.920 =230 t= √[ ][ ] = √ [ ] = √ = = = 26,11 based on the calculation of the statistical analysis, it is found that the value of t-test is 26,11 finding t-table : number of variable (k) = 2 number of respondents (n)= 60 taraf sig. = 5%...0,025 degree of freedom (df) = ( n1+n2) 2 = ( 60+60) – 2 = 58 from the result of the distribution table, it was found that the ttable is 2,001 so, it can be concluded that t (58) = 2,001. discussion the discussion of this research is based on the research, which was to know the effect of kahoot online media on students‟ scores in learning personal pronoun at tenth grade of sma n 9 kota jambi. at the beginning, the researcher gave pre-test in experimental class and control class. in the control class, there is not a new treatment in a teaching learning process. they were given treatment. they were learning pronoun especially personal pronoun with procedures using conventional method as they have got, that it answer the questions of multiple choice. by using conventional method in the teaching learning process, teacher had used a monotonous method that could not increase students‟ scores. students could not enjoy in learning process, because they have to answer and remember what they had knew to the teacher explanation. such treatment is carried out for 3 meetings using conventional method. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 192 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in the experimental class, there is a treatment in teaching learning process the researcher used kahoot online media as media. at the beginning, the researcher explained about the personal pronoun. next, in the first meeting the researcher used kahoot. the teacher asks students, do they know what is kahoot. after that the researcher explained about kahoot, asked to the students how to played and joined with kahoot. the students are very excited because they have never played the game and don‟t know what kahoot they are very interested by used kahoot is. the researcher gave questions personal pronoun of multiple choice and asked to the students answer the questions after they joined with kahoot. although students have a little difficulty to answer in kahoot but are repeated 1 times the students feel more excited to answer questions. such treatment is carried out 3 meetings. in the last activity, the researcher gave post-test in the control class and experimental class. in control class the students had to answer the question based on the text that was given by researcher used the paper. meanwhile, in experimental class the students had to answer the question from kahoot after gave the pin of kahoot the students open the application in their phones. after that, enter the pin that was given and the last the students can joined with kahoot and answer the questions. after the researcher got pre-test and post-test result, the researcher found the significant difference of their score in the experimental class and control class. it was influenced by the treatment, so the ability of the students improved. it can be seen from the result of their test. based on the post test result, it was known that the students‟ scores in learning personal pronoun showed the differences in both experimental and controlled class. the mean of pre-test score in experimental class was 41,5. the mean score of pre-test score in controlled class was 37,1. then, comparing with the mean score of post-test in experimental class was 83,5 and in controlled class was 48,6. in this research, source of data that was became as control class was class x ips 2 with 30 students, and experimental class was x ips 4 with 30 students. there were 30 students in experimental group and also 30 students in controlled group. from those results, it can be interpreted that post-test score of the experimental and controlled class increased better than the pre-test. although the mean of post test score from both class increased, the experimental class has more improvement than controlled class references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn‟t a language, what is it?” indonesian efl student teachers‟ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 alsagoff, lubna. 2008. a visual grammar of english-revised edition. singapore: pearson education south asia pte ltd. altun, m. (2015). the integration of technology into foreign language teaching. internatinal journal on new trends in education & their implication ( ijonte), 6(1). ary, d.2010. introduction to research in education. canada. wadswoth cencage learning. aziz, a. a. (2018). growing trends of using mobile in english language learning.mediterranean journal of social sciences, 9(4), 235-239. bordens, kenneth. s. (2008).research design and methods: a process approach/ kenneth s. bordens, bruce b. abbott-8 th ed. indiana university-purdue university fort wayne, p.163 creswell, john w. 2009 . research design. 3th ed. sage. university of nebraska licoln issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 193 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi crewell, john w. 2012. eductional research : planning, conducting, and evaluating quantitative and qualitative research-4th ed. university of nebraska –licoln. crow.,& crow a. (1993). an outline of general psychology. new jersey: little fiels, ada, & co daniel muijs. (2004). doing quantitative research in education with spss. london: sage publication ltd dykes, barbara. (2007). grammar for everyone. victoria: acer press. evans, virginia. 2003. english grammar book-round up. england: pearson education limited. fathan, u. s. a. (2018) kahoot as media platform learn english.stkip alhikmah surabaya. frank, marcella. 1972. modern english grammar. new jersey: prentice-hall inc. field, a. p. 2005. discovering statistics using spss. sage publication inc. goodman, gilman. (2003). manual of pharmacology and therapeutics.the mcgraw hill. usa. hoag, agni. (2008). measuring media enterpreneurship.international journal on media managemen.7480. kultar, singh. 2007. quantitative social research methods. los angeles. sage publications. patel, c. (2013). use of multimedia technology in teaching and learning communication skill: an analysis. international journal of advacements in research &technology , 2(7) , 116-123. wells, j. c. (2011). motivate students to engage in word study using vocabulary games . intervention in school and clinic, 45-49.. williams, james d. 2005. the teacher’s grammar book (2rd edition). london: lawrence erlbaum associates, inc. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi measuring tefl students’ foreign language classroom anxiety: a rasch analysis approach dairabi kamil institut agama islam kerinci, jambi, indonesia corresponding author: drbkml@gmail.com daflizar institut agama islam kerinci, jambi, indonesia rodi hartono institut agama islam kerinci, jambi, indonesia toni indrayadi institut agama islam kerinci, jambi, indonesia abstract this study sought to measures the foreign language classroom anxiety of the english department students of a university in indonesia and to compare the anxiety across independent demographic variables of gender and length of study at the department. the literature shows that foreign language learning anxiety affects one’s achievements in learning a foreign language. data were collected through administration of the adapted version of foreign language classroom anxiety scale to 96 students selected through stratified random sampling technique. the anxiety was assessed through rasch analysis while analyses for significant difference in the anxiety across the two independent variables were conducted using tests of inferential statistics. the findings show the existence significant number of students who tend to be highly anxious in learning english. the findings also indicate a significant difference in the students’ anxiety across the independent variable of semester where semester 4 students tend to be more anxious than those of other semesters. no significant difference in the students’ anxiety was found across the independent variable of gender. the implications of these findings were then discussed. keywords: foreign language classroom anxiety, racsh analysis, tefl manuscript submitted: april 8, 2021 manuscript revised: may 5, 2021 accepted for publication: june 7, 2021 mailto:drbkml@gmail.com edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction information about students’ anxiety in foreign language learning is not only important in relation to the choice of learning methods or strategies in the classroom the teacher would employ in teaching ( elkhafaifi, 2005; shams , 2006 ; alrabai, 2015), but is also indispensable in the process of foreign language curricula development (zheng & cheng, 2018 ) and assessments (young, 1991; buyukkarci, 2014). if armed with knowledge about student anxiety in learning foreign languages, curriculum designers can prepare contents that help minimize this anxiety while fostering student confidence. similarly, in designing educational evaluation, such information can help test maker, for example, in designing a test that minimizes biases resulting from the anxiety. furthermore, foreign language teachers can anticipate variables and conditions that can cause the anxiety. although there is an abundance of literature related to foreign language learning anxiety, most of them are generated from quantitative research using omnibus tests approach, where the results of data analysis are obtained by aggregating all responses to items of an instrument measuring different dimensions of the foreign language learning anxiety into omnibus means that describe trends in the anxiety as a whole (e.g., ganschow & sparks, 1996; na, 2007, huang, eslami, & hu, 2010; lucas, miraflores & go, 2011; cui, 2011, yamat & bidabadi, 2012 ; gursoy & akin, 2013; sadiq, 2017; yassin & razak, 2018). of course, this approach can fulfill the relevant research objectives, but, to some extent, it does not provide a more detailed analysis of the student's response to each item and each measured dimension (tian, manfei, justin, hongyue, & xiaohui, 2018) . one approach that can meet these expectations is the stochastic rasch analysis approach (rasch, 1980). in rasch analysis, ordinal data from respondents’ responses to a scale or an inventory are transformed into interval ones in the form of a common linear logit scale. rasch analysis is also sensitive to idiosyncrasies of persons and items (wright & linacre 1991; bond & fox, 2001).thus, a deeper examination on a person’s ability and item difficulty and a more precise and comprehensive identification of the characteristics of the persons and items will be possible (kamil, 2012). furthermore, drawing on wright (2000) and kamil (2012) suggests that rasch analysis allows evaluation amid the existence of missing data, and simplifies “presentation of results in the form of graphical summaries of population and detailed individual profiles in a way that would be easily understood and interpreted by educators, policy makers and the concerned public” (pp.74-75). in the light of the background described above, this study aims to measure, by means of rash analysis, the level of anxiety of english study program students a state higher education in indonesia in learning english. specifically, this study seeks to answer the following research questions: 1. what is the level of the anxiety of the english education study program students in learning english? 2. how is the anxiety level of english education study program students on the three factors of anxiety about foreign language learning? 3. is there a significant difference in students' anxiety across independent variables of gender and semester ? edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review pertaining to the understanding of anxiety, ellis (1994) defines anxiety in general as an uncomfortable emotional condition in which a person feels in danger, helpless and tense in anticipation of the danger. furthermore, horwitz (2001) and oxford (1999) distinguish anxiety into two categories, namely; first, innate anxiety which is a tendency to worry that is permanent. second, situational anxiety that is related to certain events or tasks. in terms of its impacts on learning, gardner (1985) states that anxiety in foreign language learning is one of the affective factors that affects the success of foreign language learning. furthermore, horwitz et al. (1986) formulated anxiety in foreign language learning as a unique combination of selfperception, beliefs, feelings and behavior related to foreign language learning in the classroom which is born from the uniqueness of the language learning process. summarizing research on the topic, toth (2008) suggests that so far there are generally two approaches in research on anxiety in foreign language learning. the first is called the anxiety transfer approach and the second is known as the unique anxiety approach. the first approach assumes that anxiety in foreign language learning is simply a result of transfer from other forms of anxiety into the domain of foreign language learning. while the second approach assumes that anxiety in learning a foreign language is a separate anxiety construct, which is different from other forms of anxiety that arises due to experiences in learning and the use of foreign languages. however, research by macintyre and gardner as cited in brown (2007) shows that global anxiety transfer cannot be used as a reference for estimating success in foreign language learning. therefore, research so far has focused more on language anxiety as a unique construct and situational characteristics. in addition, horwitz, macintyre, and gardner in brown (2007, p.162) identify three components in anxiety in foreign languages learning: 1. communication fear that arises from the inability of learners to adequately express thoughts and ideas. 2. the fear of negative social judgments that arises from a student's need to make a positive social impression on others, and 3. exam anxiety or fear of academic evaluations. research in this area has so far been dominated by three issues. first, it relates to the construct validation of anxiety in foreign language learning itself; second, concerning the development of measurement instruments; and thirdly, relating to the measurement results with these instruments. research (e.g., yamashiro & mclaughlin, 2001; jackson, 2002; hashimoto, 2002; awan, azher, anwar , & naz, 2010; dewaele & ip, 2013; zheng & cheng, 2018) have consistently shown a negative correlation between the level of anxiety of students in learning a foreign language with the success rate of learning a foreign language. other studies have also shown differences in anxiety levels between genders (park & french, 2013; gerencheal, 2016), age groups and grade levels (aydin, harputlu, çelik, uştuk, & güzel, 2017). furthermore, anxiety in learning foreign languages was also found to be correlated with , among others, the variable prior history of visiting foreign countries, prior high school experience with foreign languages, expected overall average for current language course, perceived scholastic competence, and perceived self-worth (onwuegbuzie, bailey, & daley, 1999), classroom environment (palacios, 1999), and psychoticism, extraversion, and neuroticism (dewaele, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi 2013) . the main message of these findings is the need to pay attention to and to develop learning strategies to overcome the affective barriers experienced by foreign language learners. as mentioned earlier, in general, the main issue related to the identity of the anxiety construct in foreign language learning is the existence of two approaches, namely the anxiety transfer approach and the unique anxiety approach. most of the research on the issue indicates that the unique transfer approach can better predict the association between anxiety and success rates in foreign language learning. this construct has also been identified as having three components. however, research by macintyre and gardner (1989) shows that the test anxiety component has a strong association with general anxiety, so that the components are problematic in that it is also commonly experienced in other situations, not only in foreign language learning. in the field of instrument development, several instruments have been developed, the most popular of which is the foreign language classroom anxiety scale (horwitz, 1986). the scale has also been translated and validated in multiple languages, for example, to the japanese language (brown, robson, and rosenkjar in smith, 2001dne; hashimoto, 2002); chinese (jackson, 2002), hungarian (toth, 2008), turkish (aydin, yavuz, & yesilyurt, 2006), all show a high level of reliability. so far no one has translated and used the scale in the context of foreign language learning in indonesia. for that reason, it is also the aim of this study to use the indonesian version of the scale and evaluate its psycometric properties. regarding the construct validation of the scale, studies have shown that the foreign language classroom anxiety scale (flcas) refers to a specific measurement of anxiety in foreign language learning, not a measurement of global anxiety levels. spielberger, mccroskey, and watson and friend in toth (2008) shows that the questionnaire has an r = .29 with the trait scale of the stai (spielberger, 1983), r = .28 with personal report of communication apprehension (mccroskey, 1970), r = .36 with the fear of negative evaluation scale (watson & friend, 1969), and r = .53 with the test anxiety scale (sarason, 1978), r = .53. research by macintyre and gardner, in toth (2008) also shows that the three dimensions in this questionnaire are independent from one another. the main findings of measuring anxiety levels using the flcas (horwitz, 1986) can be summarized as follows: (1) there are two known forms of anxiety that affect learning, namely debilitative anxiety and facilitative anxiety (oxford, 1999; spielmann & radnofsky, 2001). (2) debilitative anxiety is anxiety that has a negative impact on learning, while facilitative anxiety is actually beneficial in motivating learning and encouraging people to complete tasks. (3) sparks and ganschow (2001) suggest that language anxiety is likely a consequence of learning difficulties and could be the result of weakness in the first language. (4) research by levine (2003) shows that anxiety varies depending on whether students talk to fellow students or to teachers. (5) gregersen (2003) found that students who were anxious made more mistakes, exaggerated those mistakes and self-corrected more than students who were less anxious. (6) gregersen and horwitz (2002) found a link between anxiety and perfectionism. people who have unrealistic standards for their own abilities tend to have higher levels of anxiety. (7) research by william and andrade (2008) found that the majority of students referred to teachers as creators of the learning atmosphere that caused their anxiety. methodology this research is quantitative in nature and used survey design to address the research questions. for this purpose, the foreign language classroom anxiety scale (horwitz, 1986) was edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi distributed to the respondents to collect the data which were then analyzed using rasch analysis and appropriate inferential statistical techniques. research site, population, and sample the population of this study was all the students of an english department at a state university in indonesia, who were in semester 2, 4, and 6. the eighth semester students were not included because at the time of the research as they were conducting teaching practices program at schools. the total number the population was 225 which is detailed the following table. table 1. research population semester number 2 89 4 50 6 86 total 225 samples were randomly taken using stratified random sampling technique from each of the semesters, targeting at least 30% of the total number of students in the semester, while still adhering to the yardstick that the accumulated number of samples from each semester is at least 30% of the total population of the study program. for the purpose of the study, the stratifications used were semester and class. the sampling resulted in a sample of 96 students. details of the number of samples taken from each semester and class from each study program are shown in the following table: table 2. number of samples from each semester and class semester number 2a 15 2b 12 2c 12 4 15 6a 16 6b 11 6c 15 total 96 data collection and analyses the data were collected using the foreign language classroom anxiety scale (horwitz, 1986) which was translated into bahasa indonesia. the scale consists of 33 items with a likert-scale response category ranging from 5=strongly agree to 1=strongly disagree. the items of the scale are based on the theory that anxiety in foreign language learning that consists of three dimensions, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi namely communication apprehesion (ca), test anxiety (ta) and fear of negative evaluation (fne). the scale has been widely used in research in this field, for example by toth (2008), brown, robson, and rosenkjar, (2001), and william and andrade (2008). items of each of the three dimensions of the scale are presented in the following table: table 3. dimensions and items dimension item number communication apprehension 1,4,9,14,15,18,24,27,29,30,32 11 test anxiety 3,5,6,8,10,11,12,16,17,20,21,22,25,26,28 15 fear of negative evaluation 2,7,13,19,23,31,33 7 total: 33 translation of the scale into bahasa indonesia was made in order to facilitate the respondent’s best possible understanding of the scale. to ensure that the translation matches the meaning of the original questionnaire, the researcher asked two competent english lecturers to evaluate it using back-to-back translation technique. some revisions were made on the initial draft of the translation. the evaluators stated that the final indonesian version of the scale was appropriate and can be used for the research. the indonesian version of the instrument consists of two parts. the first part contains questions pertaining to the respondents’ demographic information which includes semester, group, and gender. the second part is the scale’s items. to adapt the instrument to the respondent's study program (i.e. english), the researcher added the word "english” to items requiring this specification. data analyses were conducted using three different statistical techniques that suited the nature of the research questions and the data. to answer research question number 1 and 2, data were analyzed by rasch analysis using winsteps software. while for answering research question number 3, the interval data from rasch analysis were further analyzed using t-test and kruskal-wallis test. the interpretation of the response to instrument items in this study refers to the item endorsability principle in rasch analysis, where the higher the logit measure value of an item, the lower the level of agreement or endorsability of the respondent towards the item, which means the lower the respondent's anxiety in the condition stated in the item. conversely, the higher the logit measure value of a respondent on the logit scale, the higher the level of agreement or endorsability for the items on the instrument, or the higher the level of the anxiety. findings findings of preliminary data analysis preliminary data analysis was needed in this study because the use of rasch analysis requires the validity and the reliability of the measurement results to be evaluated as the first step for producing useful information for conclusion drawing and decision making. these are done by examining the item polarity and item fit indices. item polarity provides information on whether items in an instrument measure what it intends to measure. this information is provided by edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the point measure correlation (ptmea corr) value which must be positive for each item and is in the infit-mean-square (ims) range of 0.5 to 1.5 which indicates that the item fits the rasch model. results of analysis of preliminary data (table 4) show the item number 1, in addition to having ptmea corrnegative, also has infit mean-square 1. 92, which is outside the range of 0.5 to 1.5. table 4. item polarity the literature offers different solutions to the issue of misfitting items. in general, the solutions offered fall into two groups. the first group advocates the abolition of the misfitting items from the instrument with some fundamental reason (e.g. arnadottir & fisher, 2008; bohlig, fisher, masters, & bond, 1998). the first opinion warns that misfit items with a mean-square outside the tolerable range have a negative impact on the measurement, and thus poses a serious threat to validity. meanwhile, the second group argues that misfitting items cannot be simply eliminated because up to 5% of the items contained in an instrument have the possibility to misfit randomly +-----------------------------------------------------------------------+ |entry raw | infit | outfit |ptmea| | |number score count measure error|mnsq zstd|mnsq zstd|corr.| items| |------------------------------------+----------+----------+-----+------| | 1 298 95 .07 .11|1.92 6.2|2.15 7.2| -.46| i0001| | 32 202 96 1.44 .13|1.23 1.5|1.30 1.8| .02| i0032| | 28 377 96 -1.08 .14|1.16 1.0|1.17 1.0| .03| i0028| | 11 233 95 .93 .12|1.12 .9|1.23 1.6| .05| i0011| | 22 385 96 -1.24 .15|1.00 .0|1.03 .3| .07| i0022| | 2 297 94 .06 .11|1.64 4.5|1.64 4.4| .08| i0002| | 24 370 96 -.94 .14| .97 -.1| .93 -.4| .16| i0024| | 10 399 96 -1.56 .16|1.25 1.4|1.24 1.4| .18| i0010| | 6 288 96 .24 .11|1.04 .4|1.06 .6| .24| i0006| | 8 358 96 -.73 .13|1.42 2.5|1.40 2.3| .28| i0008| | 15 355 95 -.73 .13| .82 -1.2| .79 -1.4| .28| i0015| | 13 260 96 .59 .11|1.21 1.6|1.22 1.7| .36| i0013| | 25 348 96 -.57 .12| .91 -.6| .86 -.9| .37| i0025| | 12 300 96 .09 .11|1.01 .1|1.00 .0| .44| i0012| | 29 337 96 -.41 .12| .96 -.3| .94 -.4| .44| i0029| | 4 359 95 -.81 .13|1.09 .6|1.04 .3| .45| i0004| | 19 286 95 .22 .11| .91 -.7| .93 -.6| .46| i0019| | 17 217 96 1.19 .12| .80 -1.4| .82 -1.2| .47| i0017| | 5 244 96 .80 .12| .78 -1.9| .76 -2.0| .52| i0005| | 23 314 96 -.09 .11| .78 -1.9| .74 -2.2| .52| i0023| | 14 280 96 .34 .11| .71 -2.7| .71 -2.6| .53| i0014| | 20 339 95 -.50 .12|1.01 .1| .99 .0| .53| i0020| | 30 287 96 .25 .11|1.04 .4|1.06 .5| .53| i0030| | 21 209 96 1.32 .13| .79 -1.4| .85 -1.0| .55| i0021| | 9 337 96 -.41 .12| .97 -.2| .93 -.5| .55| i0009| | 18 270 96 .47 .11| .64 -3.4| .65 -3.3| .57| i0018| | 7 323 96 -.21 .12| .73 -2.3| .71 -2.4| .59| i0007| | 33 309 94 -.12 .12| .98 -.1| .97 -.2| .59| i0033| | 16 297 96 .12 .11| .82 -1.5| .80 -1.7| .61| i0016| | 3 316 96 -.12 .12| .82 -1.5| .80 -1.7| .62| i0003| | 31 259 96 .61 .11| .87 -1.1| .87 -1.1| .65| i0031| | 26 260 96 .59 .11| .97 -.2|1.00 .0| .67| i0026| | 27 290 96 .21 .11| .57 -4.3| .58 -4.2| .68| i0027| |------------------------------------+----------+----------+-----+------| | mean 303. 96. .00 .12|1.00 -.2|1.00 -.1| | | | s.d. 51. 1. .72 .01| .27 2.0| .30 2.1| | | +-----------------------------------------------------------------------+ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi or accidentally. a measurement instrument is considered unidimensional if less than 5% of all items are found to misfit (wright & masters, 1982; wright & mok, 2000). or, at least, a thorough consideration of the theoretical importance of these items is required before deciding to abolish them (bohlig, fisher, masters, & bond, 1998). in terms of quantity, one misfit item (item number 1) covered only 3.3% of the total items. this figure is still below 5% of the tolerable amount of misfitting items. however, a negative ptmeas corr value cannot be tolerated in the measurement with the rasch model because it shows the possibility that the item does not really refer to the anxiety construct in foreign language learning. to maintain the validity of the results of the measurement of the level of anxiety, the researcher decided to delete item 1 that has a negative ptmeas corr from the next data analysis. this, however, also suggests that the indonesian version of the scale measured what it is purposed to measure. respondents' anxiety in learning english table 5 shows that, overall, the level of the students’ anxiety (n = 96) in learning english can be grouped into two tiers based on the value of separation = 2. 43, with a value of estimation reliability = .86. furthermore, figure 1 shows that the 2. 43 groups of anxiety levels referred respondents with logit values in the range of 1 standard deviation above the mean and 1 standard deviation below the mean. indeed, there are several respondents with logit values above and below this range, but the numbers are not significant. table 5. levels of anxiety and estimation reliability figure 1 also shows that most of the samples have a relatively high level of anxiety in learning english. this is indicated by the fact that more than 50% (51) of the respondents have the logit value above the mean (m). however, figure 1 shows that there is no systematic distribution pattern of respondents' anxiety levels along the logit scale, either by semester or class. +-----------------------------------------------------------------------------+ | raw model infit outfit | | score count measure error mnsq zstd mnsq zstd | |-----------------------------------------------------------------------------| | mean 101.1 31.9 .19 .21 1.00 -.2 1.00 -.1 | | s.d. 12.8 .4 .61 .02 .44 1.7 .44 1.7 | | max. 149.0 32.0 3.39 .37 3.00 6.0 3.37 6.5 | | min. 67.0 30.0 -1.23 .20 .24 -5.0 .23 -4.9 | |-----------------------------------------------------------------------------| | real rmse .23 adj.sd .57 separation 2.43 person reliability .86 | |model rmse .21 adj.sd .58 separation 2.68 person reliability .88 | | s.e. of person mean = .06 | +-----------------------------------------------------------------------------+ edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. person map respondents' anxiety levels in the three dimensions of foreign language classroom anxiety the comparison of the means of the total measures of a set of items on each of the three flca dimensions (table.7) shows that the fear of negative evaluation (fne) dimension has the highest value ( 0.6), considerably higher than the mean measures for the other two dimensions, ie communication. apprehension (ca [0.0] 4) and test anxiety (ta [0.03 ] ). referring to the principles of interpretation of the measure of items of the research instrument where the higher the measure value, the lower the endorsability of the item by the respondent, it can be concluded that in general respondents have a higher level of anxiety on the ca and ta dimensions than the fne dimension. items map of persons <rare>|<more> 4 + | | | | 05 | 3 + | | | | | 2 + | | x t|t 36 x | x | 15 52 62 1 x + 51 x s|s 02 13 14 22 49 54 88 93 xxx | 09 12 19 43 44 48 56 63 67 74 96 x | 01 26 28 45 46 75 82 85 87 92 xx | 06 11 61 77 84 86 90 91 xxxxx m| 34 50 53 55 58 70 81 83 0 x +m 03 17 21 23 30 32 41 47 xxxx | 04 07 29 31 40 42 57 60 64 65 68 71 89 94 95 | 20 24 25 33 37 39 59 69 76 78 79 xxx s| 16 18 27 35 38 66 73 x | 72 xxx |s 10 -1 x t+ x | 08 80 x | |t x | | -2 + <frequ>|<less> edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi specifically, the item with the highest level of agreementhence, one with which the respondents feel most anxious, is item 10 ( i worry about the consequences of failing my foreign language class ) from the test anxiety dimension with measure of -1.56. while the item that has the lowest level of agreement is item 32 (i would probably feel comfortable around native speakers of the foreign language) from the communication apprehension dimension, measure 1.52. table 7. mean measures of the three dimension of flca comparisons of the students’ anxiety levels in learning english across the variables of gender and semester gender, of the 96 samples, 31 were males and 62 were females, and 3 others did not provide information about this. while in the overall population of the students in semester, 2,4 and 6, there were 87 males and 138 females ho = there is no significant difference between the anxiety level of pbi male students and the anxiety level of pbi female students in learning english the ttest result show that there is no significant difference in the anxiety level of male students with the anxiety level of female students in learning english. t = -1.109, df = 91, α = .270. thus ho was accepted. semester, there are 3 groups of respondents according to semester, namely groups of students in semesters 2.4, and 6. since the prerequites for the use of parametric test were not met, the non-parametric test of kruskal-wallis was used. the result showed a difference in anxiety levels between at least one group n=96, df = 2, α = .038. thus ho was rejected. furthermore, the posthoc test using the mann-whitney u test showed a significant difference between the semester 2 group (mean rank = 24.78), and the semester 4 group (mean rank = 34.57), z = -2.048, α = .041, edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and using the t test, a significant difference was also found between the semester 4 group ( m = .4587) and the semester 6 group, t = 2.622 , df = 55, α = .011. thus, the semester 4 students had the highest level of anxiety. discussion the results of the analysis in this study have shown that; first, most of the respondents tended to have a relatively high level of anxiety in learning english. there are a substantial number of students (> 50%), who had problems with anxiety in learning english. as the literature suggests, the anxiety can have a positive and negative effect on student achievement in foreign language learning (e.g., yamashiro & mclaughlin, 2001; jackson, 2002; hashimoto, 2002; awan, azher, anwar, & naz, 2010; dewaele & ip, 2013; zheng & cheng, 2018) this study also shows that respondents have a high level of anxiety in the ca and ta dimensions. the same phenomenon was also found in amengualpizarro's research (2018). this indicates that respondents are concerned about their ability to communicate using the foreign language they are learning. thus, it seems that respondents need more reinforcement from teachers and peers to increase their confidence in communicating in the foreign languages they are learning and be provided a greater portion of communication practices as also suggested by research by jin and dewaele (2018). the fact ta is also the main source of respondents' anxiety in learning foreign languages is also in line with the results of the item analysis. the results show that anxiety about the consequences of failing to complete the foreign language learning program as a whole (item 10) comes from this dimension and is the item with the highest agreement level. in amengual-pizarro's research (2018), this item ranks the second as item with the highest agreement level. these indicate the need for efforts to change the negative stigma of testing, for example by developing tests that focus more on evaluating the learning process in order to identify aspects that students should improve in their learning, not as a device to pass or fail them. the third finding of this study indicates a significant difference in the level of students’ anxiety across different semesters. the difference was found between semester 2 and 4 and between semester 4 and 6, where those of semester 4 tended to have higher anxiety. pertaining to these phenomena, research by elahi, shirvan, and taherian (2018) shows that flca is dynamic; it tends to decrease along the learning process and is negatively correlated with the foreign language enjoyment (fle) variable. however, their study also shows that there is a time point at which respondents experience both flca and fle. this study also shows that there was no significant difference in the level of anxiety in learning foreign languages between male and female respondents. this may indicate that gender may not be a variable that can be constantly associated with anxiety in learning the foreign language. however, the literature shows inconsistent findings regarding the relationship between gender and flca. for example, research by azher, anwar, and naz (2010) and elaldi (2016) shows that male respondents tend to have higher levels of anxiety than female respondents. however, park and french's research (2013) shows the contrary. meanwhile, jiang and dewaele's research (2019) indicates that there is no difference in the level of anxiety between respondents from the two groups of independent variables. as it seems, further research is still needed on this issue. conclusions edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi overall, the study found a substantial number of students who tended to have high levels of anxiety in learning english. it appears that the main sources of the students’ anxiety were the ca and ta dimensions of the flca. the significant difference found in the comparison of anxiety levels between semesters shows that the fourth semester group had a relatively higher level of anxiety than the other semester groups. in the context of this study, the gender variable did not show a significant association with the level of anxiety of the respondents. finally, it was shown that the indonesian version of flca scale functioned meaningfully for the purposes of the study. based on the findings and discussion above, the researchers recommend the following three recommendations. further research is needed to examine more deeply the impact of the students' anxiety in learning foreign languages, which was beyond the scope of this study, especially on their academic performance. so that anticipatory and remedial steps can be planned and implemented if deemed necessary. as flca seems to be dynamic, attention should always be given to it during the course of a foreign language program and foreign language educators should always aware of it. further research with greater number of sample would be beneficial for the evaluation of the indonesian version of the flcas developed in this study. references alrabai, f. (2015). the influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. innovation in language learning and teaching, 9(2), 163-190. árnadóttir, g., & fisher, a. g. (2008). rasch analysis of the adl scale of the aone. american journal of occupational therapy, 62(1), 51-60. azher, m., anwar, m. n., & naz, a. (2010). an investigation of foreign language classroom anxiety and its relationship with students achievement. journal of college teaching & learning (tlc), 7(11). aydin, s., harputlu, l., uştuk, ö., güzel, s., & çelik, ş. s. (2017). the children’s foreign language anxiety scale: reliability and validity. dil ve dilbilimi çalışmaları dergisi, 13(2), 43-52. aydın, s., yavuz, f., & yeşilyurt, s. (2006). test anxiety in foreign language learning. balıkesir university journal of social sciences institute, 9, 145-160. bohlig, m., fisher, w. j., masters, g. n., & bond, t. (1998). content validity and misfitting items. rasch measurement transactions, 12(1), 607. bond, t. g., fox, c. m. (2013). applying the rasch model: fundamental measurement in the human sciences, second edition. united kingdom: taylor & francis. brown, h. d. (2007). principles of language learning and teaching. south korea: pearson longman. buyukkarci, k. (2014). formative microteaching in teaching and foreign language anxiety. the anthropologist, 18(2), 505-511. azher, m., anwar, m. n., & naz, a. (2010). an investigation of foreign language classroom anxiety and its relationship with students achievement. journal of college teaching & learning (tlc), 7(11). cui, j. (2011). research on high school students' english learning anxiety. journal of language teaching & research, 2(4). dewaele, j. m., & ip, t. s. (2013). the link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated english proficiency among edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi chinese learners. shirvan, m. e., & taherian, t. (2018). longitudinal examination of university students’ foreign language enjoyment and foreign language classroom anxiety in the course of general english: latent growth curve modeling. international journal of bilingual education and bilingualism. elaldi, s. (2016). foreign language anxiety of students studying english language and literature: a sample from turkey. educational research and reviews, 11(6), 219-228. elkhafaifi, h. (2005). listening comprehension and anxiety in the arabic language classroom. the modern language journal, 89(2), 206-220. ganschow, l., & sparks, r. (1996). anxiety about foreign language learning among high school women. the modern language journal, 80(2), 199-212. gardner, r. c. (1985). social psychology and second language learning: the role of attitudes and motivation. london: edward arnold. gerencheal, b. (2016). gender differences in foreign language anxiety at an ethiopian university: mizan-tepi university third year english major students in focus. online submission, 1(1), 1-16. gregersen, t. s. (2003). to err is human: a reminder to teachers of language-anxious students. foreign language annals, 36, 1, 25-32. gregersen, t., & e. k. horwitz. 2002. language learning and perfectionism: anxious and non-anxious language learners’ reactions to their own oral performance. the modern language journal, 86, 4, 562-570. gürsoy, e., & akin, f. (2013). is younger really better? anxiety about learning a foreign language in turkish children. social behavior and personality: an international journal, 41(5), 827-841. hashimoto, y. (2002). motivation and willingness to communicate as predictors of reported l2 use: the japanese esl context. university of hawai'i second langauge studies paper 20 (2). horwitz, e. k. (2001). language anxiety and achievement. annual review of applied linguistics, 21, 112-126. horwitz, e. k. (1986). preliminary evidence for the reliability and validity of a foreign language anxiety scale. tesol quarterly, 20(3), 559-562. huang, s., eslami, z., & hu, r. j. s. (2010). the relationship between teacher and peer support and english-language learners' anxiety. english language teaching, 3(1), 32-40. jackson, j. (2002). reticence in second language case discussions: anxiety and aspirations. system, 30(1), 65-84. kamil, d. (2012). secondary school efl teachers self-efficacy, understanding of and practices in school-based curriculum development in the district of kerinci, indonesia. (unpublished doctoral dissertation). international islamic university malaysia, malaysia. levine, g. s. (2003). student and instructor beliefs and attitudes about target language use, first language use, and anxiety: report of a questionnaire study. the modern language journal, 87(3), 343-364. lucas, r. i., miraflores, e., & go, d. (2011). english language learning anxiety among foreign language learners in the philippines. philippine esl journal, 7(94-119). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi macintyre, p. d., & gardner, r. c. (1989). anxiety and second‐language learning: toward a theoretical clarification. language learning, 39(2), 251-275. na, z. (2007). a study of high school students’ english learning anxiety. the asian efl journal, 9(3), 22-34. lucas, r. i., miraflores, e., & go, d. (2011). english language learning anxiety among foreign language learners in the philippines. philippine esl journal, 7(94-119). oxford, r. l. (1999). anxiety and the language learner: new insights. affect in language learning, 58, 67. palacios, l. m. (1998). foreign language anxiety and classroom environment: a study of spanish university students (unpublished doctoral dissertation). the university of texas, austin, tx park, g. p., & french, b. f. (2013). gender differences in the foreign language classroom anxiety scale. system, 41(2), 462-471. rasch, g. (1980). probabilistic models for some intelligence and attainnment tests. denmark: danmarks paedagogiske institut. sadiq, j. m. (2017). anxiety in english language learning: a case study of english language learners in saudi arabia. english language teaching, 10(7), 1-7. schmidt, r. (2001). motivation and second language acquisition. united states: second language teaching & curriculum center, university of hawaii at mānoa. shams, a. n. (2006). use of computerized pronunciation practice in the reduction of foreign language classroom anxiety. ganschow, l., & sparks, r. (2001). learning difficulties and foreign language learning: a review of research and instruction. language teaching, 34(2), 79-98. spielmann, g., & radnofsky, m. l. (2001). learning language under tension: new directions from a qualitative study. the modern language journal, 85(2), 259-278. tian, c. h. e. n., manfei, x. u., justin, t. u., hongyue, w. a. n. g., & xiaohui, n. i. u. (2018). relationship between omnibus and post-hoc tests: an investigation of performance of the f test in anova. shanghai archives of psychiatry, 30(1), 60. tóth, z. (2008). a foreign language anxiety scale for hungarian learners of english. wopalp, 2(1), 55-77. watson, d., & friend, r. (1969). measurement of social-evaluative anxiety. journal of consulting and clinical psychology, 33(4), 448. williams, k. e., & andrade, m. r. (2008). foreign language learning anxiety in japanese efl university classes: causes, coping, and locus of control. electronic journal of foreign language teaching, 5(2), 181-191. wright, b. d., & linacre, j. m. (1991). a user's guide to bigsteps: rasch-model computer program. chicago: mesa. wright, b. d., & masters, g. n. (1982). rating scale analysis. mesa press. wright, b. d., & mok, m. (2000). understanding rasch measurement: rasch models overview. journal of applied measurement. yamashiro, a., & mclaughlin, j. (2001). relationships among attitudes, motivation, anxiety, and english language proficiency in japanese college students. second language acquisition research in japan, 113-127. yamat, h., & bidabadi, f. s. (2012). english language learning anxiety among iranian efl edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi freshman university learners. research journal of applied sciences, 7(8), 413-420. yassin, a. a., & razak, n. a. (2018). investigating foreign language learning anxiety among yemeni university efl learners: a theoretical framework development. english language teaching, 11(10), 38-51. young, d. j. (1991). creating a low-anxiety classroom environment: what does language anxiety research suggest?. the modern language journal, 75(4), 426-439. zheng, y., & cheng, l. (2018). how does anxiety influence language performance? from the perspectives of foreign language classroom anxiety and cognitive test anxiety. language testing in asia, 8(1), 1-19. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning culture in islamic boarding schools: the exploratory and confirmatory factor analysis robin pratama universitas jambi corresponding author: robin.pratama@unja.ac.id okky wulandari dinas pendidikan kabupaten batanghari, jambi, indonesia robi hendra universitas jambi siti amanah universitas jambi abstract this research was intended to test the instrument’s validity with data using exploratory factor analysis (efa) using spss 23.0 to determine the structure and explore the factors in the indicator learning culture variable. confirmatory factor analysis (cfa) first order was carried out to verify the factorial validity of the learning culture construct and to determine the nature of learning culture in the context of islamic boarding schools in jambi city. by using random sampling, a total of 162 samples were taken to test the quality of the instrument from 534 main respondents, namely teachers at islamic boarding schools in jambi city who were involved in the main research. this quantitative study used a crosssectional survey design to analyze the factor structure of the learning culture variable. quantitative data were analyzed using exploratory factor analysis (efa) and confirmatory factor analysis (cfa) using spss 23 and amos 18. the findings of this study are that efa produces a similar structure from previous studies and this study. the cfa approach verified that the learning culture variable questionnaire was satisfactory for islamic boarding school teachers in jambi city, indonesia. this study explains that establishing validity is an important step for developing a scientific scale for measuring the questionnaire. the construct validity has substantially increased over time and through many previous studies. this scale requires further adjustments to increase the reliability and the ability to explain differences associated with constructs measured in different contexts, cultures and conditions. keywords: factor analysis, islamic boarding school, learning culture manuscript submitted: may 28, 2021 manuscript revised: july 20, 2021 accepted for publication: october 24, 2021 mailto:robin.pratama@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction changes in the organizational environment in various aspects and fields such as technological, social, economic, legal, and globalization trends demand and challenge the ability of organizations to overcome these challenges. only capable organizations will survive, thrive and thrive and thrive. in other words, individuals belonging to organizations are very committed to their ability to explore new fields and generate innovations. this means that all individuals and all levels will develop their abilities to acquire the newest and greatest skills needed in their jobs and assignments (cole, 2004). organizations that have learning abilities need to continue to be involved in interactions between individuals and individuals or groups and their complex environment. the concept of learning organization also refers to organizations that have the skills to create, acquire and transfer knowledge and change behavior to acquire new and deeper knowledge (bateman & snell, 2002). in the end, there will be a collective learning power that will build the organization, develop organizational staff members and develop a bigger system. it is a system that will result in knowledge creation in the organizational innovation process. the essence of the learning organization (lo) is to create collaborative efforts among individuals in the organization and management as a highly needed and complementary system. the implication is that they create efficient organizations by adapting, transforming, developing, and transforming their future to meet the demands, demands and aspirations of society outside and within the organization (coppieters, 2005; bowen, ware, rose & powers, 2007; park, 2008). in general, the researcher found the concept proposed by senge (1990) and adapted it into the construct of learning culture variables in the islamic boarding school system. it can be assumed that organizations are like living things and their survival is determined by their ability to adapt to the environment. in the context of general education, for example, schools and islamic boarding school are a form of organization that is recognized as a non-profit organization dedicated to student learning and teaching, the main objective of the school, as an organization for learning, is to educate community groups who will lead in society, especially “professional expertise. “, which then continues the professional development for a better civilization. whereas, in the current context of the school as a learning organization, it is an organization where all staff members learn and use their learning to advance individual and organizational goals while teaching students to learn how to learn (senge, 1990; gaita, 1997; ramsden, 1998). indeed, the concept of learning organization (lo) in the school context is not widely recognized because there is an implicit assumption that schools are non-profit organizations. this is because research on learning organizations tends to be more closely applied to profit-seeking organizations such as companies and businesses, and industries (senge, 1990; stewart, 2001). research and applications for non-profit organizations, including schools, are not yet widely known (davis & daley, 2008). as part of the instrumentation process, it is necessary to ensure that the instruments remain valid when used in cultures other than those developed for the first time in previous research. in this case, the learning culture variable was developed and validated in europe, so that the aim of this study was to assess the cross-cultural validity of the learning culture variable in a sample of islamic boarding school teachers in indonesia. the existing literature shows that comparative research is important to test whether the generally accepted learning culture variable instrument is universal. empirical research also reveals that the reliability of the learning culture variable instrument differs between countries. to the researchers’ knowledge, the reliability and validity of the variable edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi instrument for the indonesian context have not been tested. therefore, this study aimed to determine the validity and reliability of the learning culture variable instrument. to measure the construct of the learning culture variable, an instrument from garvin, edmondson, and gino (2008) was re-developed by gil, carrrillo, & fonseca-pedrero (2019), which produced the educational learning organizations questionnaire. this instrument includes four dimensions of educational learning organizations to support a collaborative and sustainable organizational learning process, namely learning leadership, learning structure, learning opportunities, learning culture. the purpose of this study was to test the reliability and validity of the learning culture variable instrument for the context of indonesia and jambi city in particular. this study is guided by two research questions: (1) does the correlating structure of the four factors of the learning culture variable instrument optimally fit the data in the indonesian context? (2) is the learning culture variable instrument reliable and valid to measure the perceptions of the attitudes of islamic boarding school teachers in the city of jambi and in the indonesian context? in particular, this study will ascertain the extent to which the learning culture variable is a reliable instrument to measure the attitudes of islamic boarding school teachers in terms of the factorial and construct validity. literature review concept of learning culture teacher empowerment through participatory decision making is increasingly associated with learning in organizations (leithwood & louis, 1990). the concept of teacher empowerment and organizational learning is not new but is linked to historical efforts to create more participatory workplaces in the industry while also increasing organizational productivity (marks and louis, 1997). the creation of a dynamic learning climate is a major part of organizational learning (senge, 1990; watkins and marsick, 1993). the relationship between teacher empowerment and school organizational capacity has been well documented (malen et al., 1990; wohlsetter & mohrman, 1995, cited in marks & louis, 1999). in addition, this relationship has been studied as part of research on the impact of organizational learning on organizational performance, particularly in terms of process innovation and performance improvement (song, 2008; yang et al., 2004). an organization that learns easily adapts to change, detects and corrects errors, and continues to increase its effectiveness (argyris & schon, 1974). linking the continuous learning process with supportive environmental conditions promotes dynamic knowledge creation and organizational innovation (song and chermack, 2008). learning cannot happen without a knowledge base and access to new ideas. in schools, knowledge and ideas may come from several sources such as individual knowledge, knowledge brought into the organization by experts and other school experiences, and knowledge created by members of the school community (kruse, 1995). sharing this knowledge systematically requires connections and boundaries that can be penetrated within the organization. in addition, leadership that includes shared knowledge and decision making is essential for successful knowledge sharing (newman & associates, cited in marks & louis, 1999). components for creating a supportive learning culture include continuous learning, inquiry and dialogue, dynamic team-based learning, empowerment, systems connections, embedded systems and strategic leadership (watkins & edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi marsick, 1993). these components contribute to increasing organizational capacity and fostering innovative work processes. theory learning organization peter senge the concept of learning organization (lo) was brought to the world of education with the term learning organization in an educational environment, namely schools. observing behaviour and making it more meaningful in reality is also an aspect of personal mastery. meanwhile, the development of learning organizations in today’s world shows that all individuals in organizations continue to learn, with the aim of learning and improving their abilities to be more professional (stoll, bolam, mcmahon, wallace, & thomas, 2006). meanwhile, huffman and hipp (2003) said that individuals who stop learning will risk their lives and suggest that the learning organization described by senge (1990) is a learning organization. the future of organizational success is an organization that emphasizes the importance of learning (abdullah, 2016). this study used the senge’s (1990) learning organization theory as a learning organization (lo) model. previous research has shown the concept of organizational learning focuses on various areas and focuses on business organizations or companies. only around the 80s of the lo concepts have concentrated on educational organizations in developed countries, especially the united states and europe, and experts have stated that the role of learning organizations is increasingly important. (senge, 1990; hord, 2004; abdullah & ghani, 2013; dufour, 2004). the idea of learning organization can be said to have been created by peter senge in 1990, with the famous book the fifth discipline: the art and practice of the learning organization (senge, 1990). since then, senge’s name has been almost synonymous with the idea of a learning organization and he is often regarded as a teacher of learning organizations (jackson, 2001. the learning organization as used today can be assumed to be the result of two distinct developmental processes. the word learning organization is used for “organized learning”, that is, a specific learning activity within an organization. how to use this term appears in the field of pedagogy and education science for the first time by (hofstetter, 1967). this dimension presented by senge (1990) is a series of disciplines which are the principles and principles of everyday human life that can be tested, mastered and practised together. to make these five dimensions possible, every individual in an organization needs to make a complete change of mind. the essence of learning organization (lo) is a culture where individuals always learn and are responsive to one another. lo is defined as developing a learning culture to learn, teachers learn, students also learn, the whole community in the school learns together. personal mastery is the first discipline in senge’s (1990) learning organization. to create a learning organization, individuals and teachers, in particular, must continuously learn. in other words, if individual development does not occur, then the organization does not change or become rigid (senge, 1990). self-mastery is a discipline that goes beyond competence and skills (abdullah & ghani, 2013). personal mastery is concerned with an individual’s deeper vision, focusing on energy and enthusiasm, building patience and seeing things more objectively. personal mastery is also a lifelong disciplinary process. humans with high levels of personal mastery have sharp and sensitive minds. these groups will always be sensitive to the unknown and know about their competencies and what areas they need to master (senge, 1990). mental models is the second discipline, according to senge (1990), which is to have a deep generalized picture of the mind that can influence how a person understands the world and his edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi approach to action. mental models are assumptions and generalizations that are held by individuals and organizations. personal mental models describe what people can or cannot detect (senge, kleiner, roberts, ross & smith, 1994). to become a learning organization, these models must be identified and challenged. individuals tend to support the theory, which they want to follow, and the theory used, which they actually do (argyris, 1999). this mental model also looks at a person’s ability to reflect on a world view of the environment that leads to actions while performing daily tasks. these models are the forces and processes that actively influence all actions, behaviors, and actions that determine a person’s behavior. this model is deeply embedded in the conscious state of a person’s thinking and is difficult to understand (senge, 1990). shared vision is the third discipline of senge (1990) that will keep the organization engaged in learning. many still have a misconception about the only school principal that has the right and responsibility to shape the vision of the organization. in other words, only one person has the right to determine the vision of the organization. the determination of the organizational vision can be implemented publicly and collectively. however, school leaders can move from their existing mindset to understand long-term systems of complexity and exercise real control over strategic change in organizations (caldwell, 2012). this belief is also explained by senge (1990), who said that the vision building by leaders would not last long. this is because everyone has their own idea in an organization. for example, a teacher has a vision for their teaching practice. they consider their teaching practice to be the best teaching in the classroom. in fact, students have their own aspirations, especially in identifying what they want to learn. conversely, parents may have a vision that their children can read, write, and count (senge, 1990). team learning is a discipline that brings together individuals in school organizations who carry out tasks to achieve school goals by adhering to two main dimensions: building self-control and sharing a vision. the team learning dimension begins with dialogue and discussion. individual abilities in the team can provide opportunities for teachers to express ideas and thoughts before giving responses (abdullah & ghani, 2013). thus it can be concluded that team learning is intended to achieve overall organizational goals and that teachers who are individuals in the organization need to form a mix of knowledge so that their dependence on one another can be maintained. system thinking is the fifth discipline that combines all four dimensions in an intelligible form. one aspect of systems thinking is the emphasis on seeing things in a comprehensive and holistic manner. each part is related to each other and seen as a unit (senge, 1990). the system in this organization will identify problems or problems that arise. in other words, the systems thinking dimension is a competency that can be seen in the whole sequence of things, not just focusing on a small series of problems or events. this discipline refers to the capacity to improve situations and to find solutions as a whole. according to peter senge, this problem-solving cycle is a series of actions that are quick and easy to do. contrary to common practise finding the best way to deal with each crisis leads to a long-term problem-solving process (senge, 2000). senge (1990) also identified several systems thinking practices that refer to each of them having different levels, approaches and perspectives. every thought about a system can be applied to various goals and situations (senge, 2000). methodology research design, site and participants a survey research design was used in this study. the cross-sectional survey in this study is a procedure in quantitative research that provides an opportunity to administer a survey for a sample edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi or the entire population to describe the attitudes, opinions, behavior or characteristics of the population at one time (creswell, 2014). this research stage (efa & cfa) is part of the main research phase that tests a complex and unique model using sem analysis. the study was conducted in 14 islamic boarding schools that have formal education programs (min, mts, man) in jambi city. with a random sampling technique, this study was conducted by randomly selecting individuals (fraenkel & wallen, 2009). furthermore, after the data screening process is carried out on all samples that return the questionnaire. data screening is part of the method of compiling data to provide maximum information. especially when analyzing data quantitatively, it is advisable to screen the data first. data screening aims to predict missing or missing data. of the total samples which returned the questionnaire after going through the screening process, only 587 data were accepted for analysis as the research sample. after that, testing was carried out to fulfill the sem assumptions, so 162 samples were taken as a pilot study. measurement this research begins by translating the original questionnaire into indonesian before the question items are used to test its validity and reliability. the results of the translation of the questionnaire into indonesian were consulted with four bilingual language experts. the measurement of this variable was carried out using the four construct dimensions of the learning culture variable adapted from the instrument from garvin, edmondson, and gino (2008), which was re-developed by gil, carrrillo, and fonseca-pedrero (2019), which produced the educational learning organizations questionnaire. this instrument includes four dimensions of educational learning organizations to support a collaborative and sustainable organizational learning process, namely learning leadership, learning structure, learning opportunities, learning culture. each subconstruct had two to four-item statements; the questionnaire consisted of 16 questions measured on a likert scale on a seven-point scale ranging from 1 (strongly disagree) to 7 (strongly agree). data collection and analysis this research stage aimed to test the validity of the instrument with the quantitative data which were analyzed by using the exploratory factor analysis (efa) through using the spss 23.0 application. efa (exploratory factor analysis) is carried out to determine the structure and explore the factors in the indicator of the learning culture variable question. since this study uses an existing scale originally developed in europe (spain), it is important to refine the scale and check its validity. efa as an analysis is used to explore how any of the factors can be used, whether these factors are correlated, and the observed variables seem to best measure every single factor (schumacker & lom ax, 2010). this study identified the kaiser meyer olkin (kmo) value, bartlett’s value, loading factor, eigenvalue, scree plot, and rotation of oblimin with kaiser normalization. the kmo index lies between 0 and 1, with a value of more than 0.50 appropriate for factor analysis (chua, 2014), while a score of more than 0.80 is considered very satisfactory (frohlich & westbrook, 2001). bartlett’s test of sphericity is significant (p <0.05). for hair et al. (2010), the overall loading factor score for each item above 0.50 is significant to confirm the significance of the questionnaire. the eigenvalue and scree plots also show the proportion of the variance contribution extracted by each factor through factor analysis (chua, 2014), where factors with an eigenvalue value lower than 1.0 are omitted from the factor list. furthermore, the data in this study were also edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi analyzed by confirmatory factor analysis (cfa) using amos 23.0 applied to the first order. brown (2014) explains that indications of the goodness of fit are evaluated using chi-square (χ2) (p> 0.05), comparative fit index (cfi> 0.90), tucker lewis index (tli> 0.90) and root. mean-square error of approximation (rmsea <0.08). findings exploratory factor analysis the main purpose of factor analysis is to explain the structure of the relationship among many variables in the form of factors or latent variables or formed variables. factors formed are random quantities that previously could not be observed or measured or determined directly. this research stage aims to test the validity and reliability of the learning culture variable instrument and to determine the suitability of the learning culture questionnaire instrument for teachers at the islamic boarding school in jambi city as research respondents. from the total questionnaire that deserves to be analyzed, 587 samples were obtained. a total of 162 respondents participated, selected using cluster random sampling. the survey design was used to investigate the factor structure of the learning culture variable. furthermore, in the first stage, the data in this study were analyzed using efa (exploratory factor analysis) to determine the structure and explore the factors in the learning culture variable question indicator. as this study used an existing scale originally developed in western countries, it is important to refine the judgment and check its validity before adaptation. efa as the analysis is used to explore how many factors can be used, whether these factors are correlated and the observed variables seem to best measure every single factor (schumacker & lomax, 2010). this study identified the kaiser meyer olkin value (kmo), bartlett value, loading factor, eigenvalue, scree plot, and varimax rotation with kaiser normalization. the standard value of the kmo index must lie between 0 and 1, with a value of more than 0.50 considered suitable for factor analysis (chua, 2014), while a score of more than 0.80 is considered very satisfactory (frohlich & westbrook, 2001). bartlett’s test of sphericity is significant (p <0.05). meanwhile, a statistician, hair et al. (2010), suggest that the overall value of the factor loading for each item must be above 0.50 in order to be significant and to confirm the meaning of the questionnaire. the eigenvalues and scree plots also show the proportion of the variance contribution extracted by each factor through factor analysis (chua, 2014), where factors with eigenvalues lower than 1.0 are removed from the factor list. the results of statistical processing for factor analysis (efa) of learning culture variables are as follows: table 1. kmo and bartlett’s test (learning culture) efa eligibility assumptions results kaiser-meyer-olkin (kmo) measure of sampling adequacy. .750 bartlett’s test of sphericity approx. chi-square 1876.754 df 105 sig. .000 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi exploratory factor analysis (efa) is also used to determine the construct and convergent validity using the principal component analysis technique with the varimax rotation method as shown in table 9. the statistical criteria in this study are to meet the criteria (satisfactory). the kmo value is 0.750> 0.60 which provides information about the availability of an adequate number of items for each factor analyzed (n = 162). in addition, the bartlett’s test of sphericity result showed that the emerging score was statistically significant [χ2 = 1876,754; sig. <0,000]. thus, it can be concluded that the use of factor analysis (efa) is acceptable for the data collected in this study. the efa begins by considering all 16 items that measure the four dimensions of learning leadership (ll), learning structure (ls), learning opportunities (lo) and learning culture (lc) dimensions. each dimension aspect is measured by several items. the results of efa processing are as follows: table 2. results of efa construct sub-construct items communal -ities eigen value % of variance component matrix 1 2 3 4 learning culture learning structure (ls) ls7 .916 4.148 27.651 .954 ls8 .879 .934 ls9 .821 .903 ls6 .727 .847 learning opportunities (lo) lo13 .943 3.028 20.189 .955 lo11 .924 .947 lo10 .680 .816 lo12 .643 .775 learning leadership (ll) ll5 .622 2.622 17.483 .786 ll2 .642 .769 ll4 .599 .758 ll3 .550 .731 ll1 .549 .727 learning culture (lc) lc15 .857 1.352 9.011 .910 lc16 .798 .861 the table above provides the values of the extraction communalities, eigenvalues, percentage of variances and component matrix factor loading described by the four sub-constructs of the learning culture variable. first, the extraction communality values represent the variance in each item calculated before and after the factor analysis. these communalities values for each item less than 0.50 were excluded from further analysis (hair, black, babin, anderson, & tatham, 2006). from the analysis results, only item code lc14 items were aborted because of value (<0.50). then, the values of the extraction communalities show that all the values of the extraction communalities item range from 0.549 to 0.943, which exceeds the 0.50 level, which means that the resulting values of the extraction communalities are sufficient. furthermore, from the table above there are four factors with an eigenvalue> 1 appearing from the efa. the factors of learning culture variables and their contribution are as follows: learning leadership (ll) contributed 17,483%, learning structure (ls) contributed 27.65%, learning opportunities (lo) contributed 20,189%, and learning culture (lc) contributed 9,011%. the matrix edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi components after the varimax rotation were used to identify items that were more related to each factor. in this study (16 items) in the recommended component matrix to measure the learning culture variable met the criteria by a fairly high factor loading with values ranging from 0.727 to 0.955 (> 0.50). another method of seeing the correct number of factors to extract is to investigate the scree plot image (figure 4.1). as shown in figure 10, the scree plot shows the four factors that can be determined by eigenvalue (> 1). figure 1. scree plot (eigen value>1) to assess the construct validity and reliability of the learning culture variable, the construct validity assessment method was used by hair et al. (2016), cronbach’s alpha (ca) and composite reliability (cr) were used to check and test the reliability (instrument reliability). the construct reliability is calculated using ca (cronbach, 1971) and composite reliability (cr) (straub, boudreau & gefen, 2004), whose value is acceptable if it is above 0.7 (babin et al. 2010) and while the ave value must be equal to or more than 0.500 (hair et al., 2017). table 3. validity and reliability construct of learning culture sub construct cronbach's alpha >0,7 composite reliability (cr) >0,7 (ave) >0,5 learning culture 0.796 0.907 0.830 learning leadership 0.814 0.869 0.572 learning opportunities 0.910 0.938 0.793 learning structure 0.935 0.954 0.838 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi as shown in the table above, all cronbach apha and composite reliability (cr) are greater than (> 0.7) and ave exceeds the acceptable value (> 0.5) and thus the questionnaire items meet and ensure reliability. instrument (indicators are consistent in measuring the construct). the table above proves that the cronbach alpha value is the item reliability value (reliability) which ranges from 0.796 to 0.935. the respondents considered that the item included the “good” category, and the respondent was consistent in providing an attitude assessment. confirmatory factor analysis (cfa) in testing the quality of this instrument, efa suggests a four-factor structure to build a learning culture variable, namely the dimensions of learning leadership (ll), learning structure (ls), learning opportunities (lo) and learning culture (lc). cfa was conducted to verify or confirm the validity of the learning culture factorial analysis of the efa results. the cfa can provide further evidence of the suitability of a suggested model by considering the structure of the factors identified through the efa. the results of the analyzed model will be compared using chi-square (χ2), cfi, tli and rmsea. table 4. presents the model specifications for post hoc cfa. the cfa results for the fourfactor model are hypothesized to be very good. the factor structure achieves an acceptable model suitable for the research context islamic boarding school in jambi city. the measurement model for variable learning culture in this test shows an acceptable suitability of the model, χ2 = 84.095, χ2 / df = 1.201, rmsea = 0.035, tli = 0.989 and cfi = 0.992. therefore, the cfa model presented in figure 11 is the final measurement model showing the structure of learning culture in the context of the study site. the first order cfa results found the following results: figure 2. result of (cfa-first order) learning culture edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. model specification for post hoc (cfa-first order) goodness-of-fit index cut of-value result judgment χ2 84,095 p-value >0,05 0,120 fit χ2 / df 1,201 tli ≥ 0,90 0,989 fit cfi ≥ 0,90 0,992 fit rmsea ≤ 0,08 0,035 fit note. χ2: chi -square goodness of fit; df: degrees of freedom; cfi: comparative fit index; tli: tucker-lewis fit index; rmsea: root mean square error discussion based on the results of the validity and reliability test using factor analysis (efa & cfa) and the results of statistical analysis, the questionnaire derived from the four learning culture variables adapted into the indonesian version of the four english instruments stated that it was quite acceptable overall. overall, the data collected as many as 162 samples (outside the main data sample) through a questionnaire stated that they are quite reliable and valid for this study. the first variable construct is learning culture, adapting the instrument from garvin, edmondson & gino (2008), which was re-developed by gil, carrrillo, & fonseca-pedrero (2019) resulted in the educational learning organizations questionnaire. this instrument includes four dimensions of educational learning organizations to support a collaborative and sustainable organizational learning process, namely learning leadership, learning structure, learning opportunities, learning culture. the results of testing the quality of the instrument and learning culture variable data, at the efa and cfa stage, the researcher aborted two-item questions because the output modification indices value was too high so that to reach the ideal threshold value, the item had to be dropped from the confirmatory factor analysis. it was found that the item lo12. “in your islamic boarding school, the leadership provides time and resources to identify problems and challenges for the organization.” this results in the output modification indices value being too high so that to reach the ideal threshold value, lo12 items must be dropped from the confirmatory factor analysis. next item lc14 question “in your islamic boarding school, you are interested in trying various alternatives to improve your professional work” it was decided to get efa conformity value of communalities item lc14 less than 0.50 was aborted. regarding why there is a problem, some instrument items from the four construct variables should be removed from the next analysis based on validity and reliability in the context of this islamic boarding school in jambi city. there are two possible explanations that need to be explored. first, some items appear confusing due to language and cultural context differences and thus result in low consistency of internal scale in the context of islamic boarding schools in jambi city. second, some items need to be revised or replaced because these items fail to adapt to the educational context, such as those in islamic boarding school, which are not-for-profit institutions. for example, according to marsick and watkins (2003), the learning organizations variable questionnaire was originally designed for samples in large organizations. thus, several items are questioned about being proposed to be an assessment of attitudes and responses in the context of islamic boarding schools in jambi city. thus, the researcher decided that items that were not in accordance with the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi respondent’s social, cultural and understanding context were removed and used other items that were more relevant in order to meet the needs in educational organizations, especially in islamic boarding schools. conclusion and recommendations/implications the validity test of this study was carried out with several approaches, one of which was construct validity. construct validity is a test carried out to see whether the items in the research instrument are appropriate to measure the existing theoretical constructs. this factor analysis validation with efa & cfa procedure is also called factorial validity. in or measuring psychology, an item is usually derived from an aspect or dimension. factor analysis is carried out to see whether the existing items represent the aspects or dimensions that should be measured. in addition, factor analysis is also carried out to show whether these aspects or dimensions are related or not (independent). this study has used an ideal research method to present some of the most important empirical data in placing validity in the dimensions of the proposed learning culture variable. this instrument has developed a variable measure of learning culture that is validated in the context of the study, namely the islamic boarding school teachers in jambi city. there are few and limited reports on empirical research conducted to develop the quality of the learning culture variable instrument in indonesia islamic boarding school organizations, in other country previous research has assessed many instruments in public schools such as (gil, carrrillo, & fonseca-pedrero, 2019); song, joo & chermack, 2009; watkins, yang & marsick, 1997). this article brings with it a number of research implications and directions for academics and practitioners to test the variable instrument learning culture. the defined framework offers a thorough understanding of the nature and complexity of the learning culture variables. overall, the exploratory analysis and confirmatory factors suggest that the learning culture variable scale has four constructs and needs to be used with caution. by removing lo12 and lc14 items with the lowest load factor, it is perfect for balancing the acquired 16 item version. establishing validity is an important step for the scientific development of the questionnaire measurement scale. the construct validity has substantially increased over time and through many previous studies. this scale requires further adjustments to increase the level of reliability and the ability to account for differences associated with constructs measured in different contexts, cultures and conditions. it is recommended that future research be examined, with a randomly selected sample, of the generalizability and validity of the model. it is also proposed to validate different cross-cultural instruments with a variety of methods covering habits, focus group discussion with peer interviews and face-to-face. references abdullah, z., & ghani, m. f. a. (2013). professional learning community: a guideline to improve education system in malaysia. hope journal of research, 1(4), 1-26. argyris, c., & schön, d. a. (1997). organizational learning: a theory of action perspective. reis, (77/78), 345-348. argyris, c. (1999). on organizational learning. 2nd ed. oxford: blackwell publishing. chiva, r., & alegre, j. (2005). organizational learning and organizational knowledge: towards the integration of two approaches. management learning, 36(1), 49-68. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi chua, y. p. (2014). ujian regresi, analisis faktor, dan analisis sem. shah alam: mcgraw hill education. coakes, s. j., steed, l. g., & dzidic, p. (2006). spss version 13.0 for windows: analysis without anguish. john wiley & sons australia. cohen, w. m., & levinthal, d. a. (1990). absorptive capacity: a new perspective on learning and innovation. administrative science quarterly, 35(1), 128-152. cohen, d., & prusak, l. (2001). in good company: how social capital makes organizations value. boston, ma: harvard business school press. cohen, l., manion, l., & morrison, k. (2002). research methods in education. routledge. davis, d., & daley, b. j. (2008). the learning organization and its dimensions as key factors in firms’ performance. human resource development international, 11(1), 51-66. fitzgerald, s. m., rumrill, p. d., & schenker, j. d. (2004). perspectives on scientific inquiry causalcomparative research designs. journal of vocational rehabilitation, 20, 143–150. fraenkel, j. r., & wallen, n. e. (2009). how to design and evaluate research in education. new york: mcgraw-hill. frohlich, m. t., & westbrook, r. (2001). arcs of integration: an international study of supply chain strategies. journal of operations management, 19(2), 185-200. gaita, r. (1997). truth and the idea of a university,” australian university review, vol. 40 no2 pp 1318. garson, g. d. (2012). testing statistical assumptions. asheboro, nc: statistical associates publishing. gil, a. j., carrrillo, f. j., & fonseca-pedrero, e. (2019). assessing a learning organization model: a teacher’s perspective. management in education, 33(1), 21-31. gorard, s. (2001). quantitative methods in educational research: the role of numbers made easy. a&c black. hair, j. f., black, w. c., babin, b. j., anderson, r. e., & tatham, r. l. (2006). multivariate data analysis 6th edition. pearson prentice hall. new jersey. humans: critique and reformulation. journal of abnormal psychology, 87, 49-74. hair, j. f., black, w. c., babin, b. j., & anderson, r. e. (2010). multivariate data analysis (7th edition). englewood cliffs, nj: prentice hall. laeeque, s. h., babar, s. f., & ahmad, h. m. (2017). the integrative determinants of innovation performance: the role of learning organization and knowledge creation. pakistan journal of commerce and social sciences, 11(1), 167-184.. leithwood, k., leonard, l., & sharratt, l. (1998). conditions fostering organizational learning in schools. educational administration quarterly, 34(2), 243-276. marks, h., louis, k. s., & printy, s. (2000). the capacity for organizational learning: implications for pedagogical quality and student achievement. understanding schools as intelligent systems, 239-266. nonaka, i. (1991). the knowledge-creating company. harvard business review, 69(6), 96-105. nonaka, i., & takeuchi, h. (1995). the knowledge-creating company: how japanese companies create the dynamics of innovation. oxford university press. nonaka, i., konno, n., & toyama, r. (2001). emergence of “ba”: a conceptual framework for the continuous and self-transcending process of knowledge creation. in i. nonaka & t. nishiguchi (eds.), knowledge emergence: social, technical, and evolutionary dimensions of knowledge creation (pp. 13-29). new york, ny: oxford university press. nonaka, i., & toyama, r. (2007). why do firms differ? the theory of the knowledge-creating firm. in k. ichijo & i. nonaka (eds.), knowledge creation and management: new challenges for managers (pp. 13-31). new york, ny: oxford university press. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 2|dec 2021| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ramsden, p. (1998). learning to lead in higher education. routledge, london senge, p., kleiner, a., roberts, c., ross, r. b., & smith, b. j. (1994). the fifth discipline fieldbook: strategies and tools for building a learning organization. senge, p. (1995). on schools as learning organizations: a conversation with peter senge. educational leadership, 52(7), 20-23. senge, p. m., cambron-mccabe, n., lucas, t., smith, b., & dutton, j. (2012). schools that learn (updated and revised): a fifth discipline fieldbook for educators, parents, and everyone who cares about education. crown business. senge, p. m. (2014). the fifth discipline fieldbook: strategies and tools for building a learning organization. crown business. song, j. h., & chermack, t. j. (2008). a theoretical approach to the organizational knowledge formation process: integrating the concepts of individual learning and learning organization culture. human resource development review, 7(4), 424-442. song, j. h., joo, b. k., & chermack, t. j. (2009). the dimensions of learning organization questionnaire (dloq): a validation study in a korean context. human resource development quarterly, 20(1), 43-64. watkins, k. e., & marsick, v. j. (1993). sculpting the learning organization: lessons in the art and science of systemic change. jossey-bass inc., 350 sansome street, san francisco, ca 94104-1310. watkins ke., yang b and marsick, vj. (1997). measuring dimensions of the learning organization. paper presented at the academy of human resource development conference, atlanta, ga. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 118 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi a study of student’s perceptions towards online distance learning during lockdown period of covid-19 pandemic nurul aryanti english lecturer at state polytechnic of sriwijaya aryantinurul479@gmail.com welly ardiansyah english lecturer at state polytechnic of sriwijaya ardiansyahwelly@gmail.com abstract ensuring the quality of online distance learning in institutions of higher education has been a growing concern during the covid-19 pandemic. this research was conducted on students‟ perceptions toward the quality of online distance learning and utilized qualitative and quantitative methods to investigate the perceptions of students. to collect the data, the researchers used a modified questionnaire. survey analysis was carried out. a total of 570 students from two study programs, public sector accounting and business administration at state polytechnic of sriwijaya, were asked to answer a questionnaire. the findings of this research revealed that majority of students considered the use of online distance learning in english teaching and learning is effective and efficient in terms of time. the online distance learning is the best choice to keep students away from the covid-19 pandemic spread. the findings can be used by any lecturers to understand students‟ perceptions regarding online distance learning, and ultimately improve their online distance learning instructional practices. keywords: online distance learning, students‟ perception manuscript submitted: january 2, 2019 manuscript revised: february 2, 2019 accepted for publication: march 6, 2019 introduction approximately 91.3% or around 1.5 billion students enrolled worldwide are unable to attend schools due to the covid-19 pandemic. the covid-19 pandemic has disrupted the normal functioning of schools, polytechnics, and universities. the uncertainties of the covid-19 pandemic have surely changed polytechnic systems, especially lecturers, to transform the ways that they connect with, teach, and support students. these changes have disrupted the normal functioning of the polytechnic. all leaders of educational institutions have to put in place alternative methods for students and lecturers to continue with their lessons when attending school is not possible. the rapid spread of covid-19 has forced indonesian governments to close schools and enforce athome distance learning to ensure study activities continue despite the absence of face-to-face mailto:aryantinurul479@gmail.com mailto:ardiansyahwelly@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 119 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi schooling (azzahra, 2020). lecturers are instructed by polytechnic management to turn to distance learning as a means of mitigating for lost time in continuing education services, and it makes students learn from home. students with access to digital devices and internet establish their learning method. the ministry of education and culture (moec) decided to suspend all school activities and opted for distance learning through its circular letter no. 4/2020. moec also grants freedom for each school to choose their preferred online learning platforms. the distance learning requires lecturers to move to online delivery of lessons, and students to learn from home. at state polytechnic of sriwijaya, lms (learning management system is used to set up distance learning. an lms stores unit and course plans and has activities built into it such as discussion forums, assignments, quizzes and e-portfolios. such a way makes students communicate with their fellows digitally and never see fellow students in person, and thus the real-time sharing of ideas, knowledge and information is partially missing (mccarthy, 2020). due to covid-19, students are missing out on the social interaction that they have with their fellow students and teachers that are essential to their well-being, protection, development and social-emotional skills. being abruptly withdrawn from friends, lecturers, and the normalcy they rely on, students will suffer either emotionally or psychologically. they miss out on the opportunity to learn essential life skills, such as how to manage emotions, cope with stress, and build healthy relationships. moreover, they lack of proper interaction with lecturers and miss social interaction based activities that are necessary for growth and learning (mccarthy, 2020; zhong, 2020). a few recent research studies have explored the challenges and opportunities associated with distance learning during pandemics (mailizar , almanthari, maulina, & bruce, 2020). researchers are trying to explore the advantages and challenges of recent distance learning initiatives from the perspective of various stakeholders. the study conducted by mailizar et al., (2020), suggested that students‟ voices are important on this issue, therefore, future research should investigate students‟ opinions regarding distance learning to examine the challenges faced by students. more research is needed to explore the challenges of utilizing distance learning that hinders students from achieving their learning goals. basilaia and kvavadze (2020) also suggested that the quality of distance learning should be investigated in future research studies. the objective of this study was to know students‟ opinions towards distance learning during the covid-19 pandemic in two study programs, public sector accounting, and business administration at state polytechnic of sriwijaya palembang. literature review abdrahim (2018) asserts that the term „distance learning‟ is originated from a german word fernstudim (means “distance study”) to describe how certain industrial principles could be applied to the craft of teaching. distance learning has been defined as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (roux, paulina, guzmán, & gonzález, 2014). students using distance learning work online at home while the teacher assigns work and checks in digitally. distance learning also includes no in-person interaction between teachers and students and relies on digital forms of communication such as messaging apps, video calls, discussion boards, and learning management system (lms). distance learning can continue without disruption even in events like snow days or the covid-19 pandemic (bakia, shear, toyama, & lasseter, 2012). in short, distance learning is a field of education that focuses on teaching methods and technology with the aim of issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 120 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. lms is a web based technology which assists in the planning, distribution and evaluation of a specific learning process. it is a software environment designed to manage user learning interventions as well as deliver learning content and resources to students. lms can also refer to an application that is used for tracking, managing learning and administrating system, and is especially used in a learning environment (riddell, 2016) lms is also one of the solutions which are useful for both students and instructor in online learning environment. lms are tools for student communication and interaction among students and lecturers. lms will help the lecturers to provide their learning materials and also interactivity features such as thread discussions, shared files and forums. as mentioned, lms also support management task such as delivery and tracking, examination, planning, virtual live classes and several statistical analyses (kulshrestha & kant, 2013). this may save lecturers a lot of time and effort without making any substantial change in teaching process. the goal of an lms is to keep track of students‟ progress and performance. the lms is not just viewed as an instructional trend but as a tool that benefits the adopters as well. as a web based learning tool, the lms facilitates “any time, any place, any pace” access to learning content and management. there are many factors influencing students‟ online learning experiences. the factors are lack of community, difficulty understanding instructional goals, and technical problems were challenges in their online learning experiences (burns, 2013). some other factors are from learner characteristics and design of the learning environment (allen & seaman, 2011). methodology a survey research method was utilized to answer the research questions posed in this study. this method allowed the researcher to gather data from a relatively large number of subjects during one-time frame. however, since the data collected from the questionnaire is both qualitative and quantitative data, this research study can be seen as a mixed research design. particularly, although most items on the questionnaire are quantifiable, one final question is open-ended, and it allows the participants to describe what they do. therefore, the final item on the questionnaire is most related to qualitative data in nature. the sample comprised students enrolled in public sector accounting and business administration classes at a state polytechnic of sriwijaya. college students represent a vast majority of whom have internet access either at home or through a college account. these questionnaires were administered to the students in the fourth semester classes and six semester classes. of the 600 questionnaires collected, 30 had a large percentage of missing values and were excluded. thus, a total of 570 questionnaires were used for further analyses. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 121 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 1. profile of students (n = 570) variables overall frequency percentage gender (n=570) male female 218 38% 352 62% study program public sector accounting gender male 112 38.5% female 179 61.5% business administration gender male 106 38% female 173 62% an online survey technique was used to gather data about the attitudes of state polytechnic sriwijaya palembang regarding distance teaching during the covid-19 pandemic. a modified version of bernard, brauer, abrami, and surkes (2004) 38-item questionnaire was used to assess the effectiveness of online learning. a pilot test of the survey was administered to students of polytechnic of sekayu and abdurrahman siddik (iain sas), bangka belitung. appropriate revisions were made based on their comments and suggestions. necessary modifications were made based on their ideas and feedback. this final questionnaire contained 32 items divided over 26 measuring statements of agreement in which all items have to be answered on a 5-point likert-scale, ranging from „„strongly agree‟‟ (=5) to „„strongly agree‟‟ (= 1), 4 closed-ended questions, 1 rank order question, and 1 multiple choice question. the data obtained through an online survey were analyzed by frequency of common students‟ responses and were stated in percentages. demographic data were obtained using the likert scale and is reported in percentage of students‟ responses. findings and discussions demographic characteristics of participants table 1 shows the demographic characteristics of the students. overall, 218 (38%) of the students are male and 352 (62%) are female. students of public sector accounting consist of 112 males (38.5%) and 179 female (61.5%). while students of business administration consist of 106 males (38%) and 173 female (62%). the age of participants ranged from 19 to 21 years. the majority of the participants (100%, n=570) are undergraduate students. https://www.questionpro.com/close-ended-questions.html https://www.questionpro.com/close-ended-questions.html issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 122 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 1. the 1st statements about online distance learning figure 1 shows that most respondents (agree = 89.6%) in the study agreed that that they have no difficulties to access the internet. the students (disagree=83.9%) thought that communicating electronically is not comfortable but there are 498 or 87,4% students who are willing actively to communicate with their classmates electronically. there are 545 or 95.6% students who claim that their background and experience will be beneficial to their studies. although there are 485 or 85,1% students who prefer written communication to spoken communication. majority of students (88,1%) strongly agree that what they have learned in a course will help them remember the course better. figure 2. the 2nd statements about online distance learning 0 100 200 300 400 500 600 i am able to easily access the internet as needed for my… i am comfortable communicating electronically. i am willing to actively communicate with my… i feel that my background and experience will be… i am comfortable with written communication. i believe looking back on what i have learned in a… 12 26 20 19 47 502 511 58 498 545 485 43 47 478 52 6 38 8 25 strongly agree agree disagree strongly disagree 0 100 200 300 400 500 600 in my studies, i am self-disciplined and find it easy to… i am able to manage my study time effectively and… as a student, i enjoy working independently as a student, i enjoy working with other students in… i like a lot of interaction with my lecturers. i possess sufficient computer keyboarding skills for… 54 17 61 84 286 59 467 541 487 421 279 472 49 12 20 65 5 39 2 strongly agree agree disagree strongly disagree issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 123 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 2 shows that 82.8% of students have no problems of doing online work it happens because they have computer skills. even though their computer skills are good enough to support their online distance learning, most of students (sa=50.2%, agree=48.9%) prefer interactions with their lecturers. there are 73.9% and 85.4% students who enjoy working in a group while doing some assignment from their lecturers and have no matter at all when they have to do their assignments independently. their independence makes 94.9% students believe themselves that they are able to complete assignments on time. they could do such a way because they are self-disciplined and find it easy to set aside reading and homework time. figure 3. the 3rd statements about online distance learning according to the figure 3, 71.1% of students can work in a group even though they have to work outside of class. such a fact is supported by 67.9% of students who can discuss with other students during internet activities outside of class and 48% of students who are motivated by the materials in an internet activity outside of class. even though students like virtually to learn outside of class, most of them (sa=45.6%, a=37.4) prefer face-to-face contact with their lecturers. table 3 also informs that 43.7% and 71.8% of students feel comfortable communicating and composing text in an online environment. 0 100 200 300 400 500 600 i feel comfortable composing text on a computer in an… i feel comfortable communicating online in english. i can ask my lecturer questions and receive a quick… i feel that face-to-face contact with my instructor is… i am motivated by the material in an internet activity… i can discuss with other students during internet… i can work in a group during internet activities outside… 77 192 177 260 217 169 94 409 249 334 213 275 387 405 84 129 59 97 78 14 71 series1 series2 series3 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 124 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 4. the 4th statements about online distance learning the data from figure 4 explains that most of students (sa=34.6%, a=62.4%) believe that learning english virtually is difficult. it happens because they cannot physically and directly interact with students and lecturers. whenever they get some problems, it is hard for english lecturers to directly correct their mistakes. such a thought is supported by data that 87.2% of students believe that their english cannot improve and finally pass the english course. the students (da=66.1%, sd=17%) think that learning in class and at home is not the same. the data also inform that most of students (d=84%, sd=12.35) think that learning on the internet outside of class is not more motivating than a regular course. figure 5. the greatest benefit of online distance learning 0 100 200 300 400 500 600 i can collaborate with other students during internet… learning is the same in class and at home on the internet. i can practice english grammar during internet activities… i believe that learning on the internet outside of class is… i believe a complete course can be given by the internet… i could pass a course on the internet without any teacher… i believe an internet course is possible but for learning… 281 33 45 17 134 197 266 63 185 4 214 42 356 23 377 271 479 85 497 17 97 69 70 137 31 strongly agree agree disagree strongly disagree 0 50 100 150 200 250 300 breaking-off the chain of covid-19 spreadbeing selfregulated learnersmastering technological literacy 278 227 65 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 125 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 5 shows that most of students (48.8%) argue that the major purpose of conducting the online distance learning is to break off the chain of covid-19 spread. the corona virus pandemic taking place at the present time forces the lecturers and students to teach, learn, and study at home in order to slow the spread of the disease. using distance learning in pandemic of this disease can prevent the spread of this virus. there are 227 or 39.8% students say that the online distance learning make them become selfregulated learners. to make them comprehend the courses, they have to use various “cognitive and metacognitive strategies to accomplish their learning goal. learners who are able to hone in on their self-regulated learning skills frequently utilized time management, reviewed material regularly, sought help from lecturers or peers, meet deadlines, and had the skill of metacognition in order to reflect upon their own learning. online learning also allows students to work at a time and a place that is compatible with their learning needs. a number of students commented on their ability to focus more of their attention on the content of the course and less on issues that may arise when attending a traditional class environment. the corona-19 pandemic taking place in this planet make all schools close their doors and bring new paradigm. based on the figure 5, there are 65 or 11.4% students say that there is a change in the educational paradigm in which online distance learning through ict has become an option in the teaching learning process and has become a necessity in these times of pandemic in order to continue with the student learning process. the effect of the covid-19 pandemic makes all students have to improve their technological literacy. for the first time students were introduced with lms for their learning media, they got difficulty because their digital skills were not enough to swap to the new setting. but now they are accustomed to using and operating lms. figure 6. the greatest drawback of online distance learning figure 6 shows that more than half of the students say that online distance learning makes students feel isolated and miss the social physical interaction that comes with attending a traditional classroom. it is shown by the high percentage of students choosing no social interaction (69.3% or 395 students). students feel that they do not have the chance to practice the lessons verbally. as it is known that distance learning only limits students to classes and learning materials that are based 0 50 100 150 200 250 300 350 400 no social interaction difficulty staying in contact with lecturers high chances of distraction 395 102 73 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 126 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi online. though students can interact through chat rooms, discussion boards, emails and/or video zoom conferencing software, the experience cannot be compared to that of a traditional campus. the figure 6 also shows that 17.9% or 102 students have difficulty staying in contact with lecturers take place when students are going to have more difficulty getting in touch with their lecturers. though they can send an email, it is definitely not going to get them the immediate response they would get if they were able to sit down with their lecturers. there are 12.8% or 73 students who say that online distance learning increases high chances of distraction referring to face-to-face interaction and classmates who can help with constant reminders about assignments. students need to keep themselves motivated and focused if they are willing to complete their distance learning course successfully. in other words, if a student has any doubt then he has to clear himself without taking help from his lecturers or friends since he cannot talk to friends and other colleagues that he usually does in a normal college course. he must be able to make himself get accustomed to getting himself motivated and focused to complete a course successfully. figure 7. the positive experience towards online distance learning based on figure 7, the flexibility of online education has been widely recognized as one advantage. the most important factor that contributed to participants‟ positive experience was the flexible class participation time. 70% students in this study emphasized the convenience they enjoyed from not being required to drive to campus and plan their work and study at their own time. there are 93 or 16.3% students claim that self-paced study is another positive experience found in this study. the students have full control of when to study the required knowledge content by lecturers. one interesting phenomenon found in this study was the comfort level or familiarity with the lecturers. there are 13.7% students say that they feel good about the classes, because they knew the lecturers pretty well. when they were asked if this familiarity brought any effect on their perceptions towards the quality of the distance learning class, they answered that they believed this familiarity made them feel more comfortable since they had already known how the lecturers behaved and his way of teaching. 0 50 100 150 200 250 300 350 400 flexibility self-paced familiarity with the lecturer 399 93 78 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 127 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figure 8. the negative experience towards online distance learning figure 8 shows that the first negative experience towards online distance learning felt by students is the delayed feedback from lecturers (77.5). the delayed feedback from the lecturer was conceived as the main factor which shaped students‟ negative experience on the quality of online distance learning. students expect to receive timely feedback from lecturers on discussion postings, exam or tests, and submitted assignments. the unable technical support from lecturers is chosen by 13.7% as the second negative experience towards online distance learning. when students have technical problems, they need someone to help them. the person that came to their mind first was the lecturer. thus, when the technical support from the lecturer was not available, negative experiences will be brought up. a few students mentioned that they and their classmates had no technology background. another reason causing the feeling of isolation is the monotonous instructional methods used in the online class (9.1%). students in this study indicate that the message board is the only communication and interaction method used by their instructor. figure 9. the rank of effectiveness of online distance learning 0 100 200 300 400 500 delayed lecturer feedback, unavailable technical support from lecturers, monotonous instructional methods 440 78 52 0 50 100 150 200 250 much more effective somewhat more effective equally effective somewhat less effective much less effective 175 212 77 67 39 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 128 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the figure 9 shows students‟ responses on effectiveness of online distance learning. 175 students or 30.7% say that online distance learning is much more effective. 212 students or 37.2% say that online distance learning is somewhat more effective. the students (11.7% and 6.8%) claim that online distance learning are somewhat less effective and much less effective. the figure also shows that there are 77 students or 13.5% who consider online distance learning equally effective. figure 10. the class format students prefer the data in figure 10 shows that students give various responses toward the class format they prefer during the covid-19 pandemic. more than half of students (76.3%) prefer meeting a classroom setting to completing coursework online. there are only 114 or 20% students who like to combine meeting in a classroom setting and completing coursework online. the figure 1 also shows that there are 21 students or 3.7% who like completing coursework online rather than meeting regularly in a classroom setting. conclusion the findings of the study indicate that most of students show positive response towards the use of online distance learning. even though traditional students may have some misgivings about online distance learning. some expressed that they felt that learning is a social activity and, therefore, must be held in a traditional format. seemingly, they have not experienced what online distance learning is purported to be today. they indicated that they mostly perceived their online course experiences as being positive experiences. their responses reflecting their perceptions of online courses living up to their expectations lead us to conclude that more research needs to be done in this area. information on demographics including age groups, genders, and socioeconomic status could be an area for future research providing a better picture of the population of online students and their perceptions of online distance learning relative to their station in life. 435 114 21 meeting regularly in a classroom setting, rather than completing coursework online combining meeting in a classroom setting and completing coursework online completing coursework online, rather than meeting regularly in a classroom setting issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 129 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi references abdrahim, n. a. (2018). distance education: historical overview and current practices in malaysian higher education. retrieved from: http://dx.doi.org/10.6007/ijarbss /v8-i12 /4989 doi: 10.6007/ijarbss/v8-i12/4989 ali, n. u. (2020). students disappointed with online teaching system amid covid-19. retrieved from: https://dailytimes.com.pk/587446/students-disappointed-with-online-teaching-system-amidcovid-19/ allen, i. e., & seaman, j. (2011). going the distance: online education in the united states. babson park, ma: babson survey research group and quahog research group. retrieved from http://www.onlinelearningsurvey.com/reports/goingthe distance.pdf almrashdeh, i. a., sahari, n., zin, n. a. m., & alsmadi, m. (2011). distance learning management system requirements from student‟s perspective. journal of theoretical and applied information technology, 24(1), 17-27. azzahra, n. f. (2020). addressing distance learning barriers in indonesia amid the covid-19 pandemic. cips (center for indonesia policy studies). retrieved from https://repository.cipsindonesia.org/media/309162-addressing-distance-learning-barriers-in-8326e326.pdf bakia, m., shear, l., toyama, y., & lasseter, a. (2012). understanding the implications of online learning for educational productivity. retrieved from https://www.ed.gov /technology basilaia, g., & kvavadze, d. (2020). transition to online education in schools during a sars-cov-2 coronavirus (covid-19) pandemic in georgia. pedagogical research, 5(4), 1-9. burns, b. a. (2013). students' perceptions of online courses in a graduate adolescence education program. merlot journal of online learning and teaching, 9(1), 13-25. johnson, h., & mejia, m. c. (2014). online learning and student outcomes in california’s community colleges. retrieved from: https://www.ppic.org/content/pubs/report/r_514hjr.pdf kulshrestha, t., & kant, a. r. (2013). benefits of learning management system (lms) in indian education. international journal of computer science & engineering technology (ijcset), 4(8),11531164. mailizar, almanthari, a., maulina, s., & bruce, s. (2020). secondary school mathematics teachers‟ views on e-learning implementation barriers during the covid-19 pandemic: the case of indonesia. eurasia journal of mathematics, science and technology education, 16(7),1-9. mccarthy, k. (2020). the global impact of coronavirus on education. retrieved from abc news: https://abcnews.go.com/international/global-impact-coronaviruseducation/story ministry of education culture. (2020). belajar dari rumah, satuan pendidikan dapat pilih platform pembelajaran jarak jauh. ministry of education and culture. retrieved from: https://www.kemdikbud.go.id/main/blog/2020/04/belajar-darirumah-satuan-pendidikan dapat-pilih-platform-pembelajaran-jarak-jauh-sesuai-kebutuhan riddell, r. (2016). 12 learning management system providers and what they bring to classrooms. retrieved from https://www.educationdive.com/news/12-learning-management-system-provider sandwhatthey-bring-toclassrooms/97613/ roux, r., paulina, n., guzmán, t., & gonzález, e. f. (2014). distance education for efl teachers: perceptions of learner support. gist education and learning research journal, 9(2), 157-178 toquero, c. m. (2020). challenges and opportunities for higher education amid the covid-19 pandemic: the philippine context. pedagogical research, 5(4),124-132. http://dx.doi.org/10.6007/ijarbss https://dailytimes.com.pk/587446/students-disappointed-with-online-teaching-system-amid-covid-19/ https://dailytimes.com.pk/587446/students-disappointed-with-online-teaching-system-amid-covid-19/ http://www.onlinelearningsurvey.com/ https://repository.cips-indonesia.org/media/309162-addressing-distance-learning-barriers-in-8326e326.pdf https://repository.cips-indonesia.org/media/309162-addressing-distance-learning-barriers-in-8326e326.pdf https://www.ed.gov/ https://abcnews.go.com/international/global-impact-coronaviruseducation/story https://www.kemdikbud.go.id/main/blog/2020/04/belajar-darirumah-satuan-pendidikan%20-dapat-pilih-platform-pembelajaran-jarak-jauh-sesuai-kebutuhan https://www.kemdikbud.go.id/main/blog/2020/04/belajar-darirumah-satuan-pendidikan%20-dapat-pilih-platform-pembelajaran-jarak-jauh-sesuai-kebutuhan https://www.educationdive.com/news/12-learning-management-system-provider issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 130 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi united nations. (2020). policy brief: education during covid-19 and beyond. washington, dc: world bank. available at https://www.un.org/development/desa/dspd/wp-content /uploads/sites/22/2020/08/sg_policy_brief_cov id-19_and_education_august_2020.pdf zhong, r. (2020). the coronavirus exposes education’s digital divide. retrieved from the new york times at https://www.nytimes.com/2020/03/17/technology/china-schools-coronavirus. html. https://www.un.org/ https://www.nytimes.com/2020/03/17/ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 109 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi cinquain poem: a stimulating instructional media in teaching writing muhammad fadhli university of bengkulu mfadhli@unib.ac.id sufiyandi university of bengkulu abstract writing, a skill that involved multiple facets of a language, is commonly considered to be the hardest skill to master. using appropriate instructional media in teaching writing may make an enormous contribution to the achievement of students. this study explored the impact of cinquain poems as an instructional media on the ability of students to compose paragraphs by implementing a quasiexperimental research method. sixty first semester students from english education study program, bengkulu university, chosen using total population sampling, were evenly divided into experimental and control groups. to assess their writing skills, the students were given a writing test as pre-test at the first meeting and a post-test at the sixteenth meeting. inter-raters were used to eliminate bias in rating the work of students. the results of the paired sample t-test showed that implementing cinquain poems significantly improves the ability of students to compose paragraphs. in addition, independent sample t-test analysis also showed that the abilities of the students in paragraph writing were significantly higher than those who were not taught using cinquain poems. these findings indicate that it is beneficial to teach writing through cinquain poems to help students develop and organize their ideas, improve their vocabulary, and build an engaging learning atmosphere. keywords: cinquain poem, instructional media, writing skills manuscript submitted: october4, 2020 manuscript revised: november18, 2020 accepted for publication: december 1, 2020 introduction english is an international language since it has been largely spoken among foreign language speakers (marzulina, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). as one of the productive language skills,writing is not an easy skill for learners of english as a foreign language (efl) to master because of its complexity. richardson and morgan (2009) state that within the communicative arts, writing can be the most complex communication medium. the thoughts, ideas, and experiences of writers are converted into written form in the writing process (mora, 2009). additionally, clark (2007) proposed 5 components of writing: pre-writing, drafting, revising, publishing, and reflecting. the need to achieve linguistic aspects that deal with the need to choose sentence structures and how to link and sequence phrases is one of the difficulties faced by efl learners when writing english text. in addition, another issue that has often arisen in writing class is mailto:mfadhli@unib.ac.id issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 110 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that most teachers prefer writing in a cognitive field rather than in the psychomotor field (alwasilah & alwasilah, 2005). in particular, based on the interview results conducted by the writers to the second semester students of english education study program in university of bengkulu who took the paragraph writing course, one of the difficulties of thestudents in writing an english text is that they do not know how to start writing or deciding the topic. as a result, it took the learners a long time to only think about how to arrange their text. another problem is that the students often need time to choose words for their text. in addition, grammar and text structure are two factors that have affected the poor quality of students’ writing. those obstacles can then reduce the interest of students in writing and the encouragement of students in the classroom. in fact, the learning achievement of students may be influenced by their interest and motivation (megawati, 2020; saputra & marzulina, 2016).therefore, the quality of the students’ writing still needs to be improved in terms of content, organization, and language used. using appropriate instructional media in writing class may be a solution for developing the writing skills of students, one of which is using cinquain poems. cinquain is a type of poem that can be used in writing class. janeczko and paul (2014) reported that cinquain was developed by american poet adelaide crapsey around 100 years ago, and it is similar to japanese poetic forms: haiku and tanka. cinquain is a type of poetry consisting of five short, non-rhyming lines. writing a rather short story consisting of three elements is another way to write a cinquain; they are beginning, middle, and an end. stories often have at least one character, e.g., the story is about a human, animal, or object (simons, 2014). therefore, students will benefit not only from finding a way to draft their text as one of important component in writing (clark, 2007), but also by enhancing their interest during the learning process through the implementation of the cinquain poem. moreover, in english language teaching (elt), there are several studies related to the use of cinquain in teaching writing. northern territory of australia (2006) and kautzer (2012) found that cinquain is an excellent learning medium that involves efl students in writing with a short and interesting mini-lesson. additionally, putria and aryusmar (2012) discovered some advantages of cinquain as an educational medium: 1) students could enrich their vocabulary, 2) students become more conscious of the use of punctuations and words spelling on their writing, 3) students could connect their thoughts while writing poems, and 4) students enjoy writing cinquain poetry by their own choices, once the students follow the phase of writing process, they will find the easier way of writing. based on the description above, the writers composed three research questions as the objectives of this study: 1) is there any significant improvement in the students’ writing skill after they are taught using cinquain poem?; 2) is there any significant improvement in the students’ writing skill who are not taught using cinquain poem?; 3)is there any significant difference between the writing skill of the students who are taught using cinquain poem and those who are not? literature review teaching writing teaching writing is complicated and teachers often face problems with teaching writing on what kind of materials are suitable for students. teachers often have problems with the subject range for writing activities (setyowati, sukmawa, & latief, 2018). in line with this, lestary (2018) issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 111 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi states that teaching writing is more than just a traditional activity that a teacher gives a subject and the students write an essay on it.in this context, teachers should understand that writing requires practical exercises, guidance, and feedback as well. therefore, in this study the writers use a stimulating instructional media in teaching writing which is cinquain poem. there are some activities that teachers can do to guide the students in writing class as suggested by finocciaro and bonomo (1973)copy read or spoken model sentences or dialogues; write orally practiced sentences; write multiple sentence patterns; change sentences into a simple dialog or short paragraph; write a dialog by using newly learned structures and vocabulary; address a series of specific questions from a reading passage; complete a series of sentences; write a review from a read passage; write an outline of the material they have read; write a letter; write a short paragraph; write an original ending to a story they have read; write an ending to a story they have not read; write a basic dialog using knowledge structures; complete a dialog after the first few lines have been given; prepare a dialog for a narrative paragraph; reconstruct a dialogue from one or two words given in each utterance. in this study, the writers use cinquain poem as the outline of the text that will be developed by the students. the procedure of cinquain poem a cinquain is a type of poetry which, because of its simplicity, is very popular. there are only five lines of cinquains, with only a few words on each line, making it easy to write. there is only one word in the first and last lines, although there are more in the middle lines, so they end up with a diamond-like shape, similar to the poetic form called the diamante (nesbit, 2008). it is not easy to write well, although the form appears simple. it does, however, require frameworks for an inexperienced writer. furthermore, cinquain's basic structure can help students understand descriptive terms that are necessary for them to convey their feelings in poetry (norton, 1991). in table 1, the structures of cinquain poems can be seen. table 1. the structures of cinquain poems line content explanation example 1 one word a noun which is the subject of the poem fadhli (name) 2 two words two adjectives that describe the subject in line 1 zealous, sanguine 3 three words three verbs that relate to the subject in line 1 learning, mastering, teaching 4 four words a phrase that relates feelings about the subject in line 1 life for your afterlife 5 one word a synonym for the subject in line 1 or a word that sums it up servant teaching writing through cinquain poem using poems as one of the instructional media can give some benefits. susikaran (2013) stated that poem is a piece of writing in which the words are selected and carefully arranged by the author for its beauty. in addition, poems sometimes use lines instead of phrases and each line does not have to be full thoughts; often a line has just one word and it is very important how words sound in issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 112 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi poetry. it is really fitting to teach writing by poetry as a warm-up before the students write their text. there are many educators who want to get their students to compose poetry because it helps them to express themselves in a way that other genres cannot include (harmer, 2007). in addition, harmer (2007) notes that writing practices are the justification for getting students to write in and out of class, allowing them more time to think than they get when they attempt casual conversation. the idea of writing the text, particularly narrative, and descriptive text, can be created by teacher and students on cinquain. the first line becomes the title of the poem, and then it is possible to extend each word in the poem into sentence forms, and the last word is used to restate the title. gonzales (2010) suggested that one of the most or very important rule is that students may not repeat any words in writing a cinquain poem. language characteristics of the text are provided during a teaching process. writing is a long process of encouraging creative writing for students; various titles of cinquain poems should be implemented by a teacher (putria & aryusmar, 2012). methods research design a quasi experimental research method was applied in this study. according to creswell (2005, p.283), “in an experiment, you test an idea (or practice or procedure) to determine whether it influences an outcome or dependent variable”. in this study, cinquain poem is a teaching media which is applied to improve students’ writing skill. (see table 2). table 2. research design groups pretest treatment posttest experimental o1 (x1) o2 control o1 (x2) o2 where: o1 : pretest o2 : posttest (x1) : using cinquain poem (x2) : without cinquain poem research site and participants this study was conducted at university of bengkulu. the research populationwas all 60 first semester students of the english education study program. since there are less than 100 students in the population, total population sampling was used in this study.then, the students were divided into experimental and control group equally. data collection and analysis the writer used a writing test for the purpose of collecting the data. the students were asked to write a narrative text and descriptive text in not more than 90 minutes about some optional topics given. the test was used in the pre-test and post-test to assess the writing ability of the students. the holistic scale consisting of five elements (content, organization, vocabulary, language used, mechanics) (brown & douglas, 2007) was used as a rubric for the writing test;then inter-rater was used to prevent bias in scoring the students’ text. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 113 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi to analyze the data, version 22 of the spss program was used. to analyze the significant difference between the pre-test and the post-test in each group, a paired sample t-test was used. independent t-test has been used to assess the significant difference in writing abilities between the students who are taught using cinquain poem and those who are not. findings in order to answer the research questions, the study data was analyzed using some statistical analyses. however, before carrying the statistical analysis, the normality and homogeneity of the data were checked. normality and homogeneity of the data in this study, shapiro-wilk test was used to analyze the normality of the data. then, to analyze the homogeneity of the data, levene’s test was used. the results of normality and homogeneity of the data are presented in table 3.in conclusion, as presented in table 3, since all the p-values (sig.) of the normality and homogeneity tests exceeded 0.05, the data are both normal and homogeneous. table 3. the result of normality and homogeneity analyses variable normality shapiro-wilk homogeneity experimental group control group levene statistic sig. statistic sig. statistic sig. pre-test experiment & control group .935 .135 .938 .250 .112 .760 post-test experiment & control group .925 .059 .970 .719 .451 .421 pre-test post-test experimental group .059 .467 pre-test post-test control group .053 .841 paired sample t-test in order to answer the first and second research question, the writers compared the results of the pre-test and post-test in each group by using paired sample t-test (see table 4). when p (sig.) is lower than 0.05, the scores were considered to have significant improvements within the group. table 4. the result of paired sample t-test writing skill group mean pre mean post mean difference between pre and post t value and sig. between pre and post t sig. score experimental 51.90 84.50 32.60 27.607 .000 control 50.50 68.20 17.70 9.357 .087 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 114 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi as shown in table 4, the results of the paired sample t-test indicate that the implementation of the cinquain poem (sig.000) significantly improved the writing ability of the students in experiment group. next, in control group, although the mean score of the post post-test is higher than the pretest, statistically the writing ability of the students in control group was not significantly improved. independent sample t-test furthermore, the independent sample t-test was used to answer the third research question by comparing the post-test results between the experiment and the control group (see table 5). the scores were considered to have significant difference between experimental and control group when p (sig.) is lower than 0.05. table 5. the result of independent sample t-test writin g skill group mean post mean difference of post-test between experiment and control groups t value and sig. post-test between experiment and control groups t sig. score experimental 84.50 14.90 2.321 .024 control 68.20 as presented in table 5, since the sig. value is less than 0.05, statistically it is proved that that the student’ writing skill in experiment group is better than that of those in control group. discussion the results of data analysis provided in table 4 and table 5 indicate that the implementation of cinquain poem is successful in improving the writing ability of the students. this finding confirms the studies conducted by norton (1991) and kautzer (2012). however, since the mean score of the post-test in experiment group is still below 85.00 (the minimum score to get an “a” in university of bengkulu), the writers then suggested that more practice in writing various topics is needed by the students in order to get a better achievement. one of the concepts for teaching writing, as stated by nation (2009), is offering many opportunities for students to write. since writing is the most complex medium in communication (richardson & morgan, 2009), a lot of practice is really required to improve students’ writing skills. in line with this, putria &aryusmar (2012) and anderson, wilson, & fielding (1988) and found that the amount of time spent on writing was correlated significantly with the quality of students' writing abilities. the writers then break down several variables that may affect the students’ improvement in writing skills. first, as found by putria and aryusmar (2012), one of the strengths of using cinquain poems as an instructional media is that students can enhance their vocabulary. in this study, the students were given an opportunity to formulate a draft of their text by listing some unique vocabularies that the students could use in their text before they to begin writing a text. they were not allowed to repeat the same word in their poem as suggested by gonzales (2010). this step is very effective in helping the students learn some new context-based vocabularies. the students were not asked to memorize the words, but they should include the words in their text. using vocabulary issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 115 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi productively (in writing) can improve learning and can drive students to concentrate on aspects of vocabulary awareness (swain, 1985). furthermore, simons (2014) notes that using cinquain poem as an instructional media will allow students to reflect on particular terms that other students might not think about. therefore, the implementation of cinquain poems may increase the students’ vocabulary, which then influences their writing ability. second, while developing their text, the students could connect their ideas easily. as stated by mora (2009), it’s very important for students to be able to transform their ideas into written form. in this study, the students were driven by the use of cinquain poem to write about the text that consists of beginning, middle, and end as suggested by simons (2014).through this activity, the students can understand about the structure of narrative and also descriptive text (norton, 1991). after that, the writers provided feedback on their draft and they need to revise their draft before beginning to write .besides, the writers also reflect on the background knowledge of the students about the topic for writing. because the students already have background knowledge about the topic, it will assist them to improve the quality of their writing. according to anderson (2003) and ur (1996), one of the elements that should be considered to teach writing is context information or prior knowledge. third, cinquain poem is one of the instructional media that can foster more interesting and meaningful learning environments as also stated by kautzer (2012). this finding confirms the previous studies conducted by (saputra & marzulina, 2016; &megawati, 2020) who found that interest and motivation influenced students learning achievement. in this study, the students were challenged to select unique words that will embellish their poem by following the structure of the cinquain poem. then, they should develop a draft for their writing along with it, which can allow them to develop and organize their topics and ideas. as stated by clark (2007),drafting is one of the important stages in writing process .making a draft or outline before starting writing is very beneficial for students (finocciaro & bonomo, 1973) because it can help them to create a coherent and cohesion text. conclusion and recommendations several conclusions can be drawn based on the results of the above research findings and interpretation. first of all, the use of cinquain poems greatly increases the writing abilities of students in writing narrative and descriptive texts. secondly, cinquain poems are helpful in helping students create and organize their ideas. finally, the implementation of the cinquain poem is successful in improving the vocabulary of students, creating an interesting learning atmosphere, guiding students to choose their topic, drafting their text, and developing their ideas. as a follow-up to this study, there are some recommendations that can be offered. first, in teaching writing, it is important for english teachers to provide interesting techniques and instructional media that can assist students in drafting and revising their text, one of them is cinquain poems. in addition, for learners, because writing is part of a physical activity that needs a lot of practice, learners need to do a lot of practice to develop their ability to write. lastly, it is suggested for researchers who want to conduct similar studies to consider other skills when applying cinquain poems, such as speaking. disclosure statement all authors declare that there is no conflict of interest. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 116 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi acknowledgments we would like to express our very great appreciation to all participants in this study for their co-operation in this study. references abrar,m.,mukminin,a.,habibi,a.,asyrafi,f., makmur, m.,&marzulina, l .(2018). “ifourenglishisn’t alanguage,whatisit?” indonesianeflstudentteachers’challengesspeakingenglish.thequalitative report,23(1),129-145.retrievedfrom http://nsuworks.nova.edu/tqr/vol23/iss1/9 alwasilah, a. c., & alwasilah, s. s. (2005). pokoknya menulis. bandung, indonesia: kiblat buku utama anderson, n. (2003). practical english language teaching. singapore: mcgraw-hill. brown, h. d. (2007). teaching by principles: an interactive approach to language pedagogy. san fransisco: pearson longman. clark, s. k (2007). writing strategies for science. huntington beach, ca: shell education. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). upper saddle river, nj: pearson education, inc. finocciaro, m., & bonomo, m. (1973). the foreign language learner: a guide for teachers.new york,ny: regents publishing company, inc. gay, l.r. (2000). education research competencies for analysis and application. colombus, oh: merrill, prentice hall. gonzales, d. (2010). poetic magic: turning free writing into verse. a study of the list poem, the diamante, the cinquain, the quatrain, the fibbonacci, and the triolet. ams fall 2010 conference. retrieved from www.debbiegonzales.com harmer, j. (2007). how to teach writing. essex: pearson education limited. janeczko, p. b. (2014). firefly july: a year of very short poems. cambridge, ma: candlewick press. kautzer, k. (2012). cinquains. writeshop, inc. ontario. retrieved from http://www.writeshop.com lestari, l.a. (2008). the interactional approach to the teaching of writing and its implications for second language acquistion. teflin journal, 19(1), 42-56. megawati, n. (2020). using guided writing strategy strategy in teaching descriptive writing to the tenth grade students. edukasi: jurnal pendidikan dan pengajaran, 7(1), 38-46. https://doi.org/https://doi.org/10.19109/ejpp.v7i1.5590 mora, f, e. (2009). writing instruction for english learners. united states of america: corwin press. nesbit, k. (2008). how to write a cinquain poem. retrieved from: http://www.poetry4kids.com /blog/lessons/how-to-write-a-cinquain-poem/ northern territory of australia. (2006). poetry. department of employment, education and training. retrieved from https://portal.latis.net.au norton, d. e. (1991). through the eyes of a child; an introduction to children’s literature. new york,ny: macmillan publishing company. putria, w., & ayusmar. (2013). the effectiveness of using cinquain poetry in promoting a creative writing toward the third year of elementary students in lia stephanie elementary school. binus university. jakarta richardson, j. s., morgan, r. f., & fleener, c. (2009). reading to learn in the content areas (7th ed.). belmont, ca: wadsworth cangage learning. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 117 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi saputra, h., & marzulina, l. (2016). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. setyowati, l., sukmawa, s., & latief, m. a.(2018). solving the students’ problemsin writing argumentative essaythrough the provision of planning. celt:a journal of culture, english language teaching & literature, 17(1), 86-102. simons, l. m. b. (2014). cinquain poems. mankato: the child worlds. susikaran, r. s. a. (2013). teaching grammar with playful poems. international journal on studies in language and literature (ijsell), 1(4), 17-21. suswandari. (2017). incorporating beliefs, values, and local wisdom of betawi culture in a characterbased education through a design-based research. european journal of contemporary education, 6(3), 574-585 swain, m. 1985. communicative competence: some roles of comprehensible input and comprehensible output in its development. in s.m. gass and c.g. madden (eds.) input in second language acquisition. rowley, ma: newbury house. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 159 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi intriguing games to enhance students` understanding of the morphology materials wahab s. alim state islamic institute of madura, east java, indonesia wahab-alhabsy@iainmadura.ac.id lasmi febrianingrum state islamic institute of madura, east java, indonesia abstract the study aimed to enhance students` understanding of the morphology material through intriguing games. we conducted this research on the students at tadris bahasa inggris iain madura in 2019/2020 with 37 students. this report used the design of classroom action research (car) with interviews, observation, and questionnaires as the instrument to gain the data. we carried the car out based on kurt. l style, they are planning, acting, observing, and reflecting. throughout this report, the researchers carried out collaborative action research. the study results showed the average score of the pre-test is 58.8%, and the post-test score reached up to 74.1% by 29 students of 37 students who pass the completeness (reached for minimum score) in cycle i. for cycle ii, it reached up to 81.1% or raised gradually from 19% to 26%, 35 students from 37 who pass the completeness in cycle ii. besides, convincingly, implementing an intriguing game can make the students interested in learning, easy to understand, motivated to study more, and become competitive. keywords: car, games, morphology manuscript submitted: october 26, 2020 manuscript revised: november 30, 2020 accepted for publication: december 1, 2020 introduction the classroom course should be an engaging instructional method and innovative for the various techniques, so the students will be interested in and understand the material comprehensively. morphology is one material taught in the institute (higher education); it talked about how the word formed. words play a pivotal component of mental grammar in linguistic knowledge. it can create and deliver the message to the receiver or listener creatively with various unique words. mailto:wahab-alhabsy@iainmadura.ac.id issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 160 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the term morphology used initially in biology, but since the midnineteenth century, it has used to describe language. there have been many definitions of morphology put forward by linguists, all of which relatively show a string of similarities. morphology described as the study of word construction; it is including how the unfamiliar words invented in the language of words (lieber, 2015). it strengthens by huseyin oz stated morphology characterized as the analysis of a word's inner structure and the regulations of surrounding word forming in a language (oz, 2014). in line with the statement above, haspelmath and sims claimed morphology analyzes systematic intercorrelations in the shape and sense of words (haspelmath, 2013). from the definition above, we can conclude that morphology is the study of how words formed. akbulut stated that morphology substantially affects the development and perception of english words (akbulut, 2017). english morphology is one of the english materials taught in the even semester at iain madura; this course led by a lecturer who is also the researcher—founded on the prior observations and interviews executed by researchers to the 37 students of the english teaching and learning program class. there we found several interesting facts related to the morphology learning process. first, students bored if they have to read the text from any sources such as books or articles, or at worst, they do not read at all, especially if the lecturer does not force them to read and learn. second, even though their major is an english program, they thought that the english morphology course needs to memorize a lot because it is full of theories that stressed them. as an impact of it, they felt confused about working their test to measure the conceptual understanding. next, the wrong perception made by students who said that english morphology would not teach at the school level; therefore, they have less motivation to learn. from the preliminary observation data, a lecturer's role will determine how effective learning patterns are to apply in the learning process. forerunner of the emerging problems above, the researchers do not want to let it last longer. a way out should consider overcoming these problems. since the students are in the english department that may become future english teachers, they have to be ideal for their prospective students. as it is widely known that english is an international language since it has been largely spoken among foreign language speakers (abrar, mukminin, habibi, asyrafi, makmur, marzulina, 2018). their production of words while speaking and writing, take into consideration and imitation for their students. by learning morphology, they can produce a correct verb, noun, adjective, or pronoun. regarding this consideration, the researchers proposed a game as the way out to make students more engaged in learning english morphology. this article aimed to show the students' problems to enhance students` understanding of the morphology material by using intriguing games and issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 161 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi figuring out the students` understanding of morphology material using intriguing games. literature review there is a common perception that all learning should be serious and solemn. it is not learning is a misconception. learning should be full of fun, hilarity, and laughter. games take a vital role in the teaching and learning process. a game is an interaction with rules, aim, and an enjoyable aspect (deesri, 2002). it is a prepared movement that typically has had the additional sections, including a particular task, aim, a series of orders played competition, and spoken or written language contact among competitors (richards, 2013). learning english can be done by playing the game; students encouraged to enhance their engagement and progress (adi & wijaya, 2018). in line with that statement, deesri stated that the central core of using games in teaching is to allow students to understand and have enjoyment (deesri, 2002). for such comments, the game provides enjoyment for events that also have aims and regulations at a particular time (gozcu & caganaga, 2016). as the educator (teacher and lecturer), we should choose the game to use in our class appropriately; not all kinds of games can use in learning. especially in teaching english morphology, we can use for several rounds, such as guess the affixed word, papers on walls, categorizing suffixes on the board, four walls, circle brainstorming, fce-style gap fill, word formation scavenger hunt, jeopardy, word building card game, word formation family feud, guess the affix. other games that teacher or lecturer can use in their teaching are identifying affixes, affix card, affix board game, and the authentic example of morphology cases in the environment (giyatmi, 2019). students and teachers have their awareness of learning a language called linguistics awareness. the term linguistics awareness denotes the personal practical capability to understand specific linguistics activities such as speaking and listening (petrovska, 2011). the linguistic awareness area covers phonological awareness, phonemic awareness, and morphological awareness (petrovska, 2011). morphological awareness (ma) interpreted as the most crucial to literacy (carlisle, 2003). ma is a metalinguistic skill that assures beneficial outcomes and allows persons to study a distinct language, including english it selves (carlisle, mcbride-chang, nagy, & nunes, 2010). ma brings a powerful device for developing many literacy ranges, such as; vocabulary comprehension, reading aloud, spelling, and phonological awareness (zeh, 2017). ma offers us to increase vocabulary improvement and increase reading skills, writing development, and speech production comprehension (giyatmi, 2019). another ma beneficial; it facilitates students to inspect the meaning of words through their fundamental component analytically; however, a diverse issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 162 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi morphological understanding enables them to realize the writing system (oz, 2014). there are many advantages to using the game in teaching; they are: 1) increase motivation, 2) students more pay attention to completing the task, 3) develop students ability, 4) getting basic instruction and goals, 5) improving logical reasoning, 6) offer a dynamic form of teaching, 7) adaptable for different levels of knowledge, 8) easy to understand and use, 9) immediate review for either the students and the teachers (gozcu & caganaga, 2016). whereas the disadvantages of using games in efl: 1) students play too much and they can easily forget the primary goal, 2) sometimes the students cannot control so there will be noise in the class, 3) the teachers and the students are not familiar enough to the method, 4) the teacher does not have enough time to implement, 5) the teachers worry about parents and their colleagues negative perspective (stojkovi & jeroti, 2011). in short, games can provide great value in the pedagogic to language teachers with many advantages when they introduced to the foreign language classroom. study reports on language games have shown how language games play a vital component in teaching and studying in most other areas. methods this report used the design of classroom action research (car) design. the core reason for conducting action research was helping the "actor" develop and refine their activities as the primary justification for performing action testing (sagor, 2000). it organized the study through two cycles. there were four steps of each cycle: planning, execution, observation /evaluation, and contemplation. the goal of this research was to expose the difficulties and try to encounter for improving students` comprehension of morphology content by implementing intriguing games and also to address the problem of students in the morphology class. it mentioned by adnan latif car for english teaching, which aims to establish a creative teaching technique which could significantly increase progress (latief, 2009). research design the researchers used collaborative action research in this report, which he (researcher 1) collaborated with iain madura's english lecturer. she (researcher 2) served as a viewer, while he served as a lecturer who had used intriguing games to teach. the lecturer was also an enthusiastic member who served as an analyst and created a study guide and offer evaluations. then, along with the researchers, he tabulated and analyzed the result. it comprises the following cycles whereby the four steps used in any cycle; preparing, performing, analyzing, and reflecting. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 163 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research site and participants this study used in an english morphology d class prodi tbi iain madura, there was an english lecturer and 37 students being respondents in this research. because based on the results of observations in the pre-cycle stage, were out of the five classes that taught the morphology course, the average result of the class d formative test was deficient. also, the non-academic abilities of class d, such as the ability to use english, the to speak in public, take part in lectures and answer questions given either by lecturers or their student friends, seem to be very low. the following is the statistical data for calculating the average formative score of students at the pre-cycle stage. table 1. statistics kelas_a kelas_b kelas_c kelas_d kelas_e n valid 37 33 28 37 35 missing 0 4 9 0 2 mean 77.4000 77.2818 80.8250 69.0730 78.6200 median 77.6000 77.5000 81.5000 72.1000 78.9000 mode 74.00 71.00 a 85.70 65.00 80.00 sum 2863.80 2550.30 2263.10 2555.70 2751.70 a. multiple modes exist. it shows the smallest value. data collection and analysis we performed the assessment (post-test 1 and 2) throughout every period since applying the car in the fourth semester of tadris bahasa inggris iain madura. we used several measures to analyze the research outcome with the pre-test and the studies in each cycle. we calculate the students' mean academic achievement, determine the amount of the class, and determine the exact enhancement score of the students for pre-test to post-test 1 and post-test 2. interviewing through the english lecturer mostly undertaken to clarify her reaction to the action's application. the questionnaire eventually conducted to explain the students' reactions to the execution of an intriguing game. findings some items relevant to the application of intriguing games have seen in personal observation. there will still be positives and disadvantages. any of them has already addressed by the lecturer and researchers to be the subject for assessment. throughout the final, it may solve these several vulnerabilities. for example, initially, for the procedure, the lecturer also had trouble with various items, such as time management and class discipline. still, shortly afterwards, he changed his mistake, so it will not happen during the next process. initially, they issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 164 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi seemed confused, embarrassed and scared when questioned about the stuff from the students' hands. they also had trouble voicing their thoughts, views and knowing the content properly. other than that, they are even less inclined to play games. these issues studied and analyzed, and then an intriguing game arrived mostly as answers such that problems might solve. however, the researchers could hardly claim that intriguing games have had a beneficial effect on either the teaching-learning process. after the questionnaire survey got from the second act of cycle 2, the result tabulated in the table. table 2. post questionnaire result no questionnaire aspects strongly agree agree disagree strongly disagree 1 students' interest in learning to use intriguing games technique 67.6 27.0 5.4 0 2 the students easily to understand the word form process by using intriguing games 35.1 48.6 13.5 2.7 3 students motivated to study the word form process by using intriguing games 54.1 29.7 8.1 8.1 4 students are becoming encouraged to ask questions 40.5 54.1 5.4 0 5 students are becoming competitive with their friend 27.0 40.5 13.5 18.9 mainly focused on the students` english morphology achievement performance, it reported that the students` performance became steadily improving. below are the reports of all achievement tests. table 3. academic result for pre test, post test i, and post test ii no aspect y y1 y2 1 average score 58.8 74.1 81.1 2 the lowest score 35 55 62 3 the highest score 83 90 97 4 the number of students` completeness 8 29 35 5 the number of students` incompleteness 29 8 2 6 total students 37 37 37 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 165 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi y = pre-test, y1 = post-test i, y2 = post-test ii the following figures result from the average score improvement and percentage for every single test. after doing the last test (post-test ii) in cycle ii, the researchers did the post-interview with the english morphology lecturer on 10 th august 2020. the purpose of his interview was to get acquainted with the lecturer's perspective of teaching-learning practices by utilizing intriguing games. for the post-interview itself, the researchers split into three aspects: the students` situation in the english morphology classroom throughout the car and the english morphology lecturer is toward maintaining the feasibility of intriguing games played in the english morphology class. judging by the lecturer's responses throughout the interview, it observed that the students` situation was higher than the previous one in terms of trust, engagement, excitement, and awareness 58.8 74.1 81.1 0 20 40 60 80 100 figure 1. visual graph of student`s average score pre-test post-test i post-test ii 21.6 78.4 94.6 0 20 40 60 80 100 figure 2. graph of the number of student`s completeness pre-test post-test i post-test ii issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 166 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of motivation. she also added that an intriguing game could improve students' conditions to study while playing the game. it helps them sense more relaxed studying and, therefore, willing to mitigate their anxiety and awkwardness by deciphering word type. she informed it requires this strategy. she stated how this strategy needs fully to train before it is mostly in the classroom. furthermore, it also relies on a teacher's innovation while playing their games. she stated finally that these games should keep ongoing and also maintained. in her perspective, intriguing games are quite beneficial also affect the english morphology throughout the class much more effectively. discussion the questionnaire given to 37 students who joined morphology class showed that the learners' thought morphology class should have been fun because it needed deep understanding. when the class was too severe and only done by lecturing and discussion method, it would not help comprehend the concept quickly. so, using the intriguing game interests the students in learning morphology material. it has proven by the high percentage which the researchers calculated that is 67.6% strongly agree. they said games involving some materials they learned needed because it will motivate them to study. the students who strongly agree with this case are 54.1%. ersoz quoted by azar further said games are still enjoyable for students; it inspires students to learn by playing something because they do not worry like they pressured to learn. bashful students will get further chances to express and use their vocabulary to offer a decreased-anxiety atmosphere. the preliminary study that the students` average score started before proved the students the research is 58.8%, so 29 numbers of students` incompleteness of the study or only eight students passed for the minimal score criteria. when researchers were researching cycle i, we show it that the average score increases up to 19% or precisely increase to 74.1%. the students who did not pass for the minimum score criteria are eight students, which has decreased to 21 students. cycle ii, the graphic still showed an increase in the average score, which is 81.1%, so the percentage increased up to 26% before the research. it is only two students who did not reach the minimal score from 37 students. inline again with expert statements that have made, these findings increase the encouragement and appetite for selfimprovement. conclusion the findings show whereby the use of intriguing games as teaching increased student performance. it raised 26% for the final percentage in cycle ii or 81.1%, while before conducting the research, it has only reached 54.8%. students felt to enjoy their course also; they had a lot of encouragement, issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 167 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi excitement, and confidence throughout their teaching process. we can also use intriguing games as exercises intended to teach english morphology. disclosure statement the authors reported no potential conflict of interest. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). ―if our english isn’t a language, what is it?‖ indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 adi, s. s., & wijaya, r. c. (2018). teaching english vocabulary using spelling games for indonesian kindergarten students: a case study. erudio journal of educational innovation, 5(2), 70–80. retrieved from: https://doi.org/10.18551/erudio.5-2.10 akbulut, d. f. (2017). journal of language and linguistic studies. journal of language and linguistic studies, 10(2), 67–84. carlisle, j. f. (2003). morphology matters in learning to read: a commentary. reading psychology., 24(3),291-322. retrieved from: https://psycnet.apa.org/record/2003-08134-005 carlisle, j. f., mcbride-chang, c., nagy, w., & nunes, t. (2010). effects of instruction in morphological awareness on literacy achievement: an integrative review. reading research quarterly, 45(4), 464–487. deesri, a. (2002). games in the esl and efl class. the internet tesl journal, 8(9), 1–5. giyatmi, g. (eds.). (2019). proceeding of the 2nd icollit: international conference on language. sukarta, indonesia:universitas muhammadiyah surakarta press. retrieved from http://hdl.handle.net/11617/11135 gozcu, e., & caganaga, c. k. (2016). the importance of using games in efl classrooms. cypriot journal of educational sciences, 11(3), 126.-135. haspelmath, m. & sim, d. a. (2013). understanding morphology. new york,ny:routledge press. lieber, r. (2015). in introducing morphology. cambridge,uk: cambridge university press. oz, h. (2014). morphological awareness and some implications for english language teaching. procedia social and behavioral sciences, 136(1), 98–103. petrovska, i. v. (2011). the 2nd international conference on language, literature and teaching. surakarta,indonesia: university of muhammadiyah surakarta press. richards, j. c. (2013). longman dictionary of language teaching and applied linguistics. new york,ny: longman issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 168 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi sagor, r. (2000). guiding school improvement with action research. alexandria,va:ascd press. retrieved from: http://www.ascd.org/publications/books/100047.aspx stojkovi, m. k., & jeroti, d. m. (2011). reasons for using or avoiding games in an efl classroom. 1st international conference on foreign language teaching and applied linguistics, 940–947. retrieved from :https://pdfs.semanticscholar.org/e85c/bdab02cf32014ef9aa02fa1e0a27b 956a587.pdf zeh, n. (2017). teaching morphology to improve literacy. retrieved from https://www.pburgsd.net/cms/lib04/nj01001118/centricity/domain/1 74/list-of issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 169 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi appendix statistics kelas_a kelas_b kelas_c kelas_d kelas_e n valid 37 33 28 37 35 missing 0 4 9 0 2 mean 77.4000 77.2818 80.8250 69.0730 78.6200 median 77.6000 77.5000 81.5000 72.1000 78.9000 mode 74.00 71.00 a 85.70 65.00 80.00 sum 2863.80 2550.30 2263.10 2555.70 2751.70 a. multiple modes exist. the smallest value .is shown edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi ict in indonesian public secondary schools: efl teachers’ attitude and problems eddy haryanto universitas jambi, jambi, indonesia e-mail: eddy-haryanto@unja.ac.id abstract teachers‟ attitude toward technology in the classroom plays a significant role to achieve educational goals; this mixed-method study investigates the attitude and problems of secondary school english teachers toward ict in english teaching. data of this study were collected from the questionnaire with forty-six english teachers and interviews with five teachers from eleven public secondary schools in jambi city. the findings indicate teachers have a positive attitude toward the use of ict. meanwhile, the problems show that the overall mean rating was 3.11 (uncertain), which means english teachers could not determine whether they encountered problems or not in using ict in teaching english. however, qualitative results showed that the problems faced by teachers were a lack of funds and support for training from the government. keywords: efl teacher, teachers‟ attitudes, ict, public secondary school manuscript submitted: april 3, 2021 manuscript revised: may 30, 2021 accepted for publication: june 5, 2021 introduction teacher‟s attitudes towards ict need to take into account in efl teaching because teachers‟ competence in technology is related to their attitude towards technologies (gilakjani & leong, 2012). studies prove that teachers‟ positive attitude toward ict would contribute strong relationship to the failure or success in efl classroom and interest in language teaching (atkins and vasu, 2000; chen, 2008; lau and sim, 2008; lam, 2000; yükselir, 2016). consequently, teachers who have a good attitude in using technology in teaching might make the lesson more interesting for students and improve materials presentation (cox, 1999; cope & ward, 2002). predominantly, the teacher is a key success in enacting ict with tremendous belief and a positive attitude. park and son (2009) informed that teachers who have a great expectation concerning ict would give more innovative and creative teaching materials in the classroom, and it creates effective language instructions for the students. similarly, great expectation in the use of ict in learning and teaching a language enable teachers more effective in delivering the content subject, creative in designing their lesson, support innovation of learning, and positive impact the learning atmosphere (brown, 2001; cox, preston, & cok, 2000; davies, 1997; harmer, 2007; lee, 2007; and mailto:eddy-haryanto@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mikre, 2007). it assumes that the positive attitude toward ict in the teaching-learning process would offer the necessary skills and knowledge of teachers and even more confidence in delivering their lessons in the classroom. according to davis (1989), the degree of utilization of ict might depend on the attitude of the teachers. therefore, teachers need proper training on using technology in the classroom (kent and facer, 2004). seeing the consequence of attitude in the learning process particularly in the context of efl toward ict, this study investigated efl public secondary school teachers‟ attitudes and problems in the indonesian context. consequently, this study aimed to describe the socio-demographic characteristics of secondary school english teacher respondents‟ in terms of gender, age, educational background, related training attended, length of service, rank, and academic position, investigate the attitude of secondary school teachers toward ict in english teaching, and to identify the problems encountered by public secondary school english teachers in utilizing ict in teaching the subject. literature review teachers’ attitude toward ict teachers‟ attitude is important and should bear something in mind in the teaching and learning process particularly on the use of ict. becker and riel (2000) argue, teachers‟ attitudes toward technology integration in the classroom play a significant role to attain academic purposes. in a similar vein, kersaint, horton, stohl, and garofalo (2003) found that educators who have uplifting perspectives toward innovation feel increasingly great with utilizing it and typically join it into their instruction. thus, teachers‟ who have a positive attitude toward the use of ict will enable to be more innovative in teaching and learning, and promote a learning atmosphere. attitude is one of the best ways to know people‟s behavior or feelings toward something, particularly attitude towards the use of technology in teaching and learning process. the involvement of technology or ict in teaching and learning has brought changes toward people‟s thinking. the changes could bring negative and positive perspective on individual lens. therefore, teachers should be more exposed towards ict so that they become more confident and have positive attitude toward ict (albion and ertmer, 2002). the positive attitude toward ict in teaching learning process would offer necessary skills and knowledge of teachers and even more confident in delivering their lesson in the classroom. according to davis (1997), the level of use of ict might depend on the attitude of the teachers. teachers need to be properly trained on using technology in the classroom (kent and facer, 2004). zammit (1992) argues positive attitude of teachers toward computers can improve pre-service and in-service teachers in teaching. therefore, the government should provide a continuous training for teachers in optimizing use of technology in classroom. the importance of ict in english teaching the application of ict can improve the quality of education and support the teaching and learning process at the school. it provides new content for other media to carry because it is a topic of great current interest (salehi & salehi, 2012). in its simplest form, such as a website on the internet provides writings for language students to peruse, with errands which they are urged to act to improve their understanding aptitudes. it is supported by egnatoff (2004) the ict offers a new edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi channel by which language learners can enhance their communication skills by participating in social dialogue via chat room, discussion forum, and online conference. by using ict, the students will be easier to access the material and learn the language anytime and anywhere. the students can use their android phone connecting to the internet or computer to increase their ability in english. previous research has been conducted such as presort as cited in pimno (2009) found that ict as communication media can (1) help maintain consistency of learning content, (2) develop various types of teaching-learning activities, (3) be collected systematically, (4) be used for remedial classes, (5) enrich the efficiency of the teaching-learning process, and (6) help determine the roles of teachers and students in the teaching and learning activities. ali, faruques, and muhammad (2013) also pointed out the significance of utilizing ict in the teaching-learning process. they contended that the utilization of new advancements in technology in the classroom is fundamental for giving chances to understudies to figure out how to work in a digital age. moreover, branford, brown, and cocking (2000, p. 206) reported that “what is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century”. ict at first is applied to fill in as a technique for improving efficiency in the informational methodology. also, it has been demonstrated that the use of ict in preparing can help improve memory support, increase motivation, and generally expand understanding. ict can in like manner be used to propel network arranged getting, including pretending, pack basic reasoning activities, and articulated endeavors. ict at first is applied to fill in as a technique for improving efficiency in the informational method. additionally, it has been demonstrated that the usage of ict in preparing can help improve memory upkeep, increase motivation, and generally broadens understanding. ict can in like manner be used to propel network situated getting, including imagining, bundle basic reasoning activities, and articulated endeavors (castro, 2013; cawthera, 2000). furthermore, yunus, lubis, and lin (2009) expressed that ict has various valuable uses in guidance, for instance, ict is a helpful resource in acquainting or talking with information from different points of view. it will in general be presented through different structures, for instance, works, pictures, tables, charts, and even sight and sound which can make the class even more charming and abundant. also, ict can in like manner expect distinctive instructional employments, for instance, cause the understudies to feel more loosen up to get comfortable with the various focuses and task, and besides make the understudies dynamic, since they learn by applying the development to a task rather than by being honestly "taught" by the advancement (grabe and grabe, 2005). besides, krajka (2002) contended that ict likewise can become specialized instruments, for example, messages, talk gatherings, conversation gatherings, buddies' clubs, and others to direct exercises that require a coordinated effort. ict can be utilized in encouraging different structures for web-based conferencing and make virtual conversations with companions or instructors on the web (flecknoe, 2000). methodology this study used mixed-method in collecting the data aiming to describe the sociodemographic characteristics of secondary school english teacher respondents‟ in terms of gender, age, educational attainment, related training attended, length of service, investigate the attitude of secondary school teachers toward ict in english teaching, and to identify the problems encountered by secondary school english teachers in using ict in teaching the subject. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi total sampling was used to recruit all the participants. it was 46 efl teachers from 11 public secondary schools in jambi city. in addition, for qualitative data, the researcher selected only 5 teachers based on the willingness to be interviewed to support the data from the questionnaire. all schools‟ names and teachers were pseudonym for ethical reasons. table 1. the participants of public secondary school english teachers in jambi city no name of school total of english teachers 1 public secondary a 4 2 public secondary b 4 3 public secondary c 3 4 public secondary d 8 5 public secondary e 4 6 public secondary f 4 7 public secondary g 4 8 public secondary h 4 9 public secondary i 5 10 public secondary j 3 11 public secondary k 3 total 46 data collection in this research used the survey questionnaire and interview. the questionnaire was distributed to picture the teachers‟ demographic profile and their perceptions toward the use of ict and problems in english teaching. the questionnaires were distributed personally to the schools. a semi-structured interview was used to collect the empirical data to support the questionnaire. the interview lasted for approximately 40-50 minutes, and it was recorded. the data was displayed to find themes and sub-themes, and data reduction was applied to draw and verify. to ensure trustworthiness, member checking was applied. the participants were given a chance to read the interview transcript for the accuracy and clarity of the interview. findings respondents’ profile there were 46 english teachers and 44 questionnaires returned and 2 questionnaires did not return. it meant that 95.65% of efl public secondary school teachers were involved in this study and 4.35% were excluded. the results showed that the majority of the respondents (68.2%) were female and (31.8%) were male from the total number of 44 sampled teachers. as regards the age of the respondents, the result showed that among the respondents most (56.8%) belonged to 40-49 years old. moreover, there were (9.1%) belonged to 20-29 years old, (9.1%) belonged to 30-39 years old, and (25%) belonged to 50 years above. it meant that the average mean for age was 44.27 years old. educational attainment is very important as it is one of the factors considered for having a job or position. the results of this study showed that 88.6% of the participants indicated they had finished bachelor‟s degree, and only 11.4% had a master‟s degree. however, none of the participants edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi had a lower than bachelor‟s degree and also ph.d. degree. meanwhile, in terms of training attended by the teachers with regards to ict showed that most of the teachers (75%) did not take any kinds of ict training in the last 2 years. the results showed that only 22.7% of the participants attended one or two training and 2.3% had 3-4 training s. some of them said that they never joined the training. it can be concluded that almost all the participants are lack training related to ict. related to training materials attended by the teachers, they learned how to use microsoft office (word, excel, publisher), how to make a slide presentation, using video or short movie, using a blog, internet, and email as their media in teaching english. furthermore, the length of service that there were 20.5% have rendered service for 1-10 years, 3.6% for 11-20 years, 3.6% for 21-30 years, and there were only 6.8% out of the respondents have rendered service for 31-40 years. the majority of the respondents were government teachers and only three part-time teachers. table 2. socio-demographic characteristics of respondents variables participants (n=44) f % gender male female 14 30 31.8 68.2 age 20-29 years 30-39 years 40-49 years 50 years and above 4 4 25 11 9.1 9.1 56.8 25.0 educational attainment lower than bachelors‟ degree bachelor‟s degree master‟s degree doctorate degree 39 5 88.6 11.4 training no training 1-2 3-4 33 10 1 75 22.7 2.3 length of service (years) 1-10 years 11-20 years 21-30 years 31-40 years 9 16 16 3 20.5 36.4 36.4 6.8 academic position/rank government official teachers part-time teachers 41 3 93.2 6.8 attitude to information communication technology (ict) attitude in this study refers to how the respondents perceived the use and importance of ict to teachers and students. attitude affects how a person accepts new trends such as ict and related to technologies particularly to those teachers who did not have yet any experience in using edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi this type of learning resource material. the attitude of teachers on the use, importance, and how they appreciate the use of ict was measured in this study. the data showed in table 3 below: table 3. teachers’ attitude toward ict legend: 4.20-5.00 strongly agree (sa); 3.40-4.19 agree(a); 2.60-3.39 uncertain(u); 1.80-2.59 disagree (d); 1.001.79 strongly disagree(sd) the data presented in table 3 above showed that the attitude of teachers categorized as importance/relevance and appreciation of use. related to the importance or relevance of ict, the attitude of public secondary school efl teachers in the following statements was strongly agreed: teachers must learn how to use ict to teach students better (x=4.50), the use of ict could make teachers more creative in teaching (x=4.32). they also indicated agreement attitude on these statements: i believe ict is relevant to education (x= 4.11), as a teacher, i find ict easy to work with (x= 4.07), the ict is very useful in facilitating the access of data (x= 3.77), it is very timely to use ict because of the fast-paced change in technology (x=3.84), the use of ict is a good strategy in education (x= 4.11), teachers must learn how to use ict to teach students better (x=4.50), i can easily manage my students to develop their abilities in the use of ict media (x= 3.91), i can teach better if i am using ict equipment (x= 3.82), ict contributes to better teaching-learning process (x= 4.0). the overall mean was 4.04 described as an agreed attitude to the use of ict in teaching english. the agreement of teachers‟ attitudes toward the use of ict in teaching and learning was supported by the interview with the respondents. teacher b: “well, in my opinion, that using ict in teaching english as a foreign language is very useful and very meaningful because by using ict we can have an interesting material and visual material that can be given to the students.” teachers’ attitude to ict percentage mean sd level importance/relevance sd d u a sa ict is relevant to education 2.3% 9.1% 61.4% 27.3% 4.11 .757 a ict is easy to work with 13.6% 65.9% 20.5% 4.07 .586 a ict is very useful in facilitating to access the data 2.3% 15.9% 2.3% 61.4% 18.2% 3.77 1.00 a it is very timely to use ict because of the fast pace change in technology 15.9 % 11.4% 45.5% 27.3% 3.84 1.01 a the use of ict is a good strategy in education 2.3% 2.3% 4.5% 63.6% 27.3% 4.11 .784 a teachers must learn how to use ict to teach students better 2.3% 2.3% 36.4% 59.1% 4.50 .762 sa i can easily manage my students to develop their abilities in the use of ict 2.3% 18.2% 65.9% 13.6% 3.91 .640 a i can teach better if i‟m using ict 2.3% 2.3% 11.4% 79.5% 4.5% 3.82 .656 a 1. the use of ict could make teachers more creative in teaching 2.3% 4.5% 50% 43.2% 4.32 .770 sa ict contributes to better teachinglearning process 2.3% 6.8% 77.3% 13.6% 4.00 .647 a overall mean 4.04 .533 a edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teacher c: “it is a medium to help students to understand the material easily. it is expected that ict could be used in all levels of education and all subjects not only english. “ teacher d: “as far as i am concerned using ict for teaching english as a foreign language is very important. it can facilitate students to more understand english and it can make the teaching-learning process more interesting.” teacher e: “well, now you know that ict is very useful for efl teachers. i think ict could improve students‟ skills. furthermore, it encourages and motivates students to learn more about english.” teachers’ problems in using ict table 4 above showed that the problems encountered by english teachers regarding the use of ict in teaching. the results showed that the overall mean rating was 3.11 (uncertain) and sd of .50385. this showed that english teachers could not determine whether they encountered problems or not in using ict in teaching english. however, the problems identified by the teachers were lack of training/workshop in using ict were “low in quality” which had the highest mean score of 4.25 (strongly agree). table 4. teachers’ problem in using ict legend: 4.20-5.00 strongly agree (sa) 3.40-4.19 agree (a) 2.60-3.39 uncertain (u) 1.80-2.59 disagree (d) 1.00-1.79 strongly disagree (sd) teachers’ problems in using ict percentage m sd l sd d un a sa school lack of ict tools 25.0% 18.2% 2.3% 45.5% 9.1% 2.95 1.42 u most subject contents are not suitable for ict use 9.1% 50.0% 20.5% 18.2% 2.3% 2.54 .975 d lack knowledge and skill in using ict 9.1% 27.3% 20.5% 38.6% 4.5% 3.02 1.10 u lack of training/workshop in using ict 4.5% 9.1% 43.2% 43.2% 4.25 .81 s a have limited time to access ict 2.3% 13.6% 4.5% 77.3% 2.3% 3.63 .83 a the school does not realize the importance of ict in the teaching-learning process. 13.6% 31.8% 15.9% 38.6% 2.79 1.11 u teacher prefers to use traditional technique in teaching 6.8% 25.0% 13.6% 54.5% 3.16 1.03 u school lack of staff responsible for serving ict 15.9% 9.1% 70.5% 4.5% 3.64 .809 a teachers don‟t have enough competency and strategy in using ict 27.3% 13.6% 59.1% 3.32 .883 u students are not ready yet to use ict in learning english 54.5% 25.0% 9.1% 11.4% 1.77 1.03 s d overall mean 3.11 .503 u edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it is also supported by the interview below: teacher b: “i think we have not got such as training in teaching and learning process using technology.” teacher d:“i think what i want to say, it is very hard to say. there is no special training for english teachers, especially for ict. you know it is just our effort to get the skill to know how to operate the computer, to search from the internet.” teacher e:“well, i never had the ict training. i asked the senior teacher who knew about ict well when i had a problem in using it or sometimes i studied and learned by myself. but again we need government support to develop our competence in teaching english using ict.” it is followed by a “lack of staff responsible for serving ict” with a mean was of 3.64 (agreed). in using ict the teachers also faced a lack of staff responsible for serving ict. that‟s why the teachers chose to learn ict by themselves or asked their friends. as teacher a said that “yes, so you have to be able even though there is no training so you have to be able to do the ict for teaching, otherwise students are more knowledgeable using ict than you as a teacher”. the other problem was that it had limited time to access ict with a mean score of 3.63 (agreed). this was one of the problems faced by english teachers in using ict. as teacher b stated in the interview result below: teacher b:“a mountain of tasks is one of the reasons why teachers cannot develop professional competence in using ict in teaching efl. we want to, but as i mentioned no time and no money to attend the training provides for it. you know government requires us to be more professional and competent in ict but fact always no budget for training.” furthermore, the other problem was that it had no sufficient competency and strategy in using ict with a mean was 3.32 (uncertain), teacher prefers to use a traditional technique in teaching with a mean was 3.16 (uncertain), and lack knowledge and skill in using ict with mean was 3.02 (uncertain). it is also supported by teacher d interview result that stated: teacher d:“you know that to operate ict not many teachers can apply it and can use ict because of lack of competency. like me, i don‟t say it is difficult, but i don‟t say i am expert.” discussion teachers‟ attitude in the use of ict implied that secondary school efl teachers understood the importance of ict in education as part of the learning resource materials. by analyzing the interview result, the researchers also concluded that english teachers admitted that ict was very important in supporting the teaching-learning process even it could not be separated from education. the participants claim that ict is the medium for them in teaching. as teacher c said that “it is a medium, it means to help the students to understand the material easily” it meant that ict is very important to help them as the teacher in teaching english. it can be concluded that english teachers edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi had a positive attitude toward the importance and relevance of ict to education. similarly, teacher b said that “i think using ict in the teaching-learning is useful and it is more interesting and there are some advantages of using ict in the teaching and learning process”. it meant that the teacher knew well the advantages of using ict in their teaching could help them to make the students more active and interested in learning english. the findings of this study are in line with bingimlas (2009), habibi, yusop, razak, & mukminin (2019), melor (2007), zhao, tan, and mishra (2001) indicated that positive attitude of teachers might supports and improve the learning process. according to woodrow (1992), a positive attitude toward technology can transform educational practices toward successful learning. therefore, the teacher's positive attitude towards the use of technology in the learning process is an inseparable part of building learning innovations. if the teacher already has a positive attitude towards the use of technology, it can be concluded that the teacher has the desire and motivation in innovating and creating the learning process. thus, attitude is the readiness of individuals in responding or influencing something interesting that occurs (ajzen & fishbein, 2005). as bullock (2004), guskey (1989), saye (1989) argued that teachers‟ attitude is a necessary and significant factor in adopting technology. this would make the lesson more interesting and make students more active in the learning process. in terms of teachers‟ problems in using ict, it is noted that english teachers had problems in using ict in their teaching. it is noted that lack of training was the main problem encountered by the teachers. it is also supported by the interview result where most of the teachers explained that they never attended or took the training, especially in ict. that was the reason the teachers had not enough capability in using ict. from the problems encountered by english teachers, the researcher concludes that training is very important to develop teachers‟ skills and ability in using ict. therefore, training would help teachers to apply the use of ict in real teaching. many studies showed that the use of technology in learning still causes problems (balanskat, blamire & kefala, 2006; pham, tan, & lee, 2019; and syamlee, 2012). the problems that occurred in the use of technology in classroom learning are one of the limitations of the competence of teachers in developing learning innovations. the development of an attractive technology-based learning design is demanded good teachers‟ competence. this research showed that teachers should learn independently because of the limited support from the government to attend training in the development of learning innovations using technology. furthermore, this study showed that teachers were aware of the use of technology in learning to greatly assist them in developing learning to be better and more interesting. however, this is not as easy to describe because for selfdevelopment to joining the training need funds. according to gobbo & girardi (2001) that training related to self-development including the use of technology in the classroom is a significant thing affecting teacher performance in teaching. they further argued that training has an important role in implementing technology and motivating students in learning. thus, teachers are one of the significant factors contributing to educational improvements. conclusions the results of this study indicated that the majority of teachers had a positive attitude toward technology used in the classroom. a positive attitude in the use of technology in the classroom would help teachers to better planning teaching material and create more interesting learning. moreover, a positive attitude leads to successful learning and motivates students. however, this edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research showed that even teachers have a positive attitude towards technology; government support for teachers in developing technological competence is not as expected. previous studies emphasized that the development of teacher competence in technology has an important role in the learning process. more than half of the teachers in this study stated that they need technical training in the development of learning materials. the source of funds and lack of training on teachers‟ competency development are still one of the obstacles and major issues in this research. references albion, p. r., & ertmer, p. a. (2002). beyond the foundations: the role of vision and belief in teachers‟ preparation for the integration of technology. tech-trends, 46(5), 34-38. ali, g., faruques, a. h., & muhammad, k. (2013). the role of ict to make teaching-learning effective in higher institutions of learning in uganda. international journal of innovative research in science, engineering and technology, 2(8). ajzen, i., & fishbein, m. (2005). the influence of attitudes on behavior. in d. albarracín, b. t. johnson, & m. p. zanna (eds.), the handbook of attitudes (p. 173–221). lawrence erlbaum associates publishers. atkins, n. e., & vasu, e. s. (2000). measuring knowledge of technology usage and stages of concern about computing: a study of middle school teachers, journal of technology and teacher education, 8 (4), 279-302. balanskat, a., blamire r., & kefala, s. (2006). a review of studies of ict impact on schools in europe: european schoolnet. becker, h.j., & riel, m.m. (2000). teacher professional engagement and constructivist-compatible computer use (report no. 7). irvine, ca: center for research on information technology and organizations. bingimlas k., (2009). „barriers to the successful integration of ict in teaching and learning environments: a review of the literature‟, eurasia journal of mathematics, science & technology education, 5(3), 44-52. bransford, j. d., brown, a. l., & cocking, r. r. (2000). how people learn: brain, mind, experience, and school: expanded edition. washington, d. c.: national academy press. brown, h. d., (2001). principle of language learning and teaching, new york, prentice hall. bullock, d., (2004). moving from theory to practice: an examination of the factors the preservice teachers encounter as the attempt to gain experience teaching with technology during field placement experiences. journal of technology and teacher education,12(2), 211. castro, c. (2003), education in the information age: promises and frustrations. retrieved from http://www.iadb.org/sds/doc/edu&tech2.pdf cawthera, a. (2000). computers in secondary schools in developing countries: costs and other issues. the department for international development, world links for development, and the human development network of the world bank. chen, c. (2008). why do teachers not practice what they believe regarding technology integration? the journal of educational research, 102(1), 65-75. cope, c., & ward, p. (2002). integrating technology into classrooms: the important of teachers‟ perceptions, educational technology and society, 5(1). http://www.iadb.org/sds/doc/edu&tech2.pdf edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi cox, m., preston, c., & cox, k. (1999). what factors support or prevent teachers from using ict in their classroom? paper presented at the british educational research association annual conference, university of sussex at brighton, september 2-5 1999. davis, f. d. (1997). perceived usefulness, perceived ease of use and user acceptance of information technology. mis quarterly, 13(3), 319-339. egnatoff, w. j. (2004). preparing teachers for effective and wise use of the internet in schools. ontario, canada: faculty of education queen's university kingston. flecknoe, m. (2002). how can ict help us to improve education? innovations in education and teaching international, 39(4), 271-279. grabe & grabe. (2005). integrating technology for meaningful learning. usa: houghton mifflin. gilakjani, a., p. (2012) efl teachers‟ attitudes toward using computer technology in english language teaching, theory and practice in language studies, 2(3), 630-636. gobbo, c., & girardi, m. (2001). teachers‟ beliefs and integration of information and communications technology in italian schools, journal of information technology for teacher education, 10 (1 & 2), 63–86. guskey, t. (1989). attitude and perceptual change in teachers, international journal of educational research, 13, 439-453. habibi, a., yusop, f, d., razak, r. a., & mukminin, a. (2019). preparing future efl teachers for effective technology integration: what do teacher educators say? asian efl journal research articles, 21(2), 9-30. harmer, j. (2007). the practice of english language teaching. england: pearson. kent n., & facer k. (2004). different worlds? a comparison of young people‟s home and school ict use, journal of computer assisted learning, 20, 440-455. kersaint, g., horton, b., stohl, h., & garofalo, j. (2003). technology beliefs and practices of mathematics education faculty. journal of technology and teacher education, 11(4), 549–577. king, j., bond, t., & blandford, s. (2002). an investigation of computer anxiety by gender and grade. computers in human behavior, 18, 69–84. krajka, j. g. (2002). using the internet in the language classroom to foster learner independence? ideal and reality. lam, y. (2000). technopiliacs, technophobia: a preliminary look at why second-language teachers do or do not use technology in their classrooms. canadian modern language review, 56(3), 389420. law, b. t. & sim, c.h.., (2008). exploring the extent of ict adoption among secondary school teachers in malaysia. international journal of computing and it research, 2(2), 19-36. lee j. (2007). telephone interpreting – seen from the interpreters‟ perspective. interpreting, 9 (2), 231-251. leong, s. (2012). navigating the emerging futures in music education. journal of music, technology and education, 4(2), 233-243 . mikre, f. (2011). role of information communication technologies in education: review article with emphasis to the computer and internet. african journals online (ajol), 6(2). melor, md.y., (2007). malaysian esl teachers‟ use of ict in their classrooms: expectations and realities. cambridge university press online, 19(1), 77-95 edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi park, j. & son, j. (2009). expression and connection: the integration of the reflective learning process and the public writing process into social network sites. journal of online learning and teaching, 7(1). pham, t. n., tan, c. k, & lee, k. w. (2019). issues and challenges in using ict for teaching english in vietnam, call-ej. 20(3), 140-155. rovai, a.p. (2002). building sense of community at a distance. international review of research in open and distance learning, 3 (1). salehi, h., & salehi, z. (2012). integration of ict in language teaching: challenges and barriers. proceedings of the 3rd international conference on e-education, e-business, emanagement and e-learning (ic4e, 2012). ipedr, 27, 215-219. samad, s. a., houques, k. e., ma yu, & othman, a. j. (2013). uses of ict in english teaching in primary schools in wei nan city, china. international journal of learning & development, 3(4), 1 – 9. saye, j. w. (1998). technology in the classroom: the role of disposition in teacher gate keeping. journal of curriculum and supervision, 13(3), 210-234. syamlee, s. d. (2012). use of technology in english language teaching and learning: an analysis. medias and culture ipedr, 33, 150-156. woodrow, j. e. (1992). the influence of programming training on the computer literacy and attitudes of pre-service teachers. journal of research on computing in education, 25(2), 200–219. yukselir, c. (2016). english foreign language (efl) instructors‟ and teachers‟ perceptions towards the integration of interned assisted language teaching (ialt) into efl instruction. journal on efficiency and responsibility in education and science, 9(1), 23 – 30. yunus, m. m., lubis, m. a., & lin, c. p. (2009). language learning via ict: uses, challenges and issues. wseas transactions on information science and applications, 6, 1453-1467. zammit, s. a. (1992). factors facilitating or hindering the use of computers in schools. educational research, 34, 57-66. zhao, y., tan, h. s., & mishra, p., (2001). teaching and learning: whose computer is it? journal of adolescent & adult literacy, 68 (2), 46-52. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi field trip as a challenging method in developing students’ mastery of descriptive texts indrawati state islamic institute of syaikh abdurrahman siddik bangka belitung indrawati.fr@gmail.com abstract field trip method is believed to have power in increasing students‟ drive in writing, especially when they are asked to describe things or people. the purpose of this quasi-experimental research was to gain as much as information about the use of field trip method in developing learners‟ ability in writing descriptive texts for tenth graders of sma negeri i mendo barat, bangka. a writing test was conducted to collect the data. based on the findings, the mean score of post-test in the class which was given treatment was higher (70.27) compared to the mean score in the class with no treatment (60.22). in addition, comparing the post-test between the two groups using independent sample ttest, it was found that t-table was lower than t-obtained, and the paired sample t-test also revealed a significant difference between the pre-test and the post-test in the experimental group. it is obviously seen that there was an absolute distinction between those two classes, and it can be concluded that field trip method can improve the students‟ skill in producing descriptive text at sma negeri 1 mendo barat. keywords: descriptive text, field trip method, writing skill manuscript submitted: october 3, 2020 manuscript revised: november 16, 2020 accepted for publication: december 1, 2020 introduction english has become the first foreign language which has to be learnt as a compulsory subject in any level of school in indonesia, from elementary to high school students (mukminin, masbirorotni, noprival, sutarno, arif, & maimunah 2015, ). it is widely known that english is an international language since it has been largely spoken among foreign language speakers (marzulina, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). in senior high school, english is taught to the students from the first to the third year. the government arranges the national examination to every third year of any level and one of its purposes is to improve the students‟ competence in listening, speaking, reading and writing in english. that is the reason why english subject in indonesia is very important (marzulina, mukminin, erlina, astrid, ajriyah, holandiyah, & habibi, 2019). english as one of international languages which has four skills that must be mastered by the students inseparably (maimunah, marzulina, herizal, holandyah, mukminin, pratama, & habibi, 2018; mukminin, ali, & ashari, 2015; mukminin et al., 2019). these four skills are related to each mailto:indrawati.fr@gmail.com issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi other and they are divided into two. the first is receptive skills including listening and reading and the second is productive skills which consist of speaking and writing. especially for writing skill, it is a competence that must be learnt by the students, because after the students have studied about listening, speaking and reading, a final product is writing (marzulina, 2019; mukminin et al., 2018). furthermore, richard (2011) claimed that writing is the hardest skill to be learnt and found more difficult than the others because it is hard to be achieved by the students (richards, 2011). wolfersberger stated that the writing skills are complicated and uneasy to be learnt by students ( wolfersberger, 2003). the skill involved in writing is highly complex and it is totally not easy for students even to write a single paragraph (astrid, marzulina, erlina, harto, habibi, & mukminin 2019). writing involves many aspects of language, including grammar and vocabulary. in addition, discovering ideas, drafting, revising, and proof reading take considerable time and energy (ruizfunes, 2015). harmer (2007) defines that writing is occasionally functional as a kind of readiness for many tasks that follow, specifically when students produce paragraph as an introduction to speaking projects (harmer, 2007). although, it needs special methods or strategies to teach writing skill, it becomes one of challenging skills which students should master. based on the preliminary study that has been done by the researcher in class x mipa sma negeri 1 mendo barat, bangka, many students had some problems and difficulties in writing skill. it can be seen from the result of their writing test. the students were unable to write in a good grammatical sentence. the students did mistakes in using of pronoun and verb. moreover, the students were confused when they have to choose the words to make a sentence (word choice). also, when the researcher interviewed the teacher, she said that the students‟ problem was lack of vocabularies and they were not too creative in making and developing an idea, because when the students were in junior high school, the teacher only asked them to translate rather than to write. next, based on the observation, the students have difficulties in some descriptive text features, such as 1) content, which discovered their limited details of topic, limited development of ideas and the inconsistence of focus, 2) organization, which revealed their disconnecting ideas and lacks of developing sequence, 3) structure, with frequent errors of using tense, pronoun, verbs, and preposition and mislay the sentence, 4) mechanics, which elaborated their frequent errors of spelling, capitalization, punctuation, sentence structure, usage and formatting consideration and the last one is 5) word choice, where the students‟ error of word/idiom form, choice and usage and obscured/inconsistent meaning of word were disclosed. afterward, based on the statements above, i limited the study on writing skill. actually, there are so many strategies, techniques, and methods that can increase and encourage the students‟ interest in writing descriptive text. in this case, a good method and visual media are needed. these will make the students get more interested in writing, especially a descriptive text. in analyzing the students‟ difficulties in writing a descriptive text, i had to find the effective method to improve the students‟ writing skill, and one of them is field trip method. rugaiyah (2017) conducted a research to increase her students‟ mastery in producing descriptive text using field trip method. she used an experimental research, giving treatments, a pre-test and post-test to her students. and the from the findings, the students who were given and experienced field trip method could have a higher scores, or it can be inferred that their ability in writing descriptive texts could increase significantly (rugaiyah, 2017). rugaiyah (2019) also did a survey to see how effective field trip was in developing student‟s skills in writing descriptive texts (rugaiyah, 2019). the population and sample of her research was junior and senior high school students and the pre-service teachers of english selected issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi from private and public schools. the result showed that most of the participants agreed field trip method was beneficial for them in improving ability in writing as it could trigger their creative thinking and motivation in learning this kind of skill. field trip method is one of learning strategies used by the teachers especially in teaching english. according to behrendt and franklin (2014), field trip is a school outing that is managed by the educational institution for the purpose of supporting the educational material. for this outing, the learners will visit and explore some places and the teachers will give some language instruction related to the objectives of the subject given where the of instruction can be in form of observation and examining things directly in their functional setting (behrendt & franklin, 2014) for example, an expedition food or drink factories, a libraries, plantations, and so on. field trip is also known as the field geography method which provides more extensive experience to the students rather than study in the classroom (widiyanto, 2017). field study is learners‟ experiences outside the school and classroom at some specific spots or places especially designed for learning purposes or objectives (procter, 2012). in addition, field trip may be done in some hours only (half day), full day , or even the whole weekend; the formats of the pleasure trip can be for educational trip (students‟ projects), or it can be in a form of research completion, academic orientation (glory, rajeswari, & vasanthi, 2017; mosothwane, 2002). similarly, amosa, ogunlade, & atobatele, (2015) in their research argued that field trips fill the gaps between the learning theories that the students get in school and the real experiences which are so natural and real in the environment, in different aspects of life (industry, health, wildlife conservation, and so on) (amosa, ogunlade, & atobatele, 2015). according to meiranti (2012), field trip can be defined as studying outside classroom and school environment. field trip does not always mean going far away for a long time from classroom or school. however if it takes a long time to travel and for some time, it can be categorized as study tour, not a field trip anymore (meiranti, 2012). in addition, kandamby (2018) added that the field trip gives some chances for students to implement what they have learnt at school, encounter actual, genuine resources, a chance to physically touch authentic condition, (kandamby, 2018). field trip also provides the real experiences for the students and the teacher. there are many learning objectives in conducting field; according to adam, the objectives are to build camaraderie and team work, develop/gain selfconfidence and trust, and so on (adam, 2016). it also gives a good impact on students‟ attitudes, behavior, and learning process. he claimed that the purpose of conducting field trip is to acknowledge more about the community, real life, and things outside the classroom or house (meiranti, 2012). in the steps of applying a field trip, especially in teaching writing, it can be done by getting students to learn outside the classroom and with guide from teachers through the instructions and implementation of a written assignment also the teacher should provide an accurate and well preparation to avoid any unexpected incident while having a trip. moreover, field trip method has simple procedures which consist of three steps, such as planning the trip, the trip, and follow up (glory, rajeswari, & vasanthi, 2017). there were some previous related studies, and three of them were the research presented by (rugaiyah, 2017; adam, 2016; meiranti, 2012). based on the result of those studies, field trip was effective in improving students‟ mastery of producing writing texts. based on the preliminary study, the researcher drew up the problems of study: „is there a significant difference in writing skill between the students who are given field trip method treatment and the ones who are taught without field trip method?‟ issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review descriptive text 1. what is descriptive text? descriptive text is one genre of texts which through learning this kind of text, the students could observe, explores, associate, and communicate through around them and show the result in the written form. it proves that there are several opinions from some experts about descriptive text. when you describe things meaning you have to use your feeling and five senses; describing things based on their appearances, scents, flavors and the sound they produce (oshima, ann hogue, carlson, dilillo, edmonds, le drean linda moser, & pullman,2007). tompkins (2002) argued that when the students produce descriptive writing just like drawing an image though words, sentences, and paragraph in correct order into a good and complete essay. and while writing they have to actively uses their senses and feelings. (tompkins, 2002). in addition, a descriptive text usually draw a picture of a thing or object, so that the reader can imagine the object in his/her mind (katherine, 2015) . to sum up, descriptive text describes any elements of environment including person, view, animals, and so on in order to help the readers to able to get the same sense as what the writer have felt. 2. the generic structure of descriptive text the basic structure of descriptive text consists of identification and description. the first part is the part where the writer has to identify the phenomenon, person, place or thing. the second part is the part which describes the parts, qualities, and the characteristics of the phenomenon, person, place or thing which introduced in the first part (meniado, 2016). 3. language features in descriptive text. descriptive text has some language features (katherine, 2015), which are: a) describe specific noun; persons, animals, concrete things b) use adjectives in describing those specific nouns c) use simple present tense in expressing the description in sentences the concept of field trip method 1. field trip method field trip method is one of teaching strategies used by the teacher especially in teaching english. field trip also provides the real experiences for the students and the teacher. there are some objectives of field trip in teaching and learning outside the classroom; to build camaraderie and team work, develop/gain self-confidence and trust, and so on (mosothwane, 2002). it also gives a good impact on students‟ attitudes, behavior, and learning process (enung & usman, 2019). in the steps of applying a field trip, especially in teaching writing, it can be done by getting students to learn outside the classroom and with guide from teachers through the instructions and implementation of a written assignment (meiranti, 2012), also the teacher should provide an accurate and well preparation to avoid any unexpected incident while having a trip. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in other words, the purpose of using field trip method is to observe and concept anything that they feel through the trip which is related to their experience. in conclusion, field trip method is a method which allows the students to see, to hear, and to explore anything that they got in the trip, and then the students try to express anything they feel along the trip in the written form. 2. procedure of field trip method in conducting a field trip, there are three stages that should be held. they are as follows. a) planning the trip three essential elements should be required to plan any field trip are the host, the teacher, and the students. the host is someone who must be involved firstly in the process of field trip or someone who has to explain about the object at the site. it is suggested that the teacher should contact or meet the host in order to have a small talk about the trip. in addition, the teacher may also invite the host to come to the classroom for planning the trip including the day, date, and time of the trip for the students. afterwards, the students who must be involved during the trip should follow the instruction or directions and record the data as suggested by the teacher during the trip and then analyze it to make a conclusion. furthermore, the teacher is someone who must act as an assistant of tour guide throughout the process of teaching and learning during the trip. the roles of the teacher during the trip are; (a) selecting the problems, objectives, and the concepts of the trip second, (b) guiding the students‟ observation, (c) assigning responsibilities for completion of students‟ task after the trip, (d) constructing the data sheet of observation and dividing the students into small group, and (e) anticipating unconditional learning process to prepare the students in the classroom for solving problem. b) the trip the planning of the trip that involved the three elements including the host, the students and the teacher should have a meaningful experience along the trip. the trip should be useful to all participants including the teacher and the students. on the trip day, the final details include checking the students‟ attendance list, reminding the rules of the trip, and conducting some food and equipment should be prepared before going to the place of the trip. after arriving at the site, the host and the teacher become responsible for the tour or the trip itself. during the trip, the students are allowed to ask some question and make notes about the object at the field. at the end of visit, the teacher gives a session for questions, answers, and discussions. at this time, the host may explain the last explanation and clarification. also, the teacher may allow the students to reveal some appreciation and thank the host for his/her benefaction. c) follow up at the end of visit, the students have to return to the school for discussing their experience along the trip. at this time, the teacher has an opportunity to reinforce the learning outcomes of the students through some means or equipment of follow up activities. here are some activities and equipment for follow up activities such as discussions, cameras and video tape recorder (vtr), formal writing assignment, bulletin and thank you letter. bahrendt and franklin (2014) argued that the teacher must identify the reflection and briefing to maximize student interest and learning issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi process. afterwards, the evaluation should be based on the objective which is to measure the students understanding toward the object that has been observed. 3. the advantages of field trip method the use of field trip has some advantages, especially for the students. according to rugaiyah (2017), field trip has positive effect on learner‟s motivation (rugaiyah, 2017), retention and performance. in line with this, it is said that field trip strategy seems to create a good track of accomplishment in developing learners‟ drive to study and improving students‟ competencies (behrendt & franklin, 2014). the advantages are stated below. firstly, field trips are believed to lead learners get closer to the real things and specific environment and updated knowledge. this method encounters the students to live experience that might also be the base basic of other learning activities. it may energize the learners to obtain current knowledge based on the object which they examine in the field, and it can make the students are eager to learn better. secondly, field trips are claimed to make the learners to respect nature and their environment. field trip can be considered as an activity that can develop student‟s creative and critical thinking related to the real situation they encounter during the trip. so, it became retention in their daily life. in addition, retention is usually defined as the power to recall and remember memories accordingly, and he or she will have a scheme on what is seen or listened in a period of time. thirdly, according to behrendt and franklin (2014), field trip gives the students experiences to gear and link them to comprehend and value the classroom concepts (behrendt & franklin, 2014). parents may want to expose their children to many places and event that are of educational value, but their parents have some reasons to do not do that, for example busy at their work, lack of money, and so on. in conclusion, field trip gives positive effects to the learners and educators in all classroom activities. it allowed the students to explore anything around them and learn through the real situation. in addition, the students will not be bored in learning through this method rather than learning in the classroom that can cause the students become bored. 4. the disadvantages of field trip method a. taking a lot of time to make a preparation b. involving many people to manage the trip c. interrupting the ongoing lesson especially if the place visited is not close to school d. demanding high cost, therefore not every student can join the field trip e. requiring a superintendence, guidance from the teachers moreover if the students are young learners the steps of implementing the field trip method here are some stages to implement the field trip method in teaching descriptive essays: a. before the field trip before going to learn, the teacher should decide the place in order to observe the layout of the place and determine the compatibility of the place for all students. the teacher also may ask the host to help her in controlling the atmosphere. after that, the teacher needs to give some prior orientation which includes describing the place and its layout. through this orientation, the students should comprehend the purpose of the learning and its result becomes the new experience for them. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi afterwards, the teacher should prepare some means for teaching and learning process at the field trip. this means includes camera, video tape recorder (vtr), note book and attendance list. b. during the field trip during the field trip, the teacher may need to help the students enjoy, relax and comfortable with the new surroundings. when the activities begin, the teacher explains the rules that the students need to follow the direction and the instruction by the teacher. then, the teacher gives a worksheet which consists of some questions or outlines relates to the object that the students going to observe. during the activity, the teacher may also explain the layout of the field trip. afterwards, the teacher also allows the students to take notes and ask some questions to the host after explanation of the materials. c. after the field trip after observing the object of the materials, the teacher asked the students to thank and appreciate the host for his/her benefaction and then the teacher asks the students to collect the worksheet. rugaiyah (2017) added that after making field trip, the next activity was follow up. the teacher needs to reinforce the learning outcomes through this activity which includes discussions the result of field trip, guiding the students to make a description and evaluation (rugaiyah, 2017). the procedures in teaching writing using the field trip method there are three procedures in teaching writing using the field trip method: a. pre-writing 1. before the field trip in this stage, three elements should be needed. they are the teacher, the host, and the students. before having the trip, the teacher should arrange a plan. this plan should be done before having the trip. these plans are the date, day, time, and the place of the trip. an opportunity should exist for host and teacher to meet before the visit to share ideas and discussing such matters. then, the researcher invited the host to the classroom in order to discuss the plan of field trip together with the students. in this research, the researcher arranged the first trip (a trip to a library) on monday, 14 october 2019. the second trip (a trip to a florist shop) was on tuesday, 22 october 2019, and the last trip (a trip to cattle farm) was on monday, 4 november 2019. 2. during the field trip during the school outing was the next procedure of conducting field trip. it was the trip. in this step, the students were visited the places of the trip. they were a library, a florist shop, and a cattle farm. in the trip, the students observed the place/object (the location, part of the place, the colors, the shape, and etc.). before observing, the researcher read the rule of the trip and told the students about the equipment for the trip and gave them the worksheet which consists of some questions or outlines related to the object. then, while the students observe the place, the researcher and the host explained the material to the students. the students were allowed to take notes and asking some question to the host. at the end of the trip, the students appreciated the host for his/her benefaction during the trip. 3. after the field trip issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi after the trip, the last activity was follow up. after observing the place, the students returned to the classroom. in this activity, the teacher needed to reinforce and evaluate the result of the trip through discussing, and the teacher also guided the students to make description. as the last step, the students collected the result to the teacher. b. drafting (in the classroom) drafting is an activity that is done by a writer in which he writes all ideas which is not paying attention on mechanical aspects of writing. in other words, in this stage a writer produced a rough draft. tompkins (2002) defined that drafting is one important step of the writing process where the learners do mind mapping and express those ideas into sentences with errors on mechanics, spelling, and punctuation. the researcher asked the students to write a paragraph of descriptive text related to the topic or the place that they have just observed before and it was based on the notes or the outlines they have written on their notebooks or worksheet. c. revising and editing (in the classroom) oshima et al (2007) stated that during this step, revising is time to check the essay focused on content, coherence, cohesion and organization (oshima et al., 2007). after revising a rough draft, editing is the stage of writing process. editing is arranging all the sentences, paragraphs into an accurate structure (tompkins, 2002). similarly, editing is the process of correcting grammatical error, lexical, and mechanical errors. in this activity, the students were asked to rearrange, edit, and rewrite their writing task and then the teacher ordered the students to end the paragraph and asked them to examine their writing including the punctuation, spelling errors, capitalization, and so on. method this quantitative research used quasi-experimental design. it was a type of experiment that the researcher limited the control in selecting the participants. in this research, the population was the entire of tenth grade students in sma negeri 1 mendo barat with the total number of students 182. purposive sampling was used as the sampling technique. i took two classes out of the population as the sample of this research. x mipa 1 class was the experimental group which would be given the treatment and x mipa 2 class became the control group. test was the instrument used by the researcher in collecting the data of research, and writing test was given to students. they were asked to write descriptive texts. the result of this writing test was computed by using statistical analysis. then, the statistical data was measured by using spss. moreover, the statistical strategy was used to compare the result of pre-test and post-test between the two sample of group. findings table 1. paired samples statistics mean n std. deviation std. error mean pair 1 pre-test (exp) 51.71 32 7.323 1.294 post-test (exp) 70.27 32 6.496 1.148 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi paired samples t-test on the table above showed the mean score of pre-test in treatment group was 51.71 and the post-test was 70.27, the standard deviation of pre-test in treatment group was 7.323 and the post-test was 6.496, and the standard error mean of pre-test was 1.294 and post-test was 1.148. table 2. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test (exp) posttest (exp) -18.561259.69318 1.71353 -22.05601-15.06649-10.83231 .000 the result of paired sample t-test showed the mean of test score between before and after treatment in experimental group was 18.56, standard deviation was 9.69, the standard error mean was 1.71, and t-obtained was 10.83. at the significant level of p<0.05 for two tailed test and degree of freedom was 31. we noticed that the value t-table was lower that t-obtained, it was obviously seen be that there was a significant difference in students‟ mastery of writing before and after given field trip method as the treatment in the experimental group. the result of pre-test and post-test score in the control group table 3. paired samples statistics mean n std. deviation std. error mean pair 1 pre-test (con) 46.1474 31 6.00107 1.07782 post-test (con) 60.2226 31 5.54423 .99577 from the table above, we can see that the mean score of pre-test in non-treatment class was 46.14 and the post-test was 60.22, the standard deviation of pre-test in non-treatment class was 6.00 and the post-test was 5.54, and the standard error mean of pre-test was 1.077 and post-test was .995. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi from table 4, it could be analyzed that the mean score between before and after the researcher gave material related to writing descriptive text in control group was 14.07, standard deviation was 7.39, the standard error mean was 1.32 and t-obtained was 10.59. at the significant level of p<0.05 for two tailed test and degree of freedom was 30. since the value of t-obtained was higher than ttable, it could be concluded that there was a little improvement in students‟ writing skill in control group. the statistical analysis of students’ post-test between the experimental group and control group table 5. group statistics group n mean std. deviation std. error mean scores of writing posttest experimental group 32 70.2775 6.49677 1.14848 control group 31 60.2226 5.54423 .99577 table 5 showed the students‟ score of writing during post-test. the experimental group which consisted of 32 students, the mean score was 70. 2775 while on the other hand the mean score of the control group was 60.2226. the average score of students‟ test in the treatment class was higher than the average score of the other one which did not receive field trip method implementation. table 4. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test (con) post-test (con) -14.075167.39583 1.32833 -16.78797-11.36235-10.59630 .000 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 6 revealed the statistical analysis comparing students‟ final scores of writing. the independent sample t-test differentiated two groups of scores in writing descriptive texts; post test result of control group and experimental group. from the table above, t-obtained was 6.598. it was also found that t-table was 1.999, lower than t-obtained (6.598). it can be inferred that the there was much progress in the students‟ ability in producing the descriptive text for the experimental group which the field trip method implemented. discussions after accomplishing the implementation and the observation of field trip method in the process of teaching learning writing skill of descriptive text, i interpreted that the process was effective and running well. it could be seen by the result of observation which was done during the treatment of field trip method. the observation sheet showed the students‟ level of participation or activeness, cooperation and comprehension during learning process the researcher found. examining the students‟ participation, i could draw conclusion that there was a remarkable improvement and progress from the very first to the twelfth meeting. it was because the students‟ participation in their attendance from the second meeting to the last meeting was increased. it showed that the result of this aspect was in fair category in participating the class regularly during the treatments. in the students‟ cooperation aspect, the most of students were able to cooperate with his/her friends during and after field trip. for this aspect, there were six meetings categorized poor category, but in the eighth to the eleventh meeting were in fair category. when i taught the students by using field trip method, the students were able to discuss in their groups and share any information about the place that they observed during and after field trip. afterwards, i concluded that there was a good significant difference in this aspect of observation. finally, the last aspect was students‟ comprehension. during the treatment, there were eight meetings in poor category, but the fifth and eleventh meetings were in fair category. it proved that by using this method, the students who were not able to organize and create their idea in written form, it became easier for them to do it when they learned writing through this method. the most of students also were able to be a good critical learner when they were asked to observe and discuss the result together with their friends and applied it in the written form. in conclusion, it could be table 6. independent samples test levene's test for equality of variances t-test for equality of means 95% confidence interval of the difference f sig. t df sig. (2tailed) mean difference std. error difference lower upper scores of writing posttest equal variances assumed .991 .323 6.598 61 .000 10.05492 1.52392 7.00766 13.10218 equal variances not assumed 6.615 60.057 .000 10.05492 1.52005 7.01442 13.09542 issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi concluded that field trip method was effective to apply in improving students‟ writing of descriptive text. there were some studies which conveying that field trip could develop the students‟ writing skill in producing descriptive texts. the first was a study conducted by saifudin adam in sma negeri 3 ternate. he did an experimental research and the finding showed that the students who were taught by using field trip technique experienced a more joyful and convenient learning atmosphere, and as a result, their post-test mean became much higher than their pre-test, as well as the comparison between post test means of the two classes, experimental group and control group (adam, 2016). the other study about this field trip method was also implemented by risa meiranti. she conducted a classroom action research in order to improve writing ability of second grader of junior high school students in luragung. in the second cycle, she found out that the students were more enthusiastic and confident in doing the tasks related to writing descriptive text (meiranti, 2012). the third study about filed trip method was managed by rugaiyah. she did an experimental research on the second semester students of fkip uir pekanbaru. she taught filed trip method to develop the students‟ mastery in writing descriptive texts in the experimental class.. and the findings showed that the field trip method can enhance the students‟ performance in writing descriptive text (rugaiyah, 2017). the test result showed that the students in the experimental group who were given treatment of field trip reached a better score than the students who were given no treatment, using conventional method in learning to write descriptive texts. the result of the statistical analysis suggested that there was a quite major distinction between the group experiencing the learning process by using field trip method (experimental group) and the one without the treatment, which is the control group. furthermore, the difference was also significant when compared between before and after the implementation of the method. the experimental group had higher mean scores than the control group, both in the pre-test and the post-test. the mean of the pre-test of the experimental group was 51.71 while the control group‟s was 46.14. while the score of the post-test of the former was 70.27 in average, the later one had 60.22 points. afterwards, i concluded that there was a significant difference between the experimental group and the control group in teaching and learning through field trip method. it means that the students „mastery of writing descriptive texts increased remarkably after using this method. in other words, the students‟ writing skill has been improved by learning using the method, especially in descriptive text. conclusions i had conducted the research and obtained two conclusions. first, after the implementation of field trip method, it could be claimed that the students who were in the experimental group experienced a more fun and enjoyable learning atmosphere compared to the ones in the control class. during the meeting, students showed positive response during teaching and learning writing. it was because field trip method gave them to get real experiences towards real object. then, field trip also could build camaraderie or friendship of students become more tightly and it gave them a nice motivation in learning writing. in addition, most of students also were able to be a good critical learner when they were asked to observe and discuss the result together with their friends and applied it in the written form. furthermore, the students also were able to organize and create their idea in written form and they became easier to do it when they learn writing through this method. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in answering research problem number 2, i conducted a statistical analysis using independent sample t-test where the result of students‟ final work of descriptive text in the experimental group was compared to students‟ writing in the non-field trip method group. the result showed that tobtained was 6.598 and t-table was 1.999; t-table was lower than t-obtained. this statistical analysis gave a clear finding to be interpreted that the alternative hypothesis was accepted and the null one was rejected. furthermore, it could be inferred that field trip method treatment was effective to develop students‟ skill in writing descriptive text at the tenth grade students of sma negeri 1 mendo barat, bangka. based on the conclusions above, i would like to offer some suggestions for the teacher of english, for the students, and for further researcher to improve the quality of teaching writing by using field trip method. those suggestions are as follows: a. for the teacher of english in teaching writing, i recommend teachers of english to apply field trip method in teaching writing, especially descriptive text. by implementing this learning strategy, the students can observe the object that will be written directly and it gives students the real experience in learning. this method also will build the friendship among the students and it increases their motivation in learning writing. afterwards, in this study, this method also improves learner‟ skill in writing descriptive text. b. for the students through implementing field trip method in teaching writing, the students are expected to enjoy learning process of writing descriptive text. i propose the students that during the trip, they can ask and share any experience to their friends in the form of writing. c. for further researchers it is hoped that the findings of this research can give an explorative and meaningful resources to the further researchers who want to investigate the similar research. references adam, s. s. (2016). the effectiveness of using field trip technique to the writing skill for the senior high students. edukasi. 14(1), retrieved from https://doi.org/10.33387/j.edu.v14i1.180 amosa, a. g. a., ogunlade, o. o., & atobatele, a. s. (2015). effect of field trip on students‟ academic performance in basic technology in ilorin metropolis, nigeria. malaysian online journal of educational technology, 3(2), 1-6. abrar,m.,mukminin,a.,habibi,a., asyrafi,f., makmur, m.,&marzulina, l.(2018). “ifourenglishisn‟t alanguage,whatisit?” indonesianeflstudentteachers‟challengesspeakingenglish.thequalitative report,23(1),129-145.retrievedfrom http://nsuworks.nova.edu/tqr/vol23/iss1/9 astrid, a., marzulina, l., erlina, d., harto, k., habibi, a., & mukminin, a. (2019). teaching writing to efl student teachers: teachers‟ intervention and no teachers‟ intervention through peer feedback writing techniques. universal journal of educational research, 7(9), 1901-1908. behrendt, m., & franklin, t. (2014). a review of research on school field trips and their value in education. international journal of environmental and science education, 9(3), 235-245. enung, e., & usman, m. (2019). penggunaan model pembelajaran field trip dalam meningkatkan keterampilan menulis karangan deskripsi bahasa jerman siswa. eralingua: jurnal pendidikan bahasa asing dan sastra, 3(1), 41-45. g., m., glory, h., rajeswari, s., & vasanthi, b. c. (2017). outcome of experienced based learning issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 97 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi (field trip) as a learning technique in gaining knowledge among graduate and post graduate nursing students. journal of health and allied sciences nu, 7(2),39-44. retrieved from https://www.nitte.edu.in/journal/june2017/o6.pdf harmer, j. (2007). how to teach english 2nd edition. education, 62(3), 313-316. retrieved from https://academic.oup.com/eltj/article/62/3/313/384919 kandamby, g. w. t. c. (2018). enhancement of learning through field study. journal of technology and science education, 8(4),408-419. retrieved from https://doi.org/10.3926/jotse.403 katherine carter. (2015). teaching descriptive writing through visualization and the five senses. english teaching forum, 52(3), 37-40. maimunah, marzulina, l., herizal, holandyah, m., mukminin, a., pratama, r., & habibi, a. (2018). cutting the prevalence of plagiarism in the digital era: student teachers‟ perceptions on plagiarism in indonesian higher education. problems of education in the 21st century., 76(5):663667. retrieved from https://doi.org/10.33225/pec/18.76.663 marzulina, l. (2018). learning strategy towards students‟ descriptive writing achievement taught by using pick – list – evaluate – active – supply – end strategy. edukasi: jurnal pendidikan dan pengajaran., 4(2), retrieved from http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/20500 marzulina, l., mukminin, a., erlina, d., astrid, a., ajriyah, n., holandiyah, m., & habibi, a. (2019). the grammatical awareness of student teachers: the case of an english education study program in indonesia. universal journal of educational research, 7(9), 1847-1859. meiranti, r. (2012). improving students‟ writing skills through field trip method. english review: journal of english education, 1(1), 89-96. meniado, j. c. (2016). metacognitive reading strategies, motivation, and reading comprehension performance of saudi efl students. english language teachin, 9(3), 117-129. retrieved from https://doi.org/10.5539/elt.v9n3p117 mosothwane, m. (2002). pre-service teachers‟ conceptions of environmental education. research in education, 37(7), 1-13. retrieved from https://doi.org/10.7227/rie.68.3 mukminin, a., ali, r. m., & ashari, m. j. f. (2015). voices from within: student teachers‟ experiences in english academic writing socialization at one indonesian teacher training program. qualitative report, 20(9), 1394-1407. mukminin, a., haryanto, e., sutarno, s., sari, s. r., marzulina, l., hadiyanto, & habibi, a. (2018). bilingual education policy and indonesian students‟ learning strategies. elementary education online. 17(3), 1204-1223. retrieved from https://doi.org/10.17051/ilkonline.2018.466330 mukminin, a., masbirorotni, m., noprival, n., sutarno, s., arif, n., & maimunah, m. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning (edulearn), 9(3), 217-225. retrieved from https://doi.org/10.11591/edulearn.v9i3.1828 mukminin, a., sari, s. r., haryanto, e., habibi, a., hidayat, m., marzulina, l., ikhsan, i. (2019). they can speak english, but they don‟t want to use it.” teaching contents through english in a bilingual school and policy recommendations. qualitative report, 9(4), 1159-1182. oshima ann hogue, a., carlson, e., dilillo, g., edmonds, c., le drean linda moser, l., & pullman, e. (2007). introduction to academic writing third edition. pearson education limited. procter, l. (2012). what is it about field trips? praxis, pedagogy and presence in virtual environments. procedia social and behavioral sciences, 55(2), 980-989. issn |2355-3669| e-issn |2503-2518| volume 7| number 2|dec 2020| 98 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi richards, j. c. (2011). theories of teaching in language teaching. in methodology in language teaching. cambridge,uk: cambridge university press. retrived from https://doi.org/10.1017/cbo9780511667190.004 rugaiyah, r. (2017). field trip strategy in enhancing writing descriptive text. j-shmic : journal of english for academic, 4(2).701. retrived from https://doi.org/10.25299/jshmic.2017. rugaiyah, r. (2019). students‟ attitudes and perceptions towards the effectiveness of field trips strategy in universitas islam riau, pekanbaru. j-shmic : journal of english for academic, 6(2).3564. retrived from https://doi.org/10.25299/jshmic.2019.vol6(2).3564 ruiz-funes, m. (2015). exploring the potential of second/foreign language writing for language learning: the effects of task factors and learner variables. journal of second language writing, 28 (2) 1–19. retrived from https://doi.org/10.1016/j.jslw.2015.02.001 tompkins, g. e. (2002). struggling readers are struggling writers, too. reading and writing quarterly, 18(2), 175–193. retrived from https://doi.org/10.1080/10573560252808530 widiyanto, b. (2017). penerapan metode field trip pada mk. pendidikan lingkungan hidup untuk meningkatkan kepedulian mahasiswa terhadap permasalahan sampah. cakrawala: jurnal pendidikan, 11(2):159. retrived from https://doi.org/10.24905/cakrawala.v11i2.858 wolfersberger, m. (2003). l1 to l2 writing process and strategy transfer: a look at lower proficiency writers. tesl-ej, 7(2), 1-15. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi english student teachers’ academic writing strategies: a survey nunung fajaryani universitas jambi, jambi, indonesia corresponding author: nunung.fajaryani@unja.ac.id mukhlash abrar universitas jambi, jambi, indonesia riang yulia gilsih universitas jambi, jambi, indonesia nelly arif universitas jambi, jambi, indonesia masbirorotni universitas jambi, jambi, indonesia abstract student teachers need to have writing skills to support their academic activities and professional lives. mastery of writing skills is interrelated to the use of academic writing strategies; metacognitive strategies, cognitive strategies and social strategies. the purpose of this study was to describe students' academic writing strategies, specifically in writing their thesis. this was a quantitative study with a survey design. the sample in this study involved 88 students. the instrument in this study was a questionnaire with a likert scale. the results indicated that the most dominant strategy used by students was metacognitive. furthermore, the results also showed that there were different strategies used by male students and female students. male students preferred to use social strategies to cognitive strategies while female students like cognitive strategies rather than social strategies. keywords: academic writing, english student teachers, writing strategies manuscript submitted: april 4, 2021 manuscript revised: may 21, 2021 accepted for publication: june 19, 2021 mailto:nunung.fajaryani@unja.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction to become competent users of english, one must focus on both productive and receptive skills. writing and speaking are the productive skills, while listening and reading are the receptive skills. all skills are in fact important regarding communication. as oxford (1990, pp. 201) argues: “learners need to learn how to learn, and teachers need to learn how to facilitate the process. although learning is certainly part of the human condition, conscious skill in self-directed learning and in strategy use must be sharpened through training’. we assume the issue of fostering independent learning in the language classroom should become an important aspect of the language teaching pedagogy. some research had been done concerning english academic writing socialization and efl students’ perception on writing difficulties in indonesian context, particularly in jambi (mukminin et al., 2015; habibi et al., 2017). the result of qualitative study conducted through semistuctured in-depth interviews with student teachers had five salient themes that emerged in this research were (1) no writing cultural backgrounds, (2) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturer’s help due to higher power distance (mukminin et al., 2015). using quantitative analysis research habibi et al., (2017) found the dominant problems in writing; word choice and poor organization/illogical sequence. this research more focused on efl student teachers point of views on english academic writing, while this study will investigate student teachers' strategies in english language writing. the researchers conducted this study as a result that student-teachers in the research site need to take two academic writing subjects in the first and second academic year. in addition, they also have to write a mini research (skripsi) in the final year of their study. the purposes of this research were to describe english language writing strategies used by student teachers in one teacher training program in jambi, indonesia and to differentiate the strategies used by male and female students. to achieve the objective of the study, the following research questions guided this study: (1) what strategies are dominantly used by indonesian efl student teachers?; (2) are there any different writing strategies used by male and female students? literature review the present study has been informed by the current language learning methodology (nunan, 1999, cook, 2008, ellis, 2012, grifiths, 2008), which stresses the autonomy of learners who are viewed as agents of their own learning process. the research findings will be analysed in the light of this theory in order to gain insight from student teachers in indonesian context. the theoretical for the research is vygotsky’s sociocultural theory of cognitive development, the sources of information on the research into learning strategies are the works of oxford (1990, 1997, and 2011) and o’malley and chamot (1990). the writing strategies was the process goes through to produce the written form. the writer did not only need to know the process of writing but also need to apply these processes to the works. according to kroll (2003), writing is an activity that needs a process consists of some stages. the stages are pre-writing, drafting, and revising through a feedback from a teacher or from a peer. in pre-writing, the students can make such a free writing on a free topic or a certain topic. after that, through the free writing, the students can continue to make a draft of the free writing. in this part, the researcher can check what they have already written in their free edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi writing. then, as the last stage, the students can revise what has been drafted. in this part, mostly the students’ writing is getting better than before, since the students have passed some stages. furthermore, harmer (2006) states that there is a process in writing which is an interrelated set of recursive stages. stages of the writing process: (1) pre-writing: this stage has a written planning process when students brainstorm, research, describe ideas, and often use diagrams to draw their minds. arrangement: this stage, the student outlines the points of ideas he or she gets for conveying ideas or opinions. (2) reviewing: this stage, students review, modify and rearrange the activities they have done, can either re-organize, add words, delete words according to the content that the student has achieved or this is also called a draft fix. (3) editing: at this stage in the writing process, the researcher fix and correct errors in grammar, and edit to clarify a sentence. (4) publishing: this is the last stage in the writing process, which can later be published in accordance with the wishes of each. in addition, nunan (2003) noted that writing is the mental work of creating ideas, thinking about how to develop them, and organizing them into statements and paragraphs that will be clear to a reader. some people write spontaneously, and some people feel comfortable with a formal process of writing. the writing process commonly seen as three-stage process involves generating ideas, developing and organizing the ideas, and revising and editing them. first, generating ideas, in all subject areas, students need to develop skills for getting what they know about a topic down on paper, and generating ideas or finding additional facts. they also need skills to check whether their writing is on-topic and fulfills its purpose. further, they need to be able to explain the writing assignment and the process they are following to effectively complete the assignment. then, developing and organizing ideas. students need to know how to organize what they have learned about any topic or assignment into a well-structured whole. in longer writing assignments, they need to know how to create a strong, focused introduction that catches the reader’s interest; how to link ideas in logically connected paragraphs that contain enough supporting detail; and how to conclude with a strong ending. last, revising and editing. students need individual and group skills to assess their own work and the work of others for content, clarity, form and style, and for errors in grammar, punctuation and spelling. ultimately, students have individual responsibility for the accuracy of their work, but they need to know how to help each other improve. to sum up, based on some description and explanation about the process of writing from some theories, it can be assumed that it has some stages to produce well-written works. the stages in a process of writing to make writing into a good writing are planning, writing/execution and revising or final touches. methodology research design, participants, and locale of the study this study used a survey approach. to obtain data on writing strategies used by participants, we distributed closed-ended questionnaires. this research was carried out at the one english language study program, in one state university in jambi province. one of the reasons to take the site was because writing courses are offered in the program. the courses encompass comprehensive aspects (general, academic and critical purposes). in addition to that, the site of the study was accessible. this study took 6 months from april to september 2020. the participants of this research were the eighth semester students in which the most of the participants in this research were female. there were 88 participants that consisted of 13 male and 75 female. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection and analysis the researchers adapted the questionnaire as a means of collecting data from previous study done by mohite (2014). the questions focused on their academic writing and language learning strategies; metacognitive strategies, cognitive strategies and social strategies. we modified the focus of the questionnaire. it has become more specific, from writing strategies into students’ academic writing strategies, especially on their thesis writing. furthermore, we deleted the questions that are not related to the academic writing and changed it with the similar questions to see the students’ stability in filling out the questionnaire. the result of pilot study showed the reliability of the questionnaire was 0.86. it means that the questionnaire was reliable to be used. after we got the data, we analyzed the questionnaire from students. according to dornyei (2003), descriptive statistics are used to summarize sets of numerical data in order to conserve time and space. we used descriptive quantitative in analyzing respondent contribution from the questionnaires. we counted and analyzed the percentage of the essay writing strategies from the respondents. besides calculating each item of the strategy which they used, we also calculated the more dominant essay writing strategy used by them. ethical considerations to deal with the ethics of research, particularly, to keep our participants’ identities and study site, we masked the names of the participants and research site. also, participation in this study was totally voluntary and participants were allowed to resign anytime they wanted. all participants were given an informed consent form. findings writing is a complex language skill to master. kroll (2003) stated that writing is an activity that needs a process which consists of some stages. the stages in a process of writing to make a good writing are planning, writing/execution and revising or final touches. in order to make a good writing, every student has their own strategies. the researchers focused on three strategies; metacognitive strategies, cognitive strategies and social strategies. figure 1. metacognitive strategies 65.90% 61.36% 45.45% 28.40% 37.50% 34.09% m1 m2 m3 m4 m5 m6 metacognitive strategies edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi note: “i read some examples to enrich my insight about thesis writing.” (m1) “reading around the research topic helps me in writing thesis.” (m2) “i use grammatical structures which are required for thesis writing.” (m3) “if i don’t know what to write next for my thesis, i take a short break to refresh my mind.” (m4) “i check my grammar.” (m5) “i check my vocabulary.” (m6) generating a writing plan before writing a composition has a benefit to the writers (chai, 2006). figure 1 shows that the statement “i read some examples to enrich my insight about thesis writing” was the highest percentage of strong agreement that chosen by 58 students (65.90%). in addition, 54 students (61.36%) was strongly agreed on “reading around the research topic helps me in writing thesis”. it means that most of the students tried to make a preparation before they start writing. for the execution or writing activity, the statement “i use grammatical structures which are required for thesis writing” was agreed by 40 students (45.45%) and 25 students (28.40%) agreed the statement “if i don’t know what to write next for my thesis, i take a short break to refresh my mind”. so, that is the reason why 33 students (37.5%) agreed on “i check my grammar” and 30 students (34.09%) agreed on “i check my vocabulary” to make sure that they write a right words after they take a break for a while. figure 2. cognitive strategies note: “i prepare a list of keyword from my thesis to help me find the references, both from books and journals” (c1) “i always write a draft and then i revise my thesis”. (c2) “i think in english when writing thesis.” (c3) “i think in indonesian first and then translate my ideas into english”. (c4) “i use a monolingual dictionary for writing thesis.” (c5) “i use a bilingual dictionary for writing thesis.” (c6) 28.40% 40.90% 15.90% 59.09% 19.31% 54.54% c1 c2 c3 c4 c5 c6 cognitive strategies edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi next, some students decided to take a note before they start writing. from the data, 25 students (28.40%) agreed on “i prepare a list of keyword from my thesis to help me find the references, both from books and journals” and for revision, 36 students (40.90%) agreed on “i always write a draft and then i revise my thesis”. cognitive strategies are known as resources in the hands, which can be applied for learning a second language through repetition, grouping, imagery, transfers, note taking and summarizing (o'malley & chamot, 1990). furthermore, 14 students (15.90%) agreed with the statement “i think in english when writing thesis”, while 52 students (59.09%) strongly agreed on “i think in indonesian first and then translate my ideas into english”. moreover, 17 students (19.31%) agreed on “i use a monolingual dictionary for writing thesis”, whereas 48 students (54.54%) agreed with the statement “i use a bilingual dictionary for writing thesis”. figure 3. social strategies note: “i read the supervisor’s feedback and follow the advice.” (s1) “sharing and discussing ideas with other students or supervisor helps me a lot in writing thesis.” (s2) “the more feedback i get from my supervisor, the better my thesis.” (s3) “the error correction and supervisor’s feedback help me to revise my thesis.” (s4 “i get benefit from feedback a lot from my supervisor or other students.” (s5) students also have to think about their environment around them. social strategies aim at developing awareness of and feeling for others. they include the actions learners choose in order to interact with their colleagues, or to help them overcome learning difficulties (raoofi et al., 2017, pp.78). figure 3 shows that 54 students (61.36%) agreed on “sharing and discussing ideas with other students or supervisor help me a lot in writing thesis”, “the more feedback i get from my supervisor, the better my thesis” and “the error correction and supervisor’s feedback help me to revise my thesis”. the result of the study is consistent with masriani et al. (2018) which indicated that the students still needed peers to correct their writing, to help them in solving writing problems and to discuss the ideas in their writing. it is appropriate with some students who chose statement “i 68.18% 61.36% 61.36% 61.36% 53.40% s1 s2 s3 s4 s5 social strategies edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi read the supervisor’s feedback and follow the advice” gained 60 strong agreements with the highest percentage (68.18%) and 47 students (53.40%) agreed with the statement “i get benefit from feedback a lot from my supervisor or other students”. it means that the students can revise their writing after they got feedback from their social environment. furthermore, this research found that there is a different strategy between male and female students. figure 4. the comparison of writing strategies used by male and female students figure 4 indicates that most of female students used “metacognitive strategies” with 43.55%, followed by “cognitive strategies” with 34.66% and the last strategy is “social strategies” with 33.33% of option “agree”. on the other hand, male students tended to use “metacognitive strategies” with 39.48%, followed by “social strategies” with 30.76% and the last strategy is “cognitive strategies” with 19.23% of option “agree”. discussion the purposes of this study were to figure out the dominant writing strategy used by indonesian efl learners and to find out writing strategy differences between male and female students. in relation to the most dominant strategy, it was found that metacognitive strategy was dominantly used by the students. this finding confirms some studies (masbirorotni & fajaryani, 2020; rustam, hamra, & weda, 2016) which indicate that metacognitive strategy is one of the most dominant strategies in language learning, including writing. one of the surprising findings indicated that most students seem to have preparation before started writing. it was showed by the students’ answer that they read some examples about thesis writing. this is in contrast with a study of cliff and hanslo (2009) which reported that efl students in university tend to be under-prepared. another interesting finding from metacognitive strategy is that the students acknowledged that they take a break to refresh their mind when they do not know to write the thesis. this infers that the students sometimes feel bored, stuck, and even frustrated with their thesis. it is in line with the 39.48% 19.23% 30.76% 43.55% 34.66% 33.33% 42.95% 32.38% 32.95% metacognitive cognitive social male female total edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi statement of harmer (2001) that the student can be frustrated when they do not have the words or grammar that they need to write. besides using metacognitive strategy, the students used social and cognitive strategies. social strategy aims at developing awareness of and feeling for others. they include the actions learners choose in order to interact with their colleagues, or to help them overcome learning difficulties (raoofi et al., 2017). the findings of this study revealed that sharing and discussion with friends and supervisors help the students in writing. this confirms a study by masriani et al. (2018) which indicated that the students still needed peers to correct their writing, to help them in solving writing problems and to discuss the ideas in their writing. cognitive strategy is known as a resource in the hands, which can be applied for learning a second language through repetition, grouping, imagery, transfers, note taking and summarizing (o'malley & chamot, 1990). this strategy is the least dominant writing strategy used by efl learners. the findings of this strategy, again, imply that the students are well-prepared. it was indicated from their survey responses that many of them write a draft, revise the thesis, and prepare a list of keywords for searching references. this contradicts cliff and hanslo (2009) study which revealed that efl students in university tend to be underprepared. the study also showed that female students were more anxious compared to male students in writing. this supports the study of pappamihiel (2002) which found that male students were less anxious than female students in mainstream classroom. from the findings, it was found that female students were more attempted their work by their own self. it is related to some students who gave same statement while they filled the questionnaire. after they focused on metacognitive strategies, they chose to focus on cognitive strategies first before they ask for help from the person around them. it is different from male students who have chosen social strategies after they tried to push themselves on their writing. this finding of male and female writing strategy preferences is also similar with the research of maharani et al. (2018) the research found that the factors underlying the choice of writing strategies used by male students were purpose of learning language, motivation, degree of awareness, learning style, and belief, whereas the factors underlying the choice of writing strategies used by female students were purpose of learning language, motivation, degree of awareness, learning style, belief, and learning environment. it is similar with the finding of this research that most of the students chose writing strategies based on their learning environment because they asked their social to give a feedback of their writing before they chose cognitive strategies. conclusions the findings showed that the most dominant strategies used by students was metacognitive strategies which involved tactics that make students can control their writing. most of the students used metacognitive strategies before they start writing (42.95%). however, the finding showed that there is any different writing strategies between male and female students, male students tended to use social strategies (30.76% ) rather than cognitive (19.23%) while female students focused more on cognitive strategies (34.66%) rather than social strategies (33.33%). it is related to students’ confession when they filled the questionnaire that female students are more organized about what they have to do before and after writing. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi disclosure statement there is no conflict of interest reported by the authors. acknowledgments we would like to thank all participants who participated in this study. also we would like to thank edukasi and reviewers for accepting our article references chai, c. (2006). writing plan quality: relevance to writing scores. assessing writing, 11, 198–223. cook, v., (2008). second language learning and language teaching. 4 th ed. london: hodder arnold. cliff, a. (2009). the design and use of alternate assessments of academic literacy as selection mechanisms in higher education. southern african linguistics and applied language studies, 27(3), 265-276. dornyei, z. (2003). questionnaires in second language research. london: lawrence erlbaum associates, inc. ellis, r., (2012). language teaching research and language pedagogy. chichester: wiley. griffiths, c., (2008). lessons from good language learners. cambridge: cambridge university press. habibi, a. wachyuni, s., & husni n. (2017). students’ perception on writing problems: a survey at one islamic university in jambi. ta’dib journal of islamic education, 22 (1), 96-108. harmer, j. (2001). the practice of english language teaching. england: pearson longman education limited. harmer, j. (2004). how to teach writing. england: pearson longman education limited. maharani, fauziati & supriyadi (2018). an investigation of writing strategies used by the students on the perspective language proficiency and gender. international journal of multicultural and multireligious understanding, 5 (5), 185-190. masriani, mukhaiyar, & wahyuni (2018). writing anxiety and writing strategies used by english department students of universitas negeri padang. indonesian english teachers association (ieta) in collaboration with english department faculty of language and arts of universitas negeri padang, 12(1), 76-85. masbirorotni & fajaryani, n. (2020). in search of commonly used language learning strategies by efl students. indonesian research journal in education, 4(1), 171-186. mohite, m. (2014).an investigation into the english language writing strategies used by polish efl secondary school learners. london metropolitan university. (unpublished dissertation). mukminin, a., ali, r. m., & ashari, m.j. (2015). voices from within: students teachers experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20(9), 1394-1407. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi nunan, d. (2003). practical english language teaching. new york : mcgraw hill. o'malley & chamot (1990). learning strategies in second language acquisition. cambridge university press. oxford, r. l., (1990). language learning strategies: what every teacher should know: boston, massachusetts: heinle & heinle publishers. pappamihiel, n. e. (2002). english as a second language students and english language anxiety: issues in the mainstream classroom. research in the teaching of english, 36, 327-355. raoofi, binandeh, & rahmani (2017). an investigation into writing strategies and writing proficiency of university students. journal of language teaching and research. 8(1), 191-198. rustam, n. s., hamra, a., & weda, s. (2016). the language learning strategies used by students of merchant marine studies polytechnics makassar. elt worldwide: journal of english language teaching, 2(2), 77-94. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi grammar instruction in communicative language teaching classrooms: student teachers’ perceptions muhamad holandyah universitas islam negeri raden fatah, indonesia dian erlina universitas islam negeri raden fatah, indonesia corresponding author: dinerlina_uin@radenfatah.ac.id lenny marzulina universitas islam negeri raden fatah, indonesia fitria rembulan ramadhani universitas islam negeri raden fatah, indonesia abstract the aim of this study was to find out the teachers and students’ perception toward grammar instruction in communicative language teaching classrooms. the participants of this study were two teachers and four students from an islamic junior high school (madrasah). we used a case study method to conduct this research to identify teachers and students’ perception in teaching and learning grammar instruction in communicative language teaching classroom. the data were collected by using interviews. the data were analyzed by using thematic analysis. the findings indicated that there were five indicators on student teacher’s perception; 1) grammar was a crucial component in improving english skills; 2) using classroom activities to promote communicative activities in the classroom; 3) error correction was seen as one of processes to create students in mastering materials; 4) teaching grammar instruction in clt classroom, teachers act as motivator and facilitate all students’ need; 5) students should take part on the process of learning. keywords: communicative language teaching, grammar, grammar instruction manuscript submitted: march 4, 2021 manuscript revised: may 19, 2021 accepted for publication: june 19, 2021 mailto:dinerlina_uin@radenfatah.ac.id edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction grammar is the language’s framework and system of meaning. every language seems to have a grammar and person speaking in similar language will communicate because they naturally understand the grammar structure which is the rules of meaning. according to batstone (1994), language without grammar is going to be messy and it is harder to understand language without looking for this basic framework, so grammar language will be impossible to learn effectively without following structural rules (as cited in ronald and celia, 2017). they found that grammar plays a very important role in the study of language. the purpose of grammar is to educate those who use english to express their thoughts properly both in speaking and writing. research by azad (2013) indicated that grammar is as an essential and inseparable part in language teaching, so teachers have tended to use communicative activities in teaching grammar instructions in. it is meant that in teaching english as a foreign language it is necessary to consider not only how learners acquire grammatical competence, but also how they learn to communicate that is how they develop communication competence. in the importance of teaching english grammar as a foreign language, various methods and approaches have been applied to enhance learner’s competence. savage, bitterlin and price (2010) recapitulate six approaches that have a significant impact on grammar instruction, including grammar-translation method, direct method, audio-lingual method, cognitive approach, natural approach, and communicative approach. among them, the communicative approach commonly called clt is one of the current trends of language teaching. according to lopez and agullo (2013), the main intention of clt is designed to teach communicative competence, which involves parts of speech and tenses as a sentence construction, a teaching technique that refers to several aspects of language, include the use of language for multiple purposes and function, distinguish between formal and informal oral and written discourse (as cited in bancole, 2018, p. 60). based on the statement above it can be concluded that grammar should be thought in communicative ways which focus on developing the language to perform the skills. using clt to teach grammar in the second-language classrooms is an effort to improve students’ attitude towards language learning and to have positive affect on their learning process. emphasis place on grammatical mistakes and fear of making grammar error has a negative impact on students. those are related to the finding of a study conducted by nurfakhara (2017). on his study, he revealed that students feel bored when learning english grammar because make them confused and lazy to learn. further, wilkins (1973) the one who providing europe with a standardized program for foreign language teaching, proposed a national syllabus which did not organize the syllabus in terms of grammatical structure but rather defined in what learners needed to interact with each other (as cited in savignon & berns, 1984, p. 10). it means the focus of clt is language learning through communication, not through mechanical presentation of grammatical form. the use of clt in teaching grammar in the second language classrooms is a means of changing the attitude of the students towards language learning and positively influencing their way of learning. furthermore, larseen-freeman (2000); richards and rodgers (2001); and harmer (2001) describe the key principle of clt approach that can be summarized as follow: communicative competence is the primary goal, authentic materials are used to encourage students to use the language, the language learning is learned by trial and error, student mostly work in pairs edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and small groups, grammar is best learned through the process of communication, teachers have a role as facilitator and monitor, and students as a negotiator are individually responsible to make themselves understand and be understood in the process of communication (as cited in yanti, 2019, p. 2). from the statement, it can be concluded that using clt provides students in repetition, accuracy and memorization grammar patterns, but they demand the students in order to negotiate meaning and connect meaningfully in foreign context, also teachers will need to build exercises in the clt classroom that enable students to learn well in target language. the changing of teaching culture from teacher centered to student centered caused by the clt approach also brought a change the concept in how to teach. moreover, thornbury (1999) distinguishes there are two primary kinds of approaches to teaching grammar in clt; the shallowend approach and the deep-end approach. the shallow-end approach is taught grammar in a way that we can define as inductive, or it calls as consciousness-raising. the letter, the deep-end approach to clt concerns the implicit learning of grammar in communicative contexts without any previous and explicit teaching. so, teaching grammar in communicatively means help students get used to the rules and patterns in contexts either consciously or unconsciously by paying attention to students need, also the application whether the teachers choose to teaching grammar in explicit or implicit ways it will depend on teacher’s perceptions and knowledge. for example, some teacher’s beliefs that teaching explicit grammar is helpful in clt classroom but in contrast, a few of them do not think that it is effective. teachers’ belief has been expressed in grammar teaching activities and their beliefs have been influenced by their experiences. in the same way, according to demuth (2013), teachers’ perception is defined as the processes of opinion and understanding toward an object based on their experience. the adoption of clt in indonesia language teaching curriculum has gone through several changes and development. rahman (2017) stated that the latest curriculum in indonesia which usually called as curriculum 2013 (k13) adopt clt approach into its implementation (as cited in yanti, 2019). not only that the popularity of clt keeps increasing as many teachers applied the concept of clt in their classroom. from some previous related studies on learning english anxiety, a research study was conducted to find out student teacher’s perception in teaching grammar instruction in communicative language teaching classroom. literature review the concept of communicative language teaching communicative language teaching (clt) is one of approach to language teaching. this approach was found from the awareness that language as a system for communication, not just a set of the rules. it switched the emphasis of traditional language teaching to grammar and teachercentred classes to the active use of authentic language in learning and acquisition. clt is an approach that emphasizes communicative ability (richards, 2006). furthermore, richards (2006) contends that “clt describes a set of general principals grounded in the nation of communicative competence as the goal of second and foreign language teaching. a new approach that has evolved as our understanding of the processes of second language learning has developed”. from the definition above, it can be conclude that communicative language teaching (clt) is a language teaching that emphasize interaction as concept of means and final aim of language learning. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 69 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi role of student teachers and grammar instruction in clt communicative language teaching emphasizes on self-direction for students. teachers no longer rely on activities that involve repetition, accuracy and the memorization of sentences, they require students to communicate in context and communicate meaningfully in foreign language. as oxford (1990) proposes that this is important for active development of a new language. in addition, breen and candlin in richards & rodgers (2001, p. 166) described the role of learners in clt as a delegate towards themselves, the process of learning, and the objective of learning, emerging form and interacting in the role of the negotiator, both in groups and in classroom activities. in clt students expected support in classroom activities. students are recommended to using activities in pairs or groups. as research from otha (2001) reported that when students act in pair of small group or pairs, they perform various tasks using the target language for numerous functions, e.g. responding to question, making demands, and giving feedback (as cited in farid, 2017). from the statement it can be conclude that clt allow students to interact more with other learners rather than with the teachers and working in pairs or small groups’ one of effective method to boost student’s communicative ability. communicative activities play an important role in teaching communicative language. as richards (2001) stated, in communicative competence there are several approaches that help students involve learners in communication. further, littlewood (2002) differs types two main categories in communicative activities, there are functional communicative activities and social interaction activities. approaches to teaching grammar have underground many changes. these changes have characterized grammar teaching to move from a grammar-based approach to a communicative approach. larsenfreeman (1986, pp. 132-133) discuss that grammar in communicative language teaching (clt) is presented as a way to comfort students in deliver their meaning appropriately. grammar instruction can be performed both deductively and inductively but focuses on the meaning and function of forms in the situational context and the role of the interlocutors (as cited in lu, 2009: 24). in summary, inductively or deductively grammar can be taught in communicative language teaching, some students learned with rules of grammar, while others need rules to understand the grammatical structure. methodology research design, participants, and locale of the study this study used intrinsic case study method as the way to collect the data. creswell (2013) states case study is qualitative approach that involves the study about issue explored through one or more cases over time through detailed, in-depth data collection involving multiple sources of information. we used intrinsic case study because this study design was focus on the case itself, the case presents an unusual or unique situation. this study was conducted in islamic junior high school palembang. we chose english teachers and students of the ninth grades at mts n 2 palembang by using purposeful sampling technique. the aim of purposeful sampling was to choose the individual that could provide the information-rich and the most detailed information to help the researcher answer the research question (lodico, spaulding, & voegtle, 2010). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 70 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection and analysis in this research, in order to find out the teachers and students’ perception in grammar instruction in communicative language teaching, we used interview in order to gain information about teachers and students’ perception toward grammar instruction in communicative language teaching classroom. to analyse the data of teachers and students’ perception toward grammar instruction in communicative language teaching classroom. the data from interview were analyzed to determine information about teachers and students’ perception toward grammar instruction in communicative language teaching classroom. after we collected the data, we analyzed the data by using thematic analysis. in this research, we used trustworthiness to evaluate qualitative data analysis to make sure that the findings were credible. creswell (2012) defines validating is the researcher evaluate authenticity or credibility of the result through some techniques such as member checking or triangulation. findings the data gained from interviews were analyzed by using thematic analysis. the descriptions of the finding were explained as follows: teachers’ perceptions after analyzing the data from interview, we found that there was some teachers’ perception towards grammar instruction in communicative language teaching. the themes and codes gained from the analysis of qualitative data obtained from interview explained in table 1. table 1. themes and codes no themes codes 1. the importance of grammar a. the teachers agreed that grammar was a crucial component in improving students skills b. the teachers perceived that explicit grammar instruction was helpful in a clt classroom 2. classroom activities a. the teachers agreed that in learning processed group work or pair work was design to promote communication in the classroom. b. the teachers perceived that in applying group work students were able to interact well 3. quality and quantity of error correction a. error correction was one of processess to create students in mastering materials b. the teachers did not feel angry when students made a grammatical error c. correction an errors or mistake was an obligation for teachers 4. the role of teacher in classroom a. teachers also acted as motivator in the teaching learning process b. training students to take responsibility and self-discipline to develop their activities 5. the role and contribution of students in the learning process a. in teaching english between task and activities must be balance b. students not only mastering the theory but also practicing the theory the themes and codes described in table 1 were fully explained as follows: edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 71 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the important of grammar based on the data obtained from the interviews, we got some teachers’ perception about grammar instruction in communicative language teaching. we found that most of the teachers agreed that the grammar was a crucial component in improving students’ skills in clt classroom. it was because grammar was very helpful for the students in improving english language. teachers 1 said, “yes, if the students well know about grammar in english, they will have good communication in english“(interview, december 20, 2020). the data obtained from interview also showed that the teachers perceived that explicit grammar instruction was helpful in a clt classroom. teacher 2 claimed, “in teaching grammar i clearly expressed that a communicative way in teaching, such as introducing grammar point through example and activities which it helps students feel a little safer and also increase students motivation” (interview, december 20, 2020). classroom activities based on the data obtained from interview, it was found some perception toward grammar instruction in communicative language teaching. we found that most of the teachers agreed that in learning processed group work or pair work was design to promote communication in the classroom. however, all the teachers also perceived that in applying group work students were able to interact well. the data obtained from interview also showed that the teachers recommended pair/group work interaction was effective activities therefore; the teachers had to provide their learners with opportunities to engage in meaningful interaction. the teachers 1 and 2 claimed, “in teaching english we had to make the class more lively, so group discussion are one of method that gave students opportunity to explore problem themselves” (interview, december 20, 2020). quality and quantity of error correction based on the data obtained from interview, we found that most of teachers agreed that error correction was one of processed to create students in mastering materials. however, the teachers also did not feel angry when students made a grammatical error. the teacher 2 claimed that “error or mistakes in communicating in english is tolerated, so if the students make a mistake in learning process so we as a teacher can make it correct”. (interview, 20 december 2020). the data obtained from interview also showed that the most teachers believed that correction an errors or mistakes was an obligation for teachers. therefore, the teachers should give the immediate correction feedback for students. teacher 1 claimed, “correcting grammar mistakes is an obligation for english teachers, but in a good way without underestimates the students” (interview, 20 december 2020). the role of teacher in classroom the data obtained from interview showed that in teaching grammar instruction in communicative language teaching teachers act as motivator in the teaching learning processed. the teacher 1 claimed that “yes because teacher also act as motivator in the teaching learning process.” (interview, 20 december 2020). however, we also found that most of the teachers train the students to take responsibility and self-discipline to develop their activities. teachers 2 said, “training learners to take edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 72 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi responsibility and self-discipline are good to developed their ability, because every learners need to take the responsibility for their learning” (interview, 20 december 2020). the role and contribution of students in the learning process the data obtained from the interviews also revealed that teaching grammar instruction in clt classroom should be balanced. in teaching english between task and activities must be balanced, also in teaching english language students should not only mastering the theory but also practicing the theory. teachers 2 expressed, “if students mastered english grammar they will have good knowledge, but if the students are having lack of practice, of course they will still getting difficulty in communicating, so of course in learning english language theory and practice should be balance” (interview, 20 december 2020). the students’ perception toward grammar instruction in communicative language teaching after analyzing the data from interview, we found that there was some students perception towards grammar instruction in communicative language teaching. the themes and codes gained from the analysis of qualitative data obtained from interview explained in table 2: table 2. themes and codes for some students’ perception towards grammar instruction no themes codes 1. the importance of grammar a. the students considered grammar important b. the students felt that grammar was the core of english 2. classroom activities a. the students agreed that using group work made it faster and more appropriate way to develop knowledge quickly 3. quality and quantity of error correction a. the student agreed that by correcting an error has been considered helpful in achieving successful communicative competence 4. the role of teacher in classroom a. teachers acted as an independent within the learning teaching group b. the teachers gave students motivation c. the teachers facilitate all students need 5. the role and contribution of students in the learning process a. the students took part on the processed of learning the themes and codes described in table 1 were fully explained as follow: the important of grammar based on the data obtained from the interviews, we found that some students perception about grammar instruction in communicative language teaching classroom. we found that most of students considered grammar as an important part in learning english language. students 1 and 3 said that “yes, because grammar important to mastering english language” (interview, 22 december 2020). then student 2 had the same opinion, they said, “because with grammar we can communicate with the foreigner easier” (interview, 22 december 2020). edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 73 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the data obtained from interview also showed that students felt that grammar was core of english. student 4 claimed, “yeah, by learning english grammar we can produce good sentence” (interview, 22 december 2020). classroom activities base on the data obtained from interview, it was found some perception toward grammar instruction in communicative language teaching. in learning process i found that most of the students agreed that using group made it faster and appropriate way to develop knowledge quickly. the student 1 said that “yes it more understandable and the task finish quickly” (interview, 22 december 2020). moreover the student 3 claimed that “studying in group is good, i can ask my friends and practice speaking more comfortable” (interview, 22 december 2020).then student 2 and 4 have same opinion, they said, “in pair. can know what i don’t know before” (interview, 22 december 2020). quality and quantity of error correction based on the data obtained from interview, we found that most of students agreed that by correcting an error has been considered helpful in achieving successful communicative competence. as the student 1 said “because the learners can know where the errors” (interview, 22 december 2020). then as the students 2 said “important, because by correction the learners know where the mistakes and can correct them” (interview, 22 december 2020). the students 4 also said “my teachers always correct my error clearly so i know and how to fix my mistakes” (interview, 22 december 2020). however, the students also did not felt bad when the teachers corrected their mistakes. as the students 3 said, “i often made a grammar mistakes when speaking english, but my teachers correct it in a good way”. (interview, 22 december 2020). the role of teacher in classroom the data obtained from interview found some students perception toward the role of teachers in teaching grammar instruction in communicative language teaching classroom, students argued that the role of teachers in the classroom are as an independent within the learning teaching group, gave motivation to students, and the teachers facilitate all students need. the students 1 claimed that “the teachers don’t much over control, let the students get the creativity if it is not out of lesson” (interview, 22 december 2020). then the student 2 said, “the teacher giving the students motivation” (interview, 22 december 2020). the students 3 also said, “the teachers should facilitate all of students’ needs” (interview, 22 december 2020). the last one with the teachers 4 said, “a good teachers explain the material interestingly” (interview, 22 december 2020). the role and contribution of students in the learning process the data gotten from the interviews also revealed that the role and contribution of students in the learning process. the students perceived that the students should took part on the processed of learning, in addition students also argue that the role and contribution of students in the learning is as receiver the lesson. the students 1 claimed, “as an active learner who ready to answer the teachers’ question)” (interview, 22 december 2020). the students 2 also said, “pay attention and understand the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lesson” (interview, 22 december 2020). in addition students 4 said, “following the learning processed well” (interview, 22 december 2020). discussion after analyzing the data by using a thematic analysis, it was found that there was several information about teachers and students’ perception toward grammar instruction in communicative language teaching classrooms, those consisted of (a) the importance of grammar, (b) classroom activities (c) quality and quantity of error correction (d) the role of teacher in classroom, (e) the role and contribution of students in the learning process. therefore, the explanation of the factors was described as following in order to know further much information about them. the first was the important of grammar. most of teachers and students perceived that grammar was important in learning english language. the teachers agreed that the grammar was a crucial component in improving students’ skills in clt classroom. it was because grammar was very helpful for the students in improving english language. this finding is supported by azad (2013) in his study. he found that the teachers believed grammar is an inseparable and essential component in language teaching. the teachers also preferred explicit grammar instruction and contextualized use of grammar within communicative activities. farahian (2011) found in her research that most teachers value teaching grammar through meaningful communicative activities. however, the students also considered grammar as an important part in learning english language. this finding is supported by mirazna and hikmah (2019) in their study. they revealed that students were aware of the importance of grammar. they assumed that by learning grammar they can measure their english abilities. the second was classroom activities. it was designed to develop fluency, enhances classroom interactions and increases motivation. the finding indicated that most of the teachers agreed that in learning processed group work or pair work was designed to promote communication in the classroom, so the teachers had to provide their learners with opportunities to engage in meaningful interaction. beside that the students also agreed that using group work made it faster and appropriate way to develop knowledge quickly. this finding is supported by eggen and kauchack (2012) in their study affirmed the effects from group work that it can make the students have full of attention, learn about instruction, be able to deal with disagreement, use their mind to create a word and make agreement sentence and praises. in addition, wright (2014) in his study found that the relationship which students get from group activities can actually reduce anxiety, increase confidence, and encourage the students to take risk to learn new language. the third quality and quantity of error correction, the teachers used these to convey massage to the students that their contributions were unacceptable of incorrect and that they should consider or clarify them. the findings indicated that most of teachers agreed that error correction was one of processed to create students in mastering materials the teachers also state that correction an errors or mistakes was an obligation for teachers. the data obtained from interview also showed that most of students agreed that by correcting an error has been considered helpful in achieving successful communicative competence. this finding was an agreement with yoshida (2008) that the teachers preferred using recast, repeating the students committed errors with the correct ones to deal with error. on the other hand, katayama (2007) claimed students wanted to receive error correction to improve their accuracy in english. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the fourth was the role of teachers in classroom. in teaching grammar, instruction in communicative language teaching teachers act as motivator in the teaching learning processed. it was also found that most of the teachers train the students to take responsibility and self-discipline to develop their activities. the students perceived that the role of teachers in the classroom are as an independent within the learning teaching group, gave motivation to students, and the teachers facilitate all students need. as huang (2010) says that being proficient in english and applying appropriate strategies to teach, teachers are also required to bring their own attitude and personality into their teaching class and realize good teaching through discussion, negotiation, be available for students and reliable source of information for students when needed. the fifth was the role and contribution of students in the learning process. the result showed that teaching grammar instruction in clt classroom should be balanced. in teaching english between task and activities must be balance, also in teaching english language students should not only mastering the theory but also practicing the theory. this finding was in agreement with previous research by sukarno (2008) who found that the english teachers could determine how english to be taught to young learners learning english through activities in social context and teach their students naturally on the basic of social environment as result the students master english through acquisition. otherwise, the students perceived that the students should taking part on the processed of learning. this finding was supported by nasikah (2016). she found that the teachers in her study addressed the important of learner-autonomy in language learning process.it enable learners become autonomous when they charge of their own learning. conclusions based on the data analyzed by using thematic analysis, it was found teachers and students’ perception toward grammar instruction in communicative language teaching. the first, teachers’ perceptions in teaching grammar instruction in communicative language teaching classroom, (1) the teachers think that provide students with explicit explanation was an effective way to teach grammar instruction in clt classroom. (2) in learning processed teachers using group and pair work was design to promote communication in clt classroom. (3) teachers claimed that in learning process error correction was one of processed students to mastering materials. so, correcting mistakes was an obligation for teachers. (4) teachers perceived they should act as motivator in the teaching learning processed and training students to take responsibility in develop their activities. (5) in teaching grammar instruction in clt classroom, students should not only mastering the theory but also practicing the theory. the second, students’ perceptions in learning grammar in communicative language teaching classroom. (1) students considered grammar as an important part in learning english so they need to know and learning grammar. (2) students claimed that learning grammar in clt with group activities help them to learn and practice comfortable. (3) in learning students error has been considered helpful in achieving successful communicative competence so students did not felt bad when the teachers corrected their mistakes. (4) students perceived in learning processed teachers should motivate students to more practice in using english language and explain materials interestingly. (5) students argue that they should taking part on the processed of learning and following the learning processed well. this research only focused to find out the teachers and students’ perception in grammar instruction in communicative language teaching because the limitation of time. by knowing the edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teachers and students’ perception in teaching and learning grammar instruction in communicative language teaching because the limitation of time, we expected students considered grammar as an important part in learning english language. so, this study can inspire students to increase their interest in learning grammar in clt classroom, so, it was better for students to start using the language communicatively at the grass root level. we hoped the teachers helped the students to consider a better way in teaching grammar instruction in clt classroom, the teachers should know what the students need in improving students’ skills. the teachers also should create an english environment in the class to promote communication in clt classroom. also the teachers should act as motivator in the teaching learning processed to increase student opportunities to practice english because in learning english language is not only mastering grammar but also to increase students’ opportunity to practice english language. last, we hoped hope that the present study can be useful for the next future researchers who are interested to excavate more information about teachers and students’ perception in grammar instruction in communicative language teaching. disclosure statement there is no conflict of interest reported by the authors. references azad, m. a. k. (2013). grammar teaching in efl classroom: teachers’ attitudes and beliefs. asa university review, 7(2), 111-126. bancole-minaflinou, e. (2018). exploring the teaching of communicative grammar in efl classes in benin to promote language use in cba context. world jurnal of education vol; 8, no. 6 , 58-73. creswell, j. w. (2012). educational research: planning, conducting, evaluating, quantitative and qualitaive research (4th edition ed.). boston: pearson education inc. creswell, j. w. (2013). qualitative inquiry and research design : choosing among five approaches (3rd edition ed.). united states of america: sage publications, inc. demuth, a. (2013). perception theories. krakow: towarzytwo slowakow polsce. eggen, p., kauchak, d. (2012). strategies and model for teachers: teaching content and thinking skills (6 th edition). boston: pearson education,inc. farahian, m. (2011). investigating high school teachers' belief regarding teaching grammar. journal of language and linguistic studies vol.7,no.1, 36-55. farid, a. (2017). communicative language teaching; implikasi bagi ruang kelas yang komunikatif. 47-56. huang, z. (2010). what makes a successful efl teacher in china? a case study of an english language teacher at nanjing university of chinese medicine. english language teaching, 2028. katayama, a. (2007). learners’ perceptions toward oral error correction.in k. bradford watts (ed.), jalt2006 conference proceedings. tokyo: jalt mirazna, m. n. & hikmah, n. (2019). students’ perceptions toward grammar in english classroom. professional jurnal english education, 682-686. lodico, m., spaulding, d. & voegtle, k. (2010). methods in educational research: from theory to practice, 2nd edition. san francisco, ca: jossey-bass. edukasi: jurnal pendidikan dan pengajaran issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| issn |2355-3669| e-issn |2503-2518| volume 8| number 1|june 2021| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi leow, r., p., & zamora, c., c. (2017). intentional and incidental l2 learning. in s. leowen & m. sato (eds.), routledge handbook of instructed second language acquisition. new york , ny : routledge. littlewood, w. (2002). communicative language teaching. cambridge: cambridge university press. lu, t. n. l. (2009). the acquisition of english prepositional phrases containing to or for by gia dinh high school english-majored students. hcm city: m.a thesis at the university of social sciences and humanities, vietnam national universityhcm city. nasikah, d. (2016). teachers' attitudes and students' perceptions towards communicative language teaching. yogyakarta: english education department state institute for islamis studies (iain) salatiga. nurfakhara, rifa. (2017). students’ perception toward implementation of communicative language teaching (clt): a case study research at the third grade of sman 1 cicalengka. uin sunan gunung djati bandung. journal of teacher education. oxford, rebecca l. (1990). language learning strategies: what every teacher should know. united states of america. heinle& heinle publishers. rahmawati, y. (2018). teachers' perspective on the implementation of communicative approach in indonesian classroom. indonesian journal of english education, 92-100. richards, j. c. (2001). curriculum development in language teaching. cambridge: cambridge university press. richards, j. c. (2006). communicative language teaching today. cambridge: cambridge university press. richards, j. c., & rodgers, t. s. (2001) approaches and methods in language teaching. cambridge university press. ronald p. leow, celia c. zamora. (2017). the routledge handbook of instructed second language acquisition routledge. london: routledge. savage, k. l., bitterlin, g., & price, d. (2010). grammar matters: teaching grammar in adult esl programs. new york, ny: cambridge university press. savignon, sandra j. &berns, margie s. (1984). initiatives in communicative language teaching. reading massachusetts. aaddison-wesley publishing company, inc. sukarno. (2008). teaching english to young learners and factors to consider in designing the materials. jurnal ekonomi & pendidikan, vol.5, no.1, pages 57 – 73. thornbury, s. (1999). how to teach grammar. harlow: longman wright, t. s. & neuman, b. s. (2014). paucity and disparity in kindergarten oral vocabulary instruction.new york city: new york university. journal of literacy research, 330-357. yanti, g. s. (2019). perception and attitudes of indonesian teachers toward communicative language teaching. jurnal ilmiah stba vol.5 no.1, 01-18. yoshida, r. (2008) teachers' choice and learners' preference of corrective feedback types, language awareness. journal information, 78-93, doi: 10.2167/la429.0 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 1 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran |vol. 5| no. 1|year 2018 edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe. the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. editorial team editor in chief lenny marzulina, state islamic university of raden fatah, palembang, indonesia managing editors mohammad holandiyah, state islamic university of raden fatah, palembang, indonesia annisa astrid, state islamic university of raden fatah, palembang, indonesia, akhmad habibi, faculty of teacher training and education, jambi university, indonesia assistant editors nova lingga pitaloka, state islamic university of raden fatah, palembang, indonesia janita norena, state islamic university of raden fatah palembang, south sumatera, indonesia deta desvitasari, state islamic university of raden fatah palembang, indonesia web production and technical editor ferdiaz saudagar, faculty of teacher training and education, jambi university, indonesia international editorial board jeffrey ayala milligan, the florida state university, usa thomas luschei, urban leadership phd program, claremont graduate university, usa judit navracsics, university of pannonia, hungary amirul mukminin, faculty of teacher training and education, jambi university, indonesia mohd faiz mohd yaakob, universiti utara malaysia, malaysia florante p. ibarra, central luzon state university, the philippines issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 2 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dairabi kamil, state islamic institute of kerinci, indonesia hadiyanto, faculty of teacher training and education, jambi university, indonesia eddy haryanto, faculty of teacher training and education, jambi university, indonesia dian erlina, state islamic university of raden fatah, palembang, indonesia, indonesia siti rahma sari, faculty of teacher training and education, jambi university, indonesia mukhlash abrar, jambi university and queens university belfast, uk failasofah, jambi university and university of pannonia, hungary masbirorotni, faculty of teacher training and education, jambi university, indonesia focus and scope edukasi: jurnal pendidikan dan pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of english education in indonesia and across the globe.the journal focuses, but not limited to, on the following topics: english language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. it provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field. publication frequency edukasi: jurnal pendidikan dan pengajaran is published 2 times per year (june and december) in english by the english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia. all research articles appearing in edukasi: jurnal pendidikan dan pengajaran have undergone a thoroughly blind peer-review. publisher english education study program, faculty of tarbiyah and teaching sciences, state islamic university of raden fatah palembang, south sumatra, indonesia jl. prof. k.h. zainal abidin fikri no. 01 km. 3,5 palembang sumatera selatan, email: edukasi@radenfatah.ac.idojs: http://jurnal.radenfatah.ac.id/index.php/edukasi issn 2355-3669 (print) 2503-2518 (online) http://jurnal.radenfatah.ac.id/index.php/edukasi issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 3 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi contents 4 editorial 6 -21 the demotivating factors of english language learning among madrasah tsanawiah students: the case of one madrasah in jambi city eddy haryanto, makmur, yanti ismiyati, and siti aisyah 22-30 learning to listen: listening strategies and listening comprehension of islamic senior high school students desma yulisa 31-41 applying language learning strategies in the foreign language listening comprehension: a study of islamic senior high school students dian pertiwi 42-52 islamic senior high school students’ language learning strategies and their english achievement isti qomariah 53-62 the use of islamic history videos through swell strategy to improve senior high students’ narrative writing achievement juna warni 63-75 learning strategy towards students’ descriptive writing achievement taught by using pick – list – evaluate – active – supply – end strategy lenny marzulina 76-86 an investigation into a link between classroom environment and efl student teachers’ academic achievement mei afriliani and muhamad holandyah 87-96 speaking self-efficacy and efl student teachers’ speaking achievement tutik alawiyah issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 4 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi editorial the fifth volume and issue 1 of edukasi: jurnal pendidikan dan pengajaran presents together eight articles that look into different issues on english teaching and english education. this volume commences with the article “the demotivating factors of english language learning among madrasah tsanawiah students: the case of one madrasah in jambi city” by eddy haryanto, makmur, yanti ismiyati, and siti aisyah. the purpose of their study was to explore the demotivating factors of the learners in efl learning at one madrasah in jambi city. particularly, this study was to find out the particular factors that demotivate madrasah students’ during the learning process. the result revealed that peer influences were as the main demotivation for the students. other demotivators for efl students in this research included school condition such as lack of resources and facilities. for the second article, “learning to listen: listening strategies and listening comprehension of islamic senior high school students,”desma yulisa identified the correlation and the influence between listening strategies and listening comprehension. the result revealed that there was a significant correlation between listening strategies and listening comprehension. another attention-grabbing article proposed by dian pertiwi, is entitled “applying language learning strategies in the foreign language listening comprehension: a study of islamic senior high school students.” the main purpose of her study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. the result showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. the fourth article “islamic senior high school students’ language learning strategies and their english achievement” is authored by isti qomariah. her study investigated the correlation between language learning strategies and english achievement, and explored the influence of language learning strategies on english achievement.this volume also presents an article, “the use of islamic history videos through swell strategy to improve senior high students’ narrative writing achievement” by juna warni. the objectives of her study were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using islamic history videos through swell strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who were taught by using islamic history videos through swell strategy and those who were not. the other thought-provoking article for this issue, “learning strategy towards students’ descriptive writing achievement taught by using pick – list – evaluate – active – supply – end strategy” is written by lenny marzulina. the aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using please strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by please and teacher’s strategy, (4) the significant difference in very good and fair categories taught by please strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy, and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher’s strategies. additionally, this volume presents “an investigation into a link between classroom environment and efl student teachers’ academic achievement” written by mei afriliani and muhamad holandyah. the aim of their study was to investigate the relationship issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 5 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi between classroom environment and academic achievement. the result showed that there was a significant correlation between classroom environment and the students’ academic achievement. finally, this volumes presents an article, “speaking self-efficacy and efl student teachers’ speaking achievement” written by tutik alawiyah whose study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. we wish you good reading! lenny marzulina mohammad holandiyah annisa astrid akhmad habibi issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 6 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the demotivating factors of english language learning among madrasah tsanawiah students: the case of one madrasah in jambi city eddy haryanto jambi university, indonesia eddy.haryanto@unja.ac.id makmur jambi university, indonesia makmur.yanti2159@gmail.com yanti ismiyati batanghari university, jambi, indonesia siti aisyah jambi university, indonesia abstract the purpose of this study was to explore the demotivating factors of the learners in efl learning at one madrasah tsanawiah in jambi city. particularly, this study was to find out the particular factors that demotivate madrasah tsanawiah students’ during the learning process. many studies have mainly focused on teachers’ motivation or students’ motivation and teachers’ motivation rather than student demotivation in english as a foreign language (efl) learning context, whereas lack of data has been found on the factors that cause student demotivation in indonesian efl learning contexts at secondary school level. the participants were a purposive sample of english students who currently studied at a madrasah . the study was designed as a qualitative case study and involved a demographic questioner and face-to-face interviews for data collection. the result revealed that peer influences were as the main demotivation for the students. other demotivators for efl students in this research included school condition such as lack of resources and facilities. suggestions for further research also are discussed. keywords: madrasah, foreign language, learning, demotivation, case study manuscript submitted: august 9, 2017 manuscript revised: december 12, 2017 accepted for publication: january 6, 2018 introduction research on motivation and demotivation may not be a new issue in the field of second language (l2) learning (habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015). according to masgoret & gardner (2003), motivational processes to students are related to the salience of english language learning in the classroom (as cited in colak, 2008). students who are motivated in the lesson in the classroom will be more active to follow the mailto:eddy.haryanto@unja.ac.id mailto:makmur.yanti2159@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 7 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi process of learning and challenging tasks to have a positive attitude toward the classroom, and to have a stronger belief to themselves. additionally, masgoret & gardner (2003) stated that the motivated individual expends effort, is persistent and attentive to the task at hand, has goals desires, aspirations, enjoys the activity, experiences reinforcement from success and appointment from failure makes attributions concerning success or failure, and make use of strategies to aid in achieving goals (as cited in colak, 2008). unlike motivated individuals, the demotivated individuals have different characteristics from motivated individuals (habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). in the classroom, they might not be active to follow the process of learning and might not have positive attitude the lesson or might not have goal desires. dörnyei (2001a) defines demotivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (p. 143). these negative external factors include items such as the class environment, teaching situations, methods, teacher's behavior, and etc. deci and ryan (1985) introduced the concept of “amotivation”, which referred to “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when face with the activity” (p.144). in language learning, students' demotivation might be influenced by a variety of factors. for example, the use of authentic teaching materials and activities. five demotivating factors regarding materials were (a) difficult to read, (b) too long, (c) too easy english, (d) shallow content, and (e) no interesting genre (takase, 2004). sakai and kikuchi (2009) identified one demotivating factor as materials, a great number of textbooks and supplementary readers were assigned. additionally, many studies on demotivation of learners’ personalities in language learning have been done. for example, chamber (1993) found that lack of belief in learners’ capabilities, laziness and unwillingness to learn is the main characteristics of the demotivated students in britain. another study was done by ikeno (2002) who found that the demotivating factors were related to learners’ personalities, such as feelings of inferiority about one’s english ability. furthermore, learning content toward textbooks may also be a demotivating factor, for example, difficult grammatical structures or vocabulary words, and uninteresting materials, will decrease learners’ motivation (dörnyei, 2001a; falout & maruyama, 2004; kikuchi, 2007). based on the facts above, it seems that most of the studies on motivation and demotivation in language learning have been done outside indonesia. we are interested in studying student’s demotivation based on the fact that there is lack of studies on the factors that cause student demotivation in indonesian efl learning contexts at secondary education level, particularly for madrasah tsanawiah students in jambi city. thus, this study was aimed at investigating the demotivating factors of the students in efl learning at the secondary level, particularly in madrasah tsanawiah. this study was conducted at one of the madrasas in jambi city. to achieve the purpose of this study, the following research questions guide this study: 1. what are the particular factors that demotivate madrasah tsanawiah students during the learning process? 2. how do they overcome those demotivating factors during the learning process? literature review demotivation dörnyei (2005) defines demotivation as “specific external forces that reduce or diminish the motivational basis of a behavioral intention or an ongoing action” (p. 143). deci and ryan (1985) used a similar term, amotivation, which means the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 8 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi incompetence and helplessness when faced with the activity. though, both of these terms concern with lack of motivation. they differ in that amotivation is related to general outcomes expectations that are unrealistic for some reasons whereas demotivation concerns specific external causes. a demotivated student is someone who was once motivated but has lost his or her commitment /interest for some reasons. in this study, the term demotivation refers to the lack of interest in learning process and difficult to understand the lesson, particularly in efl context. this research is realized to be reflection for the candidate of the real student concerning on demotivation aspect. it is also expected to give contributions for student-teachers to think more critically about the problem and phenomenon, particularly in efl context. it is important to make a distinction between the states of ‘diminished motivation’ and ‘total loss of motivation’, that is to say demotivation and amotivation respectively. dörnyei (2001a) emphasizes that “demotivation does not by all means entail that all the positive influences that in the beginning made up the motivation basis have been lost” (p.143). according to him (2001a) demotives rather function as “resultant forces de-energizing the action but some other positive motives may still be active in a learner’s learning process” (p.143), for instance, someone who has partly lost his interest in learning english because the english teacher does not treat the students fairly, may still consider learning english important in today’s world (yusuf, yusuf, yusuf, & nadya, 2017). amotivation, by contrast, according to dörnyei (2001a) refers to the lack of motivation resulting from realizing that there is no point. amotivation was introduced by deci and ryan (1985) as a constituent of their self-determination theory and they (1985, as explained by dörnyei (2001a) define it as “the relative absence of motivation that is not caused by a lack of initial interest but rather by the individual’s experiencing feelings of incompetence and helplessness when faced with the activity” (p.144). according to a review by vallerand (1997), four major types of amotivation can be found. firstly, amotivation can result from a capacity-ability belief, meaning that the learners think that they do not have the ability to perform an action. secondly, amotivation can result from strategy beliefs amotivation, meaning learners’ perceptions that the strategies used do not bring the desired outcomes. the third type of amotivation, capacity-effort belief, refers to amotivation due to beliefs that the behaviour is too demanding and requires too much effort. lastly, the fourth type of amotivation, a helplessness belief, and results from a general perception that students’ efforts are inconsequential considering the enormity of the task to be accomplished. to sum up the difference between these two related terms, demotivation is related to specific external & internal forces whereas amotivation refers to general outcome expectations that are unrealistic for one reason or another (dörnyei 2001a). demotivating factors in learning english learning content toward text books may be a demotivating factor. it is obviously to see that some text books used in language class (erlina, marzulina, pitaloka, astrid, fikri yansyah, & mukminin, 2018), for example: difficult grammars or vocabulary words, not suitable or uninteresting materials, will decrease learners’ motivation (dörnyei, 2001a; falout & maruyama, 2004; kikuchi, 2007). if uninteresting and unpractical text books were used in class, students would show demotivating in learning. the pace of the text books, monotonous and boring lessons, inappropriate level of class activities, and total curricular load are also the demotivating factors in classes (e.g., arai, 2004; falout & maruyama, 2004; gorham & christophel, 1992; kikuchi, 2007; kojima, 2004; sakai & kikuchi, 2009; yusuf, yusuf, yusuf, & nadya, 2017). though the student’s personality varies from person to person, it is a key factor that demotivates the student in learning foreign language. many studies on demotivation of students’ personalities have been investigated (e.g., abrar & mukminin, 2016; habibi, sofwan, & mukminin, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015). chambers’ (1993) questionnaires, for issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 9 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi example, considered that lack of belief in students’ capabilities, laziness and unwilling to learn are the main characteristics of the demotivated students in britain (chambers, 1993). learning content and teaching material consist of the major part of a class and play a crucial role in the efl classroom. gorham and christophel (1992) summarized the dislike of the subject area as one of the reasons in the process of learning language. they found the boring subject that had a negative influence on motivation. studies on demotivating factors in learning english among the limited studies available on students demotivation, dörnyei (2001) conducted a research on 50 secondary school pupils in budapest german who were studying either english as their second language. the data were collected through structured interview. he identified the teacher, lack of self confidence, negative attitudes toward l2, compulsory nature of l2 study, interference of other languages, negative attitudes towards l2 community, attitudes of group members, course book and inadequate school facilities as nine demotivating factors. additionally, dörnyei’s (2001a) definition of demotivation, focused on specific external forces that japanese high school students may experience and that might cause their motivation to be reduced. on the basis of kikuchi’s (in press) qualitative study and other former studies, developed a 35-item questionnaire to gather quantitative data. the participants were 112 learners of english from three private universities in tokyo and shizuoka, japan. they were asked to complete the questionnaire on the internet. using factor analysis, five factors were extracted: (a) course books, (b) inadequate school facilities, (c) test scores, (d) non communicative methods, and (e) teachers’ competence and teaching styles. based on these results, discuss possible demotivating factors in english classrooms in high schools in japan. next, the finding of a study done by ahmad, ahmed, bukhari, and hukhari (2011) in pakistan indicated that pakistani secondary students had problems with verb forms, narration, conjunctions, prepositions, articles, sentence arrangement, and reading comprehension. the findings of this study showed that non native speaker students had a variety of problems in learning english. the population of the study was comprised of all the class x students and english teachers of twenty four provincial goverment schools and twenty two federal goverment schools located in twenty four districts of nwfp (khyber pukhtunkwa). the sample of this study was representative of eight provincial goverment schools and eight federal goverment schools of abbotavad, haripur, kohat, mansehra, malakand, mardan, nosherha and peshawar comprising of 654 randomly selected students of class x. in addition, underwood (1989) argues that students whose mother tongue contains similar or same intonation and stress patterns have fewer problems in comparison with students whose mother tongue is based on different rhythm. a great number of students believe that listening is the most difficult skill and they start to panic when they hear the word listening or see a cd player. but on the other hand, students, who learn from what they hear, usually achieve better results at listening. then, blauensteiner (2000) stated that in reading or writing teaching and learning process, one of factors that also influences is the topic. so, teachers should not force a topic to students’ in which they are not interested. in writing, the most common problems that the students encounter are related to the vocabulary or diction, grammar, and mechanics. besides, other factors like the topic selection also hampered the student in learning this skill. last, dimyati and mudjino (2009) described attitude as the ability of giving estimation toward something. there were some students who said that they lack of vocabulary, did not master grammar, and could not choose the right diction to be used. those estimation will lead them to think that they could not speak in english, then those students will be afraid in making mistake if they try to speak in english. lately, this self-estimation can bound those students from practicing speaking. problems in learning can be caused by both internal and external factors. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 10 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi internal factors include attitude toward learning, motivation, concentration, underprivileged ability, intelligence and study habit, while external factors include the teachers, teaching and learning facilities, peer influences, and curriculum. after considering the result of previous study, we have our own perception concerning on demotivating factors among students at the current school in learning english as a foreign language. there are several reasons which might demotivate them in learning english, such as the environment where they stay beside school; they do not have basic knowledge of english. additionally, because this school is one of islamic school which also focuses on islamic lesson until afternoon, so they do not provide additional time in learning english further. it is supported by lacking of sources such english book provided by school. to conclude the factors causing demotivation in efl context, we found five effective factors on demotivation based on the previous studies on demotivation related to the problems of: teaching style, school facilities, class conditions, negative attitude toward foreign language, and poor self-confidence. methodology research design the research was undertaken as qualitative research with a case study approach (mukminin, kamil, muazza, & haryanto, 2017). according to marshall and rossman (1999), the goal of conducting a qualitative study has historically been “to explore, explain, or describe the phenomenon of interest” (p. 33) and a case study is one of the qualitative traditions in qualitative research. it is supported by creswell (1994) who stated that it is commonly used to understand people’s experiences and to express their perspectives. this study was conducted in order to gain more in-depth information concerning the factors causing demotivation in efl learning process based on english students’ experiences. in this case study, demographic questionnaire and face-to-face interview were used to gain more in-depth information concerning on the demotivating factors for english language learning among secondary school students based on english students’ expreriences. the study was conducted in two phases. in the first phase, we used demographic questionnaire to gather basic information on the participants and their perspectives on demotivating factors under four major topics/ themes: physical conditions, teachers and students’ interest. further, ten students (five males and five females) were recruited for the second phase of the study; interview. the criteria of recruitment for the present study were students who have the lowest score in learning english in each class of the second grade. then, these ten students were considered typical cases and the best potential sources of data for the study. the time allocation for the interview was around 15 – 30 minutes for each participant. it was considered enough for the participants to answer the questions that have been prepared by the writer while the interview is processing. during the process, interview data were read and reread (mukminin, rohayati, putra, habibi, & aina, 2017). merriam (1998) wrote the process was called coding. she explained that “coding was related to assign some sort of shorthand designation to various aspects of your data” (p. 164) which would help the writer to get back or retrieve to specific data. to avoid the weakness of remembering what had been talked in the conversation, the reseracher used a recorder to record the conversation between the researcher as an interviewer and ten students as interviewees while collecting the data through interviewing was being carried out. recording was due to support the data in the interview section so that the results could be later transcribed. in addition, recording was less dictating rather than taking a note in time of having interview. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 11 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi research sites and access the site for this study was madrasah tsanawiah as’ad jambi. we decided to select the second grade, every class has 35 students in 5 classes, and in this case researcher just took ten students of each class at the second grade which has the lowest score of english subject. at the time of the study, ten students were involved as the participants who have bad score in english subject. the access to data was provided by asking permission to headmaster of the school and english teacher of the class. we interviewed the participants after school and the place in dormitory or hall school. sampling procedure and participants sampling procedure of this research was purposive sampling. in purposive sampling, according to johnson & christensen (2008), the reseacher specified the characteristics of a population of interest and then tried to locate individuals who have those characteristics. the participants of this study were ten students who had the lowest score in english subject in their each class at one madrasah tsanawiah. these ten students were considered typical cases and the best potential sources of data for the study because they had the lowest english score in their each class, we took two students to represent of each class. we studied any matter concerning on the factors causing students demotivation in learning efl. the problems would be analyzed through interview relating to the case. to keep the students’ identity, they were referred by pseudonym data collection we used two kinds of techniques in collecting the data; demographic questionnaire and interview. here, both techniques were linked to each other. we, first carried out demographic questionnaire, and then continued to conduct the interview to the participants. the place of doing the interview depended on the participants. sometimes, the participants did not have the time in the school; therefore we interviewed the participant in their dormitory. for doing this interview, it took around 15-30 minutes, while it depended with the participant’s answer. if they did not give much comment, it only need a few minutes. in doing this interview, we used indonesian language in order to avoid missunderstanding. after having interviews, we transcripted all data into english language. in this phase, the instrument of demographic questionnaire consists of two sections. four questions of the first section were intended to gather basic demographic data about the informants;gender, age, kind of class that they have learned, and hobbies. finally, the second section consisted of one question to find out what demotivates the participants when they learn efl: what demotivates you most in learning efl?. both sections gathered data through open-ended questions and free writing. we gave demographic questionnaires to ten students at the beginning of meeting with these students. before that, we gave over to the participants a concent form for the questionaire to get their participation in this research that was completely voluntary. they might skip any questions that they did not like to answer or withdraw their participation at any time without negative consequences. one of the ways to collect data was to interview research participants. an interview was a data-collection method in which in interviewer (the researcher or someone working for the researcher) asked questions of an interviewee (the research participant). according to patton (1990), qualitative interviewing allowed a researcher to enter into the inner world of another person and to gain an understanding of that person’s perspectives. in this phase, we conducted face-to-face interview to ten students who have the lowest score at one madrasah tsanawiah after they completed the demographic questionnaire. the interview was directed by an interview guide that had been already prepared. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 12 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi at the beginning of each interview, we explain to the participants that we used two languages to interview, english and indonesian. to interview the participants, we used indonesian language and then we transcribed it into english. the interviewees were requested to provide a brief introduction about them before starting the interview. after that, the interview mostly included open-ended questions to find out what are the particular factors that demotivate the participants during the learning process. in addition, the participants also described how they felt about learning english, and what factors demotivated them when they learnt english. in conducting the interviews, the interviewer used interview techniques recommended by lichtman (2010) for qualitative researchers. accordingly, she used a variety of questions including general questions and specific questions (p. 146): general question: “how do you see yourself as a students?” specific question: “what is your problem when learning english?” follow-up questions were also often used by the interviewer to obtain additional information about the themes which were discussed by the participants. the interviewer also occasionally paraphrased and/or summarized the statements by the participants to ensure accuracy. at the end of an interview, the participant was asked to suggest a pseudonym to identify the interview in future reference. each interview lasted from 30-60 minutes or depended on the participants, sometimes some people needed too much time to answer the questions while being interviewed and the other just needed 30 minutes and it also used audio-recorder. in reporting the findings of the study, verbatim from interview transcripts would be quoted to strengthen the basis of arguments. data analysis in analyzing demographic questionnaires of the study, we analyzed it descriptively. the process of data analysis started with the transcription of interviews. the transcriptions of interviews were done by the researcher. after transcribing the interviews, we used coding to identify themes and patterns of the interview data. miles and huberman (1994) wrote, “coding is analysis” (p. 56), and johnson and christensen (2008) stated, “coding is a process of marking segments of data (usually text data) with symbols, descriptive words, or categories” (p. 534). finally, to find and describe demotivating factors of the participants in learning efl, we analyzed and reanalyzed the individual interviews data by using within-case and cross-case displays (miles and huberman 1994; mukminin & mcmahon, 2013; mukminin, 2012b), and connected the data with my research questions. we used within-case and cross-case displays to: (1) spread interviews data so as to find and list every significant statement relevant to the topic, to see the patterns and themes, and to deepen understanding and explanation of my data among the cases (participants) and among the emergent themes; (2) to create clusters of meanings by organizing, grouping, or clustering the significant statements among the cases (participants) into themes or meaning units; and (3) to remove or reduce overlapping and repetitive data (mukminin, fridiyanto, & hadiyanto, 2013). trustworthiness in this research, to establish the “trustworthiness” (lincoln and guba 1985, p. 300 in mukminin, 2012a) or to verify the accuracy of data, findings, and interpretations (creswell 1998), we completed the following procedures. first, our research undertook prolonged engagement and repeated interviews (creswell 1998 & merriam 1998). we conducted individual interviews lasting between 30 and 60 minutes. second, we triangulated data through multiple interviews. ccording to perry (2005), triangulation is “a procedure using multiple sources of data to see issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 13 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi whether they converge to provide evidence for validating interpretations of results” (p. 251). third, member checks were used in order to get participant feedback on the accuracy and credibility of the data, findings, interpretations, and conclusions. lincoln and guba (1985, p. 314) explain that “the most critical technique for establishing credibility.” to increase the dependability of the findings, we provided rich and thick description (merriam 1998; creswell 2003; mukminin, haryanto, makmur, failasofah, fajaryani, thabran, & suyadi, 2013). findings the purposes of the study were to investigate demotivating factors of english language learning among madrasah tsanawiah students at one madrasah in jambi city, and describe how the students solved the problems in learning english. the perspectives of each student were collected to gain in-depth information about their problems in learning english. during the coding process, we found nine major themes with sub-themes. the four major themes were related to the first research question, one major theme was related to the second question, and four major themes were emerging themes, which are presented in the following table. table 1. major themes and sub-themes themes sub-themes 1. problems related to listening skill 2. problems related to speaking skill 3. problems related to reading skill 4. problems related to writing skill 1. vocabulary 2. pronunciation 3. grammar 4. vocabulary 5. solution to the problems 1. asking to the teachers 2. re-writing the important points 3. opening dictionary 6. underprivileged ability 7. lack of resources and facilities 8. inadequate time 9. peer influences problems related to listening skill underwood (1989) argued that students whose mother tongue contains similar or same intonation and stress patterns have fewer problems in comparison with students whose mother tongue is based on different rhythm. in this research, the researchers found two participants’ claims. “the other friend was so noisy, i can’t heard teacher said, and the words so difficult to understand.” (budi) “i didn’t know what teacher said, because the words too difficult to understand sometime the teacher diction till five times, the school didn’t prepare language laboratory.” (melati) the researchers assumed that the cause of the problem in listening skill because there were no facilities that support when learning listening, such as tape recorder, language laboratory and the second friend’s factor, the friend didn’t support the other friend to study because they make noisy class. so, it was difficult for other students to understand the lesson. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 14 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi problems related to speaking skill dimyanti and mudjiono (2009) described attitude as the ability of giving estimation toward something. there were some students who said that they lacked of vocabulary, did not master grammar, and found it difficult to pronounce the words. that estimation will lead them to think that they could not speak english, then those students will be afraid of making mistake if they try to speak english. here, the participant stated that the students lacked in pronunciation, so it means the student did not have ability in speaking english, and when students spoke english their pronunciation were very bad. for this research, we found two participants reported, “it is still difficult to pronounce the words because the words are so complicated to say in english.” (tulip) “the words are very difficult to spell, because in dictionary and when i want to say, it is very different, there are many consonant words, and the other friends didn’t want to speak english either.” (anggrek) the students found some problems in speaking, the problems that students faced in speaking skill were they felt difficult to pronounce the words correctly and they friends didn’t support them to speak in the class. problems related to reading skill the most common problem that hampers the student was the problem in understanding the text. the students usually found problems with the difficult words used in the text. this problem was related to the vocabulary. kharsen (1993) and bamford (1998) in brown (2000) made the case that extensive reading is a key to students’ gains in reading ability, linguistic competence, vocabulary, spelling, and writing. in this research, we found three participants gave opinion, “i did not know how to read the text, i only read the words that were written in the text, sometime the other friends laugh when i was wrong in reading.” (tulip) “i found problem in how to read, especially read long story because for me the words in the sentence is very difficult to read.” (anggrek) “the textbook was blur, so the words didn’t look clearly, and i cannot read the sentence, in addition the words is very difficult to pronounce.” (melati) they faced problems in reading word by word and text by text, the students were still hard when they wanted to read the sentences. problems related to writing skill blauensteiner (2000) stated that in reading or writing teaching and learning process, one of factors that also influences is the topic. the students found it difficult when they started writing a story because they lacked of vocabulary. we found three participants who gave comment. “when teacher asked to make a story, sometime i had to long time to write the story, because i always open dictionary to found word by word and also i did not know how to make the structure of making a sentence.” (melati) “i found a problem in writing because i didn’t know the word that i will write in english, the word is so different when i write and when i said.” (tulip) issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 15 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “writing is so difficult for me, because in english there are same word but different meaning, it makes me confused.” (anggrek) students faced many problems related to the writing skill. they were still confused when they wanted to use the word to write because they did not know what to write, so it was related to their lack of vocabulary. and then also they had problem with the meaning of words. in this lesson they ware also confused how to make good story because they did not know about the structure of a sentence. solution of the problems the data analysis of interviews with the students indicated that there were three kinds of way related to the problems above. they were overcoming the problems with asking the teachers, re-writing the important points and opening dictionary as expressed by the participants below, “i ask teacher to explain again and then i write the important point.” (budi) “i open dictionary when i faced difficult words, and sometimes i write the important point that explained by teacher.” (melati) “i ask teacher to explain again to me and i write the important point that teacher was explain.” (tulip) “i always open dictionary when i had difficult words and then i write the important point on my notebook.” (anggrek) from these statements, the students explained when they faced problems they always asked the teacher and the teachers always explained again what students asked to them. after that student re-written the important points that the teachers explained, and sometimes the students open dictionary when they had difficult words. underprivileged ability learning english as a foreign language may not be easy for some students and may be easy for some other students. this might be caused by a variety of students’ ability in learning english. one of the emerging themes in this study was related to the underprivileged ability of the students as stated by the students below. “it is difficult to memorize, because there were so many vocabulary in english, and the words were so difficult to pronounce.” (anggrek) the participant indicated that she had difficult in memorizing because before entering junior high school, she did not have basic english ability in learning english. many students forgot the lesson, so it affected to the students in junior high school. there were the factors that caused some problems in learning english. lack of resources and facilities the most important emerging theme was the lack of resources and facilities. to support learning process, a school must be provided with complete facilities and resources to make issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 16 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi students easy in learning. however, this school had lack of resources and facilities, because it might be still limited facilities from their foundation. “the school did not prepare language laboratory, so it causes difficult to listening in english, sometime the teacher diction till five times because i and my friend difficult to understand what teacher said.” (melati) “the textbook was blurring, so the words did not look clearly.” (melati) “there was no library, and uncompleted english books to students.” (tulip) from these statements, the students stated that the condition of school’s facilities was inadequate to support the students’ learning process. this school only provided worksheet. in addition, there were no books in the library and language laboratory to support english. and also there were no facilities like tape recorder, pictures related to the lesson, and games such as scrabble to make students interested in the lesson. inadequate time one of the important things and emerging theme was inadequate time. time allocation can affect in learning process, to make students focus on the material, students need efficient time to receive the material. “study english a week just four hours, two meeting, every meeting two hours, sometime i did not understand what teacher explain, next week entering another lesson, while i did not understand the lesson last week.” (anggrek) from this statement, the student had problem in time allocation. because in her opinion the time was inadequate, she learned different topic every week, while she did not understand the topic last week. peer influences according to abrar, mukminin, habibi, asyrafi, makmur, and marzulina (2018) claim that the external factors, such as classroom environment, and negative comments from teachers and peers, may hinder the learners from actively engaging, and eventually make it difficult to speak. it is in line with the findings of the study that indicate that friends are also influential which may cause difficulties the learning process, because in this study “the friends” did not support each other. the researchers found two participants expressed by the participants below, “the words in the text were so difficult, when i read it and i was wrong, the other friends laugh at me.” (budi) “i cannot pronounce when i want to speak english, because there were so many consonant words, and the other friend was so noisy, they did not motivate to study english.” (melati) from this statement, the student had problem in their friends. because their friends did not motivate to study, so they disturb the others. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 17 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi discussion the purposes of the study were to investigate students’ demotivating factor of english language learning and describe how the students solve the problems in learning english at one madrasah tsanawiah in jambi city. the perspective of each students was collected to gain indepth information about their problems in learning english. dimyati and mudjiono (2009) claimed that problems in learning can be caused by both internal and external factors. the findings of the study indicated that there were several important themes with their sub-themes, including problems related to listening, speaking, reading, and writing skills, underprivileged ability, lack of resources and facilities, inadequate time, peer influences and solution to the problems. based on the findings of the study, the first theme was related to the problems with listening skill. the problems that students faced were lack of facilities of their school because students only learnt listening by dialogue that spoken by english teacher. students had difficulty in understanding the meaning of the language itself when the teacher pronounced the text or dialogue. students got difficulties to hear what teacher said because they do not know what the teacher said and talked about. the finding of these problems in listening skill was consistent with the finding of previous studies by handayani (2009) and nurhanifah and widiyawati (2011). it showed in their research, one of the problems that students faced related to the problems in understanding the meaning of what is being spoken by the speaker and also problems related to the teacher’s speed of speech. the second theme was related to the problems with speaking skill, most of students had problems in self confidence. this condition greatly hindered the students in learning speaking since learning this language skill. self confidence was indeed important. when the students learn to speak, they have to believe themselves that they can speak. in this study, the problems that students faced were students lack of pronunciation and vocabulary, students had difficulty when they arranged the words to make dialogues and also the students hard to pronounce the word when they spoke. it also showed from the previous study by handayani (2009) and nurhanifah and widiyawati (2011). they faced the same problem with this research in speaking related to students’ vocabulary and pronunciation. it was overlapped with handayani (2009) and nurhanifah and widiyawati’s (2011) list that the students did not understand what the teacher speak in english language. the third theme showed about problem related to learning reading. the problem was students did not know how to read the text. it was related to the pronunciation. students had lack of reading comprehension. the finding of these problems was consistent with the finding of previous study by ahmad,ahmed, bukhairi, and hukhairi (2011) which showed that the factor that caused problems in reading skill was students lack of reading comprehension. the last theme was student’s problems in writing skill related to the vocabulary and grammar. student had lack of vocabulary and grammar, so it made students difficult to write have not dictionary. so, “i didn’t know what i should write. i asked to the teacher what the meaning of the word and i write the meaning of the word in my book”. the finding of these problems was showed from the previous study by nurhanifah and widiyawati (2011). the fifth theme showed about how the students overcome the problems. the students had solutions when they faced the problems. the students always asked the teacher when they faced the problems and then they wrote the important point from teacher’s explanation, and sometimes they open dictionary. finding of these solutions was consistent with the finding of previous studies by handayani, (2009) and nurhanifah and widiyawati (2011). they found some ways to overcome the problems, the solutions they found in their research: asking the teacher when the students did not understand with the topic, the meaning of difficult words, or the english word or the pronunciation of the word they wanted to write or say. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 18 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the other common problems that students faced were underprivileged ability, lack of resources and facilities, inadequate time, and peer influences. the students never took english course before entering junior high school and now they did not take english course too because they live in dormitory. students also forget about the lesson that they were learning in elementary school, it made student did not have ability in learning english. then peer influences, some of students want to study, but the other did not, they made noisy class, so the other felt disturb, and when their friend speak wrong or read wrong, they laugh at them. problems in learning can be caused by both internal and external factors. internal factors include attitude toward learning, motivation, concentration, underprivileged ability, intelligence and study habit, while external factors include the teachers, teaching and learning facilities, peer influences, and curriculum (dimyati & mudjiono,2009). in this school, the student had limited resources and facilities. they only learnt based on the worksheet, and sometimes the worksheet was blurring. there were no english books in library and there were no more facilities to make the students interested in the lesson. five factors were extracted: (a) course books, (b) inadequate school facilities, (c) test scores, (d) non communicative methods, and (e) teachers’ competence and teaching styles. the finding of these problems was showed from the previous study by dörnyei (2001a). the last was time allocation. the student did not feel confident because they learnt english after sport class and in the last sudy hour. it was a bad condition for their teacher to convey the lesson because students were not able to concentrate and focus on the lesson. furthermore, this research indicated that most of students had lack ability of all element of language and had low basic english ability. the problems of the students were able to minimize by some solutions from the students and by helping from the teachers. the solutions that can be done by students to overcome those problems were by asking the teachers, writing the important point and opening dictionary. conclusion the purpose of the research was to investigate about students’ demotivating factors in english language learning. it was also aimed at finding out the solution to overcome the problems. the result indicated the main problems that students faced in learning english. there were problems related to listening skill, problems related to speaking skill, problems related reading skill, and problems related to writing skill. the result of the interview showed the solutions to the problems, and there were four additional problems that students faced namely underprivileged ability, lack of resources and facilities, inadequate time, and peer influences. in this research, the participants provide their solution to overcome the problems that they got while learning english such as asking the english teachers, writing the important point and opening dictionary. in the light of the result, students in one madrasah tsanawiah found many problems while learning english. we suggests some recommendation for the students, teacher and for the school. students should be well prepared about their needs such as dictionary and also students must study the previous lessons at dormitory with their friends that have high level in english, or making english community in dormitory. then, for the teachers, they have to teach with games and creative activities, such as guessing game, simple sing a song in english, learning with picture, linking verb, playing interesting card in english and create good atmosphere in the class when learning english is processing like showing good personality of the teacher. next, the school should provide some interesting textbooks such as short story with popular cartoon, making extracurricular after school to increase students ability and making group lowest score with highest score. for further researchers who are interested in conducting the other research but in the same scope, it will be better to gain deep information about students’ problems in issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 19 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning english in larger sample and some schools. finally, research on demotivation could also be extended outside the school, considering that language learning takes place elsewhere too. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ahmad, n., ahmed, s., bukhari, m. a., & hukhari, t. a. (2011). the nature of difficulties in learning english by the students at secondary school level in pakistan. retrieved from http://iiste.org/ arai, k. (2004). what ‘demotivates’ language learners?: qualitative study on demotivational factors and learners’ reactions. bulletin of toyo gakuen university, 12, 39-47. blanchard, c. m. (2006). crs report rs21654 at the second session of the 109 th congress: islamic religious schools, madrasas background. congressional research service, the library of congress. blauensteiner, k. (2000). paying real attention to students. new york: pilgrims. brown, h. d. (2000). principles of language learning and teaching. new jersey, nj: prentice-hall. chambers, g. n. (1993). talking the, de, out of demotivation. language learning journal, 7(13). christophel, d. m., & gorham, j. (1995). a test-retest analysis of student motivation, teacher immediacy, and perceived sources of motivation and demotivation in college classes. communication education 44, 292-306. colak, a. (2008). attitudes, motivation, and study habits of english language learners. middle east technical university. creswell, j. w. (1994). research design: qualitative and quantitative approaches. thousand oaks, ca: sage. creswell, j. w., & miller, w. l. (1997). validity (verification) in qualitative research: perspective, terms, procedures, and methodologies. (unpublished manuscript, department of educational psychology). university of nebraska-lincoln. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. new york, ny: plenum. dimyati & mudjiono. (2009). belajar dan pembelajaran. jakarta, indonesia: rineka cipta stake. dörnyei, z. (2001). teaching and researching motivation. harlow, england: longman. dörnyei, z. (2001). motivational strategies in the language classroom. cambridge university press, cambridge. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. falout, j., & maruyama, m. (2004). a comparative study of proficiency and learner demotivation. the language teacher, 28, 3-9. gorham, j., & christophel, d. (1992). students’ perception of teacher behaviors as motivating and demotivating factors in college classes. communication quarterly, 40, 239-52. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. https://nsuworks.nova.edu/tqr/vol23/iss1/9 http://iiste.org/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 20 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi handayani, d. n.(2009). the problems of learning english at smpn 9 malang. (unpublish thesis). state university malang: indonesia. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. ikeno, o. (2002). motivating and demotivating factors in foreign language learning: a preliminary investigation. ehime university journal of english education research, 2, 1-19. johnson, b., & christensen, l. b. (2008). educational research: quantitative, qualitative, and mixed approaches. boston: sage publications. lichtman, m. (2nd eds.). (2010). qualitative research in education: a user’s guide. california, us: sage publications. lincolin, y. s., & guba, e. g. (1985). naturalistic inquiry. newbury park, ca: sage publications. marshall, c., & rossman, g. (1999). designing qualitative research. thousand oakes, ca: sage publications. masgoret, a. m., & gardner, r. c. (2003). attitudes, motivation, and second language learning: a metaanalysis of studies conducted by gardner and associates. language learning, 53(1), 123-163. merriam, s. b. (1998). qualitative research and case study applications in education. san francisco, ca: jossey-bass. miles, m. b., & huberman, m. a. (1994). qualitative data analysis: an expanded sourcebook. san francisco, ca: sage publications. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. the qualitative report (usa), 22(1), 309-326. mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online,16(1), 35-59. mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., haryanto, e., makmur, failasofah, fajaryani, n., thabran, y., & suyadi. (2013). the achievement ideology and top-down national standardized exam policy in indonesia: voices from local english teachers. turkish online journal of qualitative inquiry, 4(4), 19-38. mukminin, a., fridiyanto, & hadiyanto. (2013). beyond the classroom: religious stressors and adjustment among indonesian muslim graduate students in an american graduate school. turkish online journal of qualitative inquiry, 4 (2), 33-45. mukminin, a. (2012a). from east to west: a phenomenological study of indonesian graduate students' experiences on the acculturation process at an american public research university (unpublished doctoral dissertation). florida state university, tallahassee, florida. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 21 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin. a. (2012b). acculturative experiences among indonesian graduate students in us higher education: academic shock, adjustment, crisis, and resolution. excellence in higher education journal, 3(1), 14-36. nurhanifah & widayati. (2011). the problems of second grade students of smpn 4 malang in learning english and the efforts made to overcome them. retrieved from (http://karyailmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346). patton, m. q. (1990). qualitative evaluation and research methods. thousand oaks, ca: sage. perry, l. jr. (2005). research in applied linguistics: becoming a discerning consumer. new york, ny: routledge. sakai, h., & kikuchi, k. (2009). an analysis of demotivation in the efl classroom. system, 37, 57-69. schubert, w. h. (1986). curriculum: perspective, paradigm and possibility. new york, ny: macmillan. stake, r. e. (1997). case study methods in educational research. washington, dc: american educational research association. takase, a. (2004). investigating students’ reading motivation through interviews. forum for foreign language education, 3. institute of foreign language education and research, kansai university, osaka: naniwa press. underwood, m. (1989). teaching listening. new york, ny: longman. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. zuhdi, m. (2006). modernization of indonesian islamic schools’ curricula, 1945–2003. international journal of inclusive education, 10(4-5), 415-427. http://karya-ilmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346 http://karya-ilmiah.ujm.at.id/index.php/sastra-inggris/articls/view/19346 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 22 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning to listen: listening strategies and listening comprehension of islamic senior high school students desma yulisa state islamic university of raden fatah, palembang, south sumatra desmayulisa54@gmail.com abstract the purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. the eleventh grade students were selected as participants of this study. the instruments used in this research were listening strategies questionaire adapted from lee (1997) and modified by ho (2006) (as cited golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. pearson product moment, regression analysis, r-square were used to find out the correlation and the influence between variables. the result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. this study could have implications for english language teachers, course designers, learners, and text book writers. keywords: listening strategies, listening comprehension, islamic senior high school students manuscript submitted: september 3, 2017 manuscript revised: january 2, 2018 accepted for publication: march 15, 2018 introduction it has been acknowledged that english has been used all over the world. it means that english is a means of communication that is used internationally by people to communicate with others to transfer ideas, thoughts, feelings, attitudes, or messages (abrar & mukminin, 2016; azkiyah & mukminin, 2017; haryanto & mukminin, 2012; habibi, sofwan, & mukminin, 2016; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015). nowadays, people need to be able to use english in order to challenge globalization. it is in line with what crystal (2003) said that english is as a global language (as cited in ariesca & marzulina, 2016) which is widely used in various countries and in various fields. it can be at least understood almost everywhere among scholars and educated people. english first [ef] (2011) reported that english proficiency of indonesia positioned in the 34 from 44 countries which is english is not as main language. it is in line with what komaria (1998) states that the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). in english, there are four basic language skills that teachers have to teach and students have to learn; they are reading, listening, writing, and speaking (erlina, marzulina, pitaloka, mailto:desmayulisa54@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 23 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi astrid, fikri yansyah, & mukminin, 2018; habibi, mukminin, sofwan, & sulistiyo, 2017; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017). one of the essential skills is listening. brown (2004) states “listening performance is the invisible, inaudible process of internalizing meaning from the auditory signals being transmitted to the ear and brain” (p. 118). mastering listening comprehension is the first step towards fully acquiring the english language (liu, 2008). when people communicate with others, people spend the largest proposition of time, about 45% in listening, but only 30 % in speaking, 16 % in reading, and 9 % in writing (huy, 2015). golchi (2012) reveals “poor listening ability results from many factors, such as insufficient emphasis on listening, immature teaching methodologies, ineffective listening strategies, and students’ lack of vocabulary” (p. 115). although listening is one of the difficult aspects to mastered, but by using appropriate strategies in learning, it will be easier. listening strategies as well as linguistic knowledge are necessary to successful listening comprehension. o’malley and chamot’s (1990) state that learning strategies were categorized as meta-cognitive, cognitive, and socio-affective strategies are steps taken to contribute learners to acquire, store, retrieve, and use information. furthermore, gilakjani and sabouri (2016) suggested that teachers should encourage their students to develop listening strategies. predicting, asking for clarification, and using non-verbal cues are some examples of these strategies that improve learners’ listening comprehension ability. furthermore, after having informal interview to the teacher and some students, it revealed that listening is the hardest among others skill to be acquired. they said that many difficulties came up when practicing listening such as the audio speed which is too fast, different context in daily life, different accent, meaningless of words and lack of strategies. these factors made listening skill complicated. in addition, based on my observation toward the learning facilities, sometimes, teachers brought speaker to conduct listening lesson. however, the quality of speaker was unstandard and the class was to large. sometimes, the electricity did not support the listening processes as well. the teachers also expressed that students had not had known about any strategies applied in listening class, and teacher also did not know how to use and apply the listening strategies. some researchers have previously explored those related variables; students listening strategies and listening comprehensio, but it is still confront found upon the results. golchi (2012) found negative correlation between listening strategy used and the students’ listening comprehension. in contrast, eslakonha and amiri (2014) revealed that there was a statistically significant relationship between the listening strategies (meta-cognitive, cognitive and, socio-affective) and their listening comprehension ability. based on the explanation above, so it is logical to pay more attention on listening comprehension and its strategies in efl educational program and sla research. therefore, this study was conducted in order to find out whether or not there is a significant correlation between listening strategies and listening comprehension of the eleventh grade islamic senior high school students of babussalam payaraman. in addition, it was also conducted to know if listening strategies influenced listening comprehension achievement of the eleventh grade students at the same school. literature review ho (2006) states that “listening strategies refer to skills or methods for listeners to directly or indirectly achieve the purpose of listening comprehension of the spoken input” (p.25). o’malley and chamot’s (1990) expressed that there are three types of strategies in listening comprehension; they are cognitive, metacognitive, and socio-affective. first is cognitive strategy. richard (2008) defines, “cognitive strategy is mental activities related to comprehending and storing input in working memory or long-term memory for later retrieval” (as cited in huy, 2015, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 24 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi p. 11). huy (2015) defines, “cognitive strategies were used to help students to obtain knowledge, understand of linguistic system, for example, learners could understand the meaning of words from contexts, link new information with existing schema” (p. 25). next is meta-cognitive strategy. ratebi (2013) defines, “metacognitive learning strategies are those which involve knowing about learning and controlling learning through planning, monitoring and evaluating the learning activity” (p. 141). the third is socio-affective strategy. it was combined from socio and affective. “affective strategies could help listeners handle their feelings, emotions, motivation or attitudes in learning listening skills” (huy, 2015, p. 26). in addition, gonen (2009) explains “socialaffective dimension of listening strategies include individual or group activities such as cooperation, recasting and clarification of meaning (p. 45). afshar and hamzavi (2014) state “listening comprehension is regarded as a multifaceted active process which is affected by a multitude of factors including differentiating sounds, recognizing vocabulary and grammatical structure, understanding stress and intonation and relating it to the given context” (p. 243). methodology research design in conducting this research, correlational research with the explanatory design was used to find out the correlation between variables and explain and interpret the appeared results. the procedures were, first; the student’s listening strategy was identified by using questionnaire. second; by using listening test, the student’s listening comprehension was obtained. then the correlation and the influence between variables were analyzed through statistical package for social and science (spss) 21.00 based on the results of the questionnaires and listening test. last, explanation and interpretation of the results were discussed. research site, sampling, and participants according to creswell (2005), “population is a group of individuals who have the same characteristic” (p. 145). in addition, fraenkel and wallen (1990, p. 68) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study (as cited in saputra & marzulina, 2015, p.7). the population of this study is all the active islamic senior high school students of babussalam payaraman in the academic year 2016-2017, which consisted of three classes. the total population of this study was 68 students. the sample of this study was taken by using purposive sampling method. “purposive sampling (judgmental sampling) is used in both qualitative and quantitative research” (johnson & christensen, 2012, p. 235). creswell (2005) adds “in this method, the researchers select individuals and sites to learn and understand about the topic whether they are information rich” (p. 204). moreover, johnson and christensen (2012) explain, “in purposive sampling, the researcher specifies the characteristics of a population of interest and then tries to locate individuals who have those characteristics” (p. 204). in this research, the eleventh grade students were chosen as population because the classes described the characteristics which researcher needed to study. students’ listening strategies among three classes varied and the ability of their listening comprehension was different each other and they had experienced a lot in learning listening skill based on schools’ curriculum. besides, there was no research related to listening strategies conducted in this school before. according to creswell (2012), “at least 30 participants for a correlational study that relates variables” (p. 146). meanwhile, according to fraenkel, wallen, and hyun (2012), “for correlational studies, a sample of at least 50 is deemed necessary to establish the existence of a relationship” (p.103). so the sample of this research was all active students in the academic year 2016-2017 which consisted of 68 students from 3 classes. http://www.businessdictionary.com/definition/group.html http://www.businessdictionary.com/definition/individual.html issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 25 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data collection there were two kinds of instrument used to collect the data; listening strategies questionnaire and listening test. to obtain the information about students’ listening strategies, questionnaire developed by lee (1997) and modified by ho (2006) (as cited golchi, 2012) was obtained. there were 18 items in the questionnaire consisting of types of listening strategy. the classification of each types are cognitive (6 items), metacognitive (6 items), and socio-affective (6 items). the questionnaire has likert scale (never, seldom, sometime, often, and always) with the score 1 until 5. the questions were responded by students in about 20 minutes. to obtain the students’ listening comprehension, listening test was taken from toefl junior. it is a standard test which is an objective and reliable measure of english communication skill. this kind of test measures the english proficiency of students that age 11+ years old. however, this test may be appropriate for other students. the appropriateness is based on the english-language proficiency of the students (toefl junior handbook, 2015). it consists of 42 items in multiple choice forms. the time for the test administration was 40 minutes. toefl junior test scores were determined by the number of questions students has answered correctly. there is no penalty for wrong answers. the number of correct responses on listening section was scored by using schools’ scoring system. the correct answers was be given score 1 (one), other ways incorrect is 0 (zero). data analysis in analyzing the data, there were some analyses related to research problems in this research. the data analyses in this research were questionnaires’ analysis, listening tests’ analysis, correlation’s analysis by using pearson product moment to find out the correlation between variable and the last, regression analysis by using regression analysis was used to achieve the influence related. in analyzing the questionnaire from listening strategies, there are three kinds categories of listening strategy, they are cognitive, metacognitive and socio affective strategies. so those strategies were described in term of the descriptive statistics. in analyzing listening test, there are five categories in listening test, they are excellent, very good, good, fair and poor level. so those levels were described in term of the descriptive statistics. as the matter of fact, it was essential to do pre-requisite test since the study was in the notion of parametric statistics, correlation and regression. thus, before analyzing the data, i tried to find out whether the data distribution from each variable was normal and linear or not. normality test was used to determine whether sample data drawn from a normally distributed population or not. it was conducted due to many parametric statistical methods, including pearson correlation test and regression test. therefore, kolmogorov-smirnov test by using spss 21 was applied. the linearity test was conducted in order to recognize whether the data between the variables were linear or not. test for linearity was conducted in order to recognize whether the data of the variables was linear or not. next, correlations’ analysis was applied after analyzing the data from questionnaire, and student’s listening test. in order to find out the correlation between students’ listening strategies as a whole and their listening comprehension, pearson product moment correlation was used. since there was a significant correlation between variables, it was continued to find out the influence between two variables. all calculation was done by using the statistical package for social and science (spss) 21 st version computer program findings and discussion listening strategies and listening comprehension sixty-eight students participated in this study. the descriptive statistical analysis of listening strategies questionnaires for the participants indicated that the maximum score was 85, and the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 26 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lowest score was 21. the mean of the listening strategies was 64.51 and the standard deviation was 1.30. the range was 64. it revealed that from the questionnaire, the three category of listening strategies were all perceived by the students with different numbers; “metacognitive” as the least perceived level and “socio affective” as the most perceived one. there were 14 students who have cognitive listening strategies, 10 students have metacognitive, and 44 students have socio affective of listening strategies. the details are as follow: table 1. distribution of students’ listening strategies no categorize number of categories percentage 1 cognitive 14 20.5 % 2 metacognitive 10 14.7 % 3 socio affective 44 64.7 % total 68 100% the descriptive statistical analysis of listening for the participants indicated that the maximum score was 38, and the lowest score was 5. the mean of the listening scores for the participants was 16.82, and the standard deviation was 6.18. the range was 33. for each category, 1 student had excellent listening comprehension level. 2 students had very good listening comprehension. 19 students had average listening comprehension. 28 students had fair level and 36 students had poor listening comprehension. the details are as follow: table 2. distribution of students’ listening comprehension no. categories score number of students percentage 1 excellent 100-81 1 1.47% 2 very good 71-80 2 2.94% 3 good 61-70 4 5.88% 4 fair 51-60 7 10.29% 5 poor <50 54 79.41% total 68 100% the results of normality test and linearity test normality test and linearity test were conducted prior to data analysis through spss 21st version for windows. as parametric statistics, in term of correlation and regression, total sampling technique were used in this research. the data are interpreted normal if p> 0,05. if p< 0.05. it means the data are not normal. kolmogorov-simonov was used to see the normality. the results of normality test indicated that the data from each variable were all normal and appropriate for data analysis with coefficients .065 for listening strategies and .073 for listening comprehension. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are linear. the results showed that, the deviation from linearity between listening strategies and listening comprehension was .139. to sum up all the data were linear for each correlation and regression. correlation between listening strategies and students’ listening comprehension based on pearson product moment correlation coefficient, the result indicated that the pattern of correlation between listening and listening comprehension was positive. the correlation coefficient or the r-obtained (.516) was higher than r-table (.235). then, the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. thus, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 27 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi there was a significant correlation between the students’ listening strategies and listening comprehension. the details are as follows: table 3. correlation between listening strategies and listening comprehension correlations listening strategies listening comprehension listening strategies pearson correlation 1 .516 ** sig. (2-tailed) .000 n 68 68 listening comprehension pearson correlation .516 ** 1 sig. (2-tailed) .000 n 68 68 **. correlation is significant at the 0.01 level (2-tailed). influence of listening strategies on students’ listening comprehension in addition, since there was a significant correlation between the listening strategies and listening comprehension. it can be inferred that students’ listening strategies had significant influence on their listening comprehension. however, regression analysis was still used to find out if students’ listening strategies influenced their listening comprehension. the results indicated that the students’ listening strategies influenced listening comprehension significantly with sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between students’ listening strategies toward their listening comprehension of eleventh grade islamic senior high school students of babbussalam payaraman. it means that there was a significant influence of listening strategies on listening comprehension. table 4. the regression analysis of students’ listening strategies and listening comprehension coefficientsa model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) .991 3.302 .300 .765 listening strategies .245 .050 .516 4.889 .000 a. dependent variable: listening comprehension in addition, to know the percentage of listening strategies influenced on listening comprehension, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .266. it means that students’ listening strategies gave significant effect in the level of 26.6 % toward listening comprehension, and 74.4% was unexplained factors value. the following table 5 shows the result of model summary. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 28 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. model summary model r r square adjusted r square std. error of the estimate 1 .516 a .266 .255 5.34225 a. predictors: (constant), listening strategies based on the result of pearson product moment correlations, it was found that there was a positive and significant correlation between listening strategies and listening comprehension with (r.516). then, further analysis was conducted and it was also found that there was significant influence of listening strategies on listening comprehension with 26.6 %. it could be seen from the beginning of the first class that the participants had been involved in english listening practices or assignments, and they had been explored to english listening materials and interactions from printed textbooks, online media, and social networks. some students stated that they liked to listen english songs which affected their comprehension. equally important, some students had been joining english course and they had a lot of prior knowledge or experience about the topics given in the listening test. furthermore, it might be because eleventh grade students were aware of their listening strategies. they tried to think about the ways in which they could plan, make decisions, monitor, and evaluate their listening. it means that students tried to cover their listening strategies in facing listening comprehension test. bidadabi (2011) states, “students tend to employ repetition, resourcing, note-taking, deduction, translation, differencing, and elaboration on comprehending the listening texts” (p.28). besides, he adds that learners cooperate, ask questions, and self-talk to achieve high listening score. it showed the importance of the listening stategies in the success of the listening comprehension. this study is in line with the finding of amin, aly, and mohammed (2011) which showed a statistically significant positive correlation between students' strategies in listening and their listening comprehension. in other words, the findings revealed a positive correlation between students’ knowledge and use of listening strategies and their listening comprehension development. it can be concluded that the more effective strategy in listening, the better the result of listening comprehension will be. bidadabi and yamat (2011) had the same idea who revealed that there was significant correlation between listening strategies use and listening comprehension of iranian efl fresh university students. it made each strategies cognitive, metacognitive, and socio-affective give different contribution to listening performance. the students had many different kinds of strategy to face listening. they add that the use of listening strategies make them able to plan to use both top-down or bottom-up processing and employment-cognitive strategies such as thinking about the learning process, planning strategies for learning, paying attention to the main points in the listening task, and paying attention to details in the listening task. in short, the total contribution of students’ listening strategies and their listening comprehension showed significant correlated and influenced. however, the unexplained factors also had contribution on students’ listening comprehension. the findings of the study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. conclusions based on the findings and interpretations, some conclusions could be presented. first, all students’ listening strategies gave significant correlation to students listening comprehension with r = .516. it means it is in the level of average correlation. it could be proved that different level of listening-strategies gave significant effect to the students’ listening comprehension. second, it can be concluded that students’ listening-strategies gave significant influence on students’ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 29 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi performance in listening. it can be seen that student’s listening-strategies gave 26.6% contribution to their listening performance. it indicated that one of non-linguistic factors had essential contribution in improving students’ listening comprehension. this study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. afshar, h. s., & hamzavi, r. (2014). the relationship among reflective thinking, listening anxiety and listening comprehension of iranian efl learners: does proficiency make a difference? issues in language teaching (ilt), 2(3), 237-261. amin, i. a. r., aly, m. a. s., & mohammed, a. m. (2011). a correlation study between efl strategic listening and listening comprehension skills among secondary school students (unpublished masters’ thesis). benha university, benha, egypt. ariesca, a., & marzulina, l. (2016). teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625 bidabadi, f. s., & yamat, h. (2011). the relationship between listening strategies used by iranian efl freshman university students and their listening proficiency levels. english language teaching, 4(1), 26-32. brown, h. d. (2004). language assessment: principles and classroom practices. london, england: longman, inc. creswell, j. w. (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). upper saddle river, nj: pearson education, inc. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (4th ed.). upper saddle river, nj: pearson education, inc. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. gilakjani, a. p., & sabouri, n. n. (2016). learners’ listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123-133. golchi, m., m. (2012). listening anxiety and its relationship with listening strategy use and listening comprehension among iranian ielts learners. international journal of english linguistic, 2(4), 115-128. http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/625 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 30 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gonen, m. (2009). the relationship between fl listening anxiety and fl listening strategies: the case of turkish efl learners. international conference on educational technologies. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. huy, l. h. t. (2015). an investigation into listening strategies of efl students within the high school setting. asian journal of educational research, 3(4), 21-34. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.). thousand oaks, ca: sage publications, inc. liu, h. j. (2008). a study of the interrelationship between listening strategy use, listening proficiency levels, and learning style. arecls, 5(4), 84-104. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. o’malley, j. m., & chamot, a. u. (1990). learning strategies in second language acquisition. cambridge:cambridge university press. retabi, z., & amirian, z. (2013). use of metacognitive strategies in listening comprehension by iranian university students majoring in english: a comparison between high and low proficient listeners. journal of studies in education, 1(3), 140-154. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 zhang, y. (2012). the impact of listening strategy on listening comprehension. theory and practice in language studies, 2(3), 625-629. http://dx.doi.org/10.17985/ijare.45901 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 31 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi applying language learning strategies in the foreign language listening comprehension: a study of islamic senior high school students dian pertiwi state islamic university of raden fatah, palembang, south sumatra dianpertiwi6869@gmail.com abstract the main purpose of the present study was to empirically investigate the possible correlation and the influence between students’ language learning strategies and listening comprehension. the population of this study was 138 eleventh grade students of i sl a m i c s e ni o r h i gh s c h o o l n u m b e r 2 palembang. the sample was all of eleventh grade students in social class. the total number of the student was 138. since 16 students were absent, so the sample consisted of 122 students. to collect the data in order to measure the students’ language learning strategies and listening comprehension, sill (strategy inventory in learning language) and listening comprehension test from toefl junior test were used in this study. the pearson correlation was used in analyzing the data using spss 16. the result from questionnaire showed that most of the students used metacognitive strategies were in medium level and sometimes used language learning strategies. the result from listening comprehension test showed that most of the students were in very poor level. furthermore, there was no significant correlation between the two variables that can be seen from the correlation coefficient or r-obtained (-.011) was lower than r-table (0.1779) then the level of probability or sig. value (.902) was higher than .05. from the result, it can be concluded that there was no significant correlation between language learning strategies and listening comprehension of eleventh grade students of isl a m i c s en i o r h i g h s ch o o l n u m b e r 2 palembang. keywords: language learning strategies, listening comprehension manuscript submitted: august 3, 2017 manuscript revised: january 12, 2018 accepted for publication: february 6, 2018 introduction in this globalization era, everybody must have good communication ability to support their activity in daily life. it is in line with what dewi (2015), haryanto and mukminin (2012), mukminin, ali, and fadloan (2015), and jackson and stockwell (1996) stated that english was used in every corner of the world as a medium to interact among people from different cultural, ethnic, and social backgrounds (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015). in addition, bozorgian (2012) states “listening skill occupies almost 50% of daily communications” (p. 2). it means that listening skill has very high degree of influence and it is certain that listening occupied the mailto:dianpertiwi6869@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 32 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi main aspects of the effective communication for human in daily life. listening is also very important for students in acquisition foreign language. according to hamouda (2013), “ no one can deny the importance of listening skills in foreign language learning because the key to acquire a language is to receive language input” (p. 113). it is supported by de chazal (2014) who states that students need good listening comprehension skill to interpret what people are saying in various academic situations. however, listening has not drawn much attention from both teachers and learners, they are generally less aware of its importance. hamouda (2013) claims “in classrooms, teachers seem to test, not to teach listening and students seem to learn listening, not listening comprehension” (p. 115). students usually listen to a text, respond to questions, and check their answers. furthermore, students in indonesia have unsatisfactory level in listening skill. it can be seen from a survey that has been conducted by ef standard english test (2015). indonesian students are on average at b1 level (independent user) in english listening skill among 16 countries. from the fact, it shows that indonesian students are not proficient yet in listening. goh (2000) proposed ten common listening comprehension problems as follows; “1) quickly forget what is heard; 2) do not recognize words they know; 3) understand words but not intended the message; 4) neglect the next part when thinking about meaning; 5) unable to form a mental representation from words heard; 6) cannot chunk streams of speech; 7) miss the beginning of the texts; 8) concentrate too hard or unable to concentrate; 9) do not understand subsequent parts of input because of earlier problems; and 10) is confused about the key ideas in the message” (p. 59-60). meanwhile, malkawi (2010) mentions three problems of listening that senior high school students usually face, such as “ 1) speech speed; 2) limited knowledge of vocabulary and structure of sentences; a n d 3) limited knowledge of topic in question” (p. 773). g o h ( 2 0 0 0 ) a d d , “ it was because the students were not aware about the strategies and sometimes forgot to apply them while they were engaged in listening” (p. 143). he also explained that most of students did not know much about listening strategies. in learning language, learning strategies have become crucial part to help the students successful in acquiring the language (abrar & mukminin, 2016; haryanto & mukminin, 2012; mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & fadloan, 2015). pannak and chiramanee (2011) states “one of the important factors contributing to successful language learning is language learning strategies” (p. 3). becoming one of the factors that determine language learner success in acquiring language makes learning strategy very important for teachers and learners (erlina, marzulina, pitaloka, astrid, fikri yansyah, & mukminin, 2018; habibi, sofwan, & mukminin, 2016).). theory about language learning strategies comes from oxford (1990) as she emphasizes “the best language students have used strategy” (p. 1). oxford (1990) divided language learning strategies into two major classes; direct and indirect. direct strategy consists of three groups (memory, cognitive and compensation) and indirect consists of three groups (metacognitive, affective, and social). “learning strategy makes learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation” (oxford, 1990, p. 8; oxford, 2003, p. 274). it was also supported by many studies that the use of language learning strategy influenced the students’ proficiency in foreign language especially in english proficiency. one example is the study conducted by ou-chun (2011) who found that language learning strategies of efl students had significance correlation with their english proficiency. it means that by using language learning strategies, it can help the students achieve their goal in acquisition english foreign language well. language learning strategies is also an important part for senior high school students in learning language process in the classroom. to get their successful in acquisition foreign language, the students need to apply strategy in learning language. lee (2010) states that learners use learning strategies in order to learn something more successfully. by applying issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 33 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning strategy, it can make the students easy to understand the material quickly and make them more efficient in learning foreign language. it is also supported by suwanarak (2012) who declared that the use of language learning strategies is linked with an achievement in the second language classroom and helps students become independent learners. in association with students’ listening comprehension in english, language learning strategies have big influences on students listening comprehension performance. it is proven by moghadam, ghanizadeh, and pazhouhesh (2016) who declared that students’ strategies in listening has a positive effect on their listening comprehension. “successful listening can also be looked at in terms of the strategies the listener uses when listening” (richard, 2008, p 11). from the evidence above, it can be concluded that language learning strategies influence students listening comprehension. it is important for teacher and students to know about it. based on the informal interview with the teacher and the eleventh grade students of man 2 palembang, many students said that listening was difficult for them because they did not know what the speaker were saying, the speed of the speaker was too fast, and they were also lack of vocabulary. most of the students did not know about language learning strategies. meanwhile, the teacher said she just knew what language learning strategies were but she did not know specifically about language learning strategies. she also added that she taught listening without knowing the students language learning strategies. because of those reasons, the researcher wants to examine the correlation between language learning strategies and listening comprehension. the objectives of the study were: (1) to find out if there is significant correlation between language learning strategies and student’s listening comprehension of eleventh grade students of man 2 palembang (2) to know if the language learning strategies influence students’ listening comprehension of eleventh grade students of man 2 palembang. literature review concept of language learning strategy there are so many theories about language learning strategies from scholars. chamot and kupper (1989) declare, “learning strategies are technique which students use to comprehend, store, and remember new information and skills” (p. 15-17). they classified into three types; metacognitive, cognitive or social and affective. oxford (1990) emphasizes “the best language students have used strategy” (p. 1). oxford (1990) divided language learning strategies into two major classes; direct and indirect. direct strategy consists of three groups (memory, cognitive and compensation) and indirect consists of three groups (metacognitive, affective, and social). learning strategy makes learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (oxford, 1990, p. 8; oxford, 2003, p. 274). chamot (2005) also explained his new theory about language learning strategies. he defines learning strategies as procedures that facilitate a learning task. strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. hurd and lewis (2008) states “more proficient learners also orchestrate strategy use more effectively, combining strategies into strategy clusters for complex tasks and making sure that any chosen strategy is appropriate at the time “ (p. 51). less proficient l2 learners often use strategies in a desperate way, not knowing how to identify the needed strategies. from the theory above, it indicated that good language learners always use language learning strategy in the acquisition process of the foreign language. by understanding the language learning strategies and knowing how to choose the appropriate strategy needed by the students, will direct the students to get their target language. in other words, language learning strategy is one of the factors that determine students’ success in learning a language. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 34 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi classification of language learning strategies oxford (1990) divided two major classes of learning strategy; direct and indirect. “the direct class is composed of three groups (memory, cognitive and compensation)” (oxford, 1990, p.14). memory strategies are for remembering and retrieving new information, for examples; remember acronyms, grouping the word (e.g., all noun or verbs), and image. next is cognitive strategies for understanding and producing the language. second, cognitive strategies enable learners to manipulate the language material in direct ways, e.g., through reasoning, analysis, note-taking, summarizing, and translating. the last is compensation strategies for using the language despite knowledge gaps, such as guessing wisely, using linguistics clue, using gestures, switching to the native language, and using a synonym or description. the second major class-indirect strategies, “ this class is made up of metacognitive strategies, affective strategies, and social strategies” (oxford, 1990, p. 15). first is metacognitive strategies for coordinating the learning process, such as planning, setting goals and objectives, monitoring errors, and evaluating progress. then, affective strategies for regulating emotions, such as strategies including encouraging oneself through positive self-talk, rewarding yourself, talking with someone about your feelings learning the target language and so on. the last is social strategies for learning with others, such as asking questions, asking for clarification, asking for help, and talking with a native-speaking conversation partner. concept of listening comprehension listening is the ability to identify and understand what others are saying in various situation. moghadam, ghanizadeh, and pazhouhesh (2016) states “people have to comprehend what their interlocutors say and respond to it. if they are able to listen effectively, then they will have a meaningful communication” (p. 11). to have good listening skills, students must be able to comprehend all of the aspects when listening. golchi (2012) states “listening includes comprehension of meaning-bearing, words, phrases, clauses, sentences and connected discourse” (p. 115). the word comprehension is reflection of the knowledge and skills that students have to acquire in listening. that is the reason why listening comprehension is a complex process. there have been a large number of scholars that present about listening comprehension towards the concept. liubinienė (2009) defines “listening comprehension is more than extracting meaning from incoming speech” (p. 89). it is a process of matching speech with the background knowledge, i.e. what the listeners have already know about the subject. bđlokcuoğlu (2014) asserts “ listening comprehension is strongly believed to be a process of interaction between the listeners’ background knowledge and the expected knowledge in the spoken text, that is, listeners employ all relevant previously stored knowledge to comprehend the incoming input” (p.83). meanwhile, yousefinia (2012) states “listening comprehension means the process of understanding speech in a second or foreign language” (p. 4). it is the perception of information and stimuli received through the ears. it can be concluded that listening comprehension is the process of understanding of aural message from the speaker and match it to the listener knowledge. importance of listening comprehension many researchers believe that listening comprehension is crucial aspect in language acquisition since the last two decades. moghadam et.al (2016) declared “in communicative approaches to language teaching, listening has been emphasized in all levels of language learning” (p. 11). jones (2003) claims, “listening comprehension activities provide students with the aural component of the target language to help them better hear the intricate sounds, enunciations, and content and develop their abilities to communicate with others in a target language” (p. 41). in relation to english language, the students need good listening issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 35 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi comprehension ability to help them in the acquisition of the english language. gilakjani and ahmadi (2011) believe “ an emphasis on listening comprehension as well as the application of listening strategies will help students to decode english input and to achieve greater success in english learning” (p. 986). methodology research design in this study, i used a correlation research design. according to fraenkel, wallen, and hyun (2012), “the correlation study mainly focuses on the possibility of relationships between only two or more variables investigated without any attempts to influence them” (p. 331). in this study, i used correlation research design to find out the correlation between two variables, explain, and inteprete the result that may appear. the procedures in this research are, first; i identified the students’ learning strategy by using questionnaire. second, by using toefl junior listening test, i found out the students listening comprehension score. third, i found the correlation between two variables through spss based on the results of the questionnaire and listening test, and the influence of the variable(s). last, explanation and interpretation of the results were discussed. research site, sampling, and participants fraenkel, wallen, and hyun (2012) defines population as the group of interest to the researcher, the group to whom the researcher would like to generalize the result of the study. in addition, fraenkel and wallen (1990) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. ( as cited in ( as cited in saputra & marzulina, 2015, p.5). cresswell (2012) states “population is a group of individuals who have the same characteristic” (p. 142). the population of this study was all of the eleventh grade students of isl a m i c se n i o r h ig h sc h o o l n u m be r 2 palembang in academic year of 2016/2017. the population consisted of 6 classes. according to cresswell (2012), “sample is a subgroup of the target population that the researcher plans to study for generalizing about the target population” (p. 142). he also said that the sample can be selected from individuals who are representative of the entire population. in this reserach, i used convenience sampling technique. the sample of this research were xi iis 1, xi iis 2, xi iis 3, and xi iis 4 classes. there were 138 students as sample. the researcher chose them as samples because they had equal background knowledge. in social class, many students did not know about language learning strategies and their learning strategy. they also had difficulties in learning listening. data collection questionnaire and listening test were used as the instruments which had been valid and reliable. sill (strategy inventory in learning language) from oxford (1990) version 7.0 was used to know students language learning strategies. according to oxford and burry-stock (1995), “40-50 major studies, including a dozen dissertations and theses, have been done using the sill involved 8000-8500 language learners” (p. 4). they also explained that the sill appears to be the only language learning strategy instrument that has been extensively checked for reliability and validated in multiple ways. fazeli (2011) found that the reliability score of sill is 0.89. sill questionnaire consisted 50 items and used likert scale 1-5. to avoid misunderstanding sill questionnaire had been translated into indonesian. the time to answer the questionnaire was 25 minutes. listening comprehension test from toefl junior standard test was used for testing students listening comprehension. toefl junior issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 36 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi standard test had been used in more than 50 countries including indonesia and the reliability coefficients of the listening comprehension test was .87. the listening test consisted of 42 multiple choices questions. the time to answer the questions was 40 minutes. data analysis for analyzing the data in this research, there were four steps. first, after distributing the sill questionnaire to the students, the student’s answers were calculated by using formula from oxford (1990). the student’s total answer in each part of sill was divided with the total statement in each part. the highest average score from all part of sill indicated which strategy that the students tended to use most frequently. after that, all the sums from students answer in different parts of sill were divided by fifty (÷50). the result average score described students’ frequency in using language learning strategies (lls). the highest frequency level is 5.0 and the lowest is 1.0. second, the students’ listening comprehension answers was calculated by u s i n g a scoring system from man 2 palembang. third, in order to find out the correlation between language learning strategies (lls) and listening comprehension of the eleventh grade students of man 2 palembang, pearson product moment correlation coefficient in spss 16 was used. the last, in order to know the contribution of language learning strategies to listening comprehension of the eleventh grade students of man 2 palembang, regression analysis was applied in this study. findings and discussion students’ language learning strategies and listening comprehension since 16 students were absent, so the sample consisted of 122 students. the descriptive statistical analysis of lls for the participants was described as follows. the maximum score was 4.3, and the lowest score was 1.7. the mean of the language learning strategies scores for the participants was 2.9 and the standard deviation was .50. equally important, the questionnaire results showed the most dominant strategy that students used was metacognitive strategy (37.4%). in this research i also found that many students had more than one language learning strategies. the distributions of students’ language learning strategies can be seen in the table below: table 1. distributions of language learning strategies category frequency percentages memory strategy 10 7,2% cognitive strategy 8 5,8% compensation strategy 19 13,7% metacognitive strategy 52 37,4% affective strategy 14 10% social strategy 36 25,9% total 139 100% the descriptive statistics analysis of listening comprehension for the participants was described as follows. the maximum score was 59.5, and the lowest score was 7.1. the mean of the listening comprehension score for the participants was 31.7 and the standard deviation is 9.32. then, the listening comprehension results showed that most of the students w e r e in very poor category. 113 students in were very poor category (93.6%), 7 students were in poor category (5.7%), and 2 students were in average category (1.7%). issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 37 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. distributions of listening comprehension number of student interval category percentages 0 86-100 very good 0% 0 71-85 good 0% 2 56-70 average 1,7% 7 46-55 poor 5,7% 113 0-45 very poor 93,6% the results of normality test and linearity test the data interpreted normal if p>0,05. if p< 0,05. it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality indicated that the data from each variable were all normal and appropriate for data analysis with coefficients .646 for language learning strategies and .562 for listening comprehension. for linearity test, deviation of linearity was obtained. if probability is more than .05, the two variables are liniear. the results showed that, the deviation from linerity between language learning strategies and listening comprehension was .348 and since it was higher than 0.05, it was considered linear. correlation between students’ language learning strategies and listening comprehension having analyzed the results of the questionnaire and students’ listening comprehension test, it was found that the students’ language learning strategies were not significantly correlated to their listening comprehension. the correlation coefficient or robtain (-.011) was lower than r-table (0.1779) then the level of probability or (p) (.902) was higher than .05. it means that ho is rejected and h1 is rejected. since there was no significant correlation between two variables, it is not necessary to do regression analysis because language learning strategies did not influence students’ listening comprehension. furthermore, the correlation analysis result showed as described in the following table. table 3. correlation between language learning strategies and listening comprehension language learning strategies listening comprehension language learning strategies pearson correlation 1 -.011 sig. (2-tailed) .902 n 122 122 listening comprehension pearson correlation -.011 1 sig. (2-tailed) .902 n 122 122 the insignificant correlation result probably occurred because some factors in each side of the variables. from the language learning strategies side, the result showed that many students had more than one learning strategy. it made them unable to use the strategy appropriately because they were not aware about the strategy and how to use it. hismanoglu (2000) strongly stressed that using the same good language learning strategies does not guarantee that bad learners will also become successful in language learning since other factors issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 38 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi may also play role in success. meanwhile, oxford (1990, 12) states that strategies assessment and training might be necessary to help learners become more aware of the strategies they are using and evaluate the utility of those strategies. additionally, the result showed that language learning strategies (lls) was not the only and the most d o m i n a n t factor that affecting listening comprehension. the researcher assumed that there were some other factors affecting students listening comprehension. based on the result of the informal observation when conducting the research, it could be seen that motivation was the most dominant since most of the students had low motivation during the test. moreover, bingol, celik, yildiz , and mart (2014) states that “students’ motivation is one of the crucial factors that affects listening comprehension “ (p. 4). another factor is experience in learning listening. less experience in learning listening makes the students low in listening comprehension. naning and hayati (2011) explains “the different knowledge backgrounds of the students cause them to have different listening achievement too (p. 9). also, s tudents’ vocabulary caused them to have different listening comprehension achievement. other factors that should not be neglected are the teacher’ methodology in teaching listening, the equipment, and the students’ condition when joining the test. according to ardila (2013), there are seven factors that affecting efl learners’ listening skills, namely, learner’s motivation, paralinguistic features, vocabulary, concentration, teachers’ methodology, the use of material and the learner’s background. norflee (2014) claims that there are also some factors such as listener’ factor, background knowledge, speaking style and visual input. in conclusion, this study failed in investigating the correlation and influence between language learning strategies (lls) and listening comprehension of eleventh grade students of isl a m i c s e n i o r hi g h sc h o o l n u m b e r 2 palembang. however, almost all of eleventh grade students of isl a m i c s e n i o r h i g h s c h o o l n um b e r 2 palembang used learning strategy occasionally and metacognitive strategy was the most dominant strategy that they used in learning language. furthermore, language learning strategies (lls) is also applicable for four skills (listening, speaking, reading, and writing), it means that there is possibility that language learning strategies correlate with others language skill. conclusions based on the findings of the study, three conclusions are drawn. first, the results of the questionnaire showed that metacognitive strategy was the dominant language learning strategy that students used. the students were also in medium level and sometimes they used language learning strategies. meanwhile, the results of the listening comprehension test showed that most of the students were in very poor level. second, the students’ language learning strategies had no significant correlation to students’ listening comprehension. the finding showed that r-obtained (-.011) was lower than r-table (0.1779) then the level of probability (p) significance (sig.2-tailed) was .902 was higher than .05. it means there was no significant correlation between the students’ language learning strategies and listening comprehension of the eleventh grade students of isl a m i c s e n i o r h ig h s c h o o l n u m be r 2 palembang. since there was no significant correlation between two variables, it is not necessary to do regression analysis. some other factors may influence the result of this study, specfically; (1) many students used more than one learning strategies, were not aware about their strategy, and were confused on how to use it. as well, in answering the listening test, the students’ had low motivation, lack of experience in learning listening, lack of vocabulary, and unprepared condition when joining the test. besides, the teacher‘s method in teaching listening and the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 39 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi equipment that researcher used during listening test may also influence the result of this study. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ardila, m. a. c. (2013). exploring factors affecting listening skills and their implications for the development of the communicative competence: a case study. open. writ. doors. j, 10(2). bđlokcuoğlu, h. (2014). a schematic approach to teaching listening comprehension. eul journal of social sciences (v:i) laü sosyal bilimler dergisi. bingol, m. a., celik, b., yildiz, n., & mart, c. t. (2014). listening comprehension difficulties encountered by students in second language learning class. international journal on new trends in education and their implications, 4(4). bozorgian, h. (2012) listening skill requires a further look into second/foreign language learning. isrn education, 2012 (2012). retrivied from https://www.hindawi.com/journals/isrn/2012/810129/. chamot, a. u. (2005). language learning strategy instruction: current issues and research. annual review of applied linguistics, (25), 112–130. chamot, a. u., & kupper, l. (1989). learning strategies in foreign language learning instruction. interstate research associates,va. creswell, j, w. (2012). educationa research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). upper saddle river, nj: pearson education, inc. de chazal, e. (2014). effective listening is essential in an academic context. retrivied from: https://www.britishcouncil.org/voices-magazine/prepare-english-languagestudents-academic-listening. educational testing service team. (2012). practice test for toefl junior standard ataest. new york, ny: educational testing service. educational testing service team. (2015). handbook for the toefl junior standard test. new york, ny: educational testing service. erlina, d., marzulina, l., pitaloka, n.l., astrid, a., fikri yansyah, f., & mukminin, a. (2018). research on educational media: balancing between local and target language cultures in english electronic textbooks. the turkish online journal of educational technology, 17(2), 111119. fazeli, s. h. (2011) the relationship between the neuroticism trait and use of the english language learning strategies. international journal of linguistics, 3(1). fraenkel, j. r., wallen, n. e., & hyun, h. h. (8th eds.). (2012). how to evaluate research in education. new york, ny: mcgraw-hill. gilakjani, a., p., & ahmad, 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. goh, c. m. (2000). a cognitive perspective on language learners’ listening comprehension problems. system, 28, 55-75. https://nsuworks.nova.edu/tqr/vol23/iss1/9 https://www.hindawi.com/journals/isrn/2012/810129/ https://www.hindawi.com/journals/isrn/2012/810129/ https://www.britishcouncil.org/voices-magazine/prepare-english-language-students-academic-listening https://www.britishcouncil.org/voices-magazine/prepare-english-language-students-academic-listening issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 40 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi golchi, m. m. (2012). listening anxiety and its relationship with listening strategy use and listening comprehension among iranian ielts learners. international journal of english linguistics, 2(4), 115-128. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. habibi, a., mukminin, a., sofwan, m., & sulistiyo, u. (2017). implementation of classroom management by english teachers at high schools in jambi, indonesia. studies in english language and education, 4(2), 172-189. hamouda, a. (2013). an investigation of listening comprehension problems encountered by saudi students in the efl listening classroom. international journal of academic research in progressive education and development 2(2), 2226-6348. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hismanoglu, m. (2000). language learning strategies in foreign language learning and teaching. the internet tesl journal, 7(8). retrivied from: http://iteslj.org/articles/hismanoglustrategies.html hurd, s., & lewia, t. (2008). language learning strategies in independent settings. bristol, uk: cromwell press ltd. jones, l. c. (2003). supporting listening comprehension and vocabulary acquisition with multimedia annotations: the students’ voice. calico journal, 21(1), 41-65. lee, c. k. (2010). an overview of language learning strategies. arecls, 7, 132-152. liubinienė, v. (2009). developing listening skills in clil. kalbų studijos, 15. malkawi, a. h. (2010). listening comprehension for tenth grade students in tabaria high school for girls. journal of language teaching and research, 1(6), 71-775. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 moghadam, m. b., ghanizadeh, a., & pazhouhesh, m. (2016). scrutinizing listening strategies among iranian efl university students. international journal of educational investigations, 3(3), 11-22. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. naning, z. a, & hayati, r. (2011). the correlation between learning style and listening achievement of english education study program students of sriwijaya university. jurnal holistics, 3(5). norfleet, m. (2016). factors that affect listening comprehension. retrivied from: http://education.seattlepi.com/factors-affect-listening-comprehension 3720 .html ou-chun, o. (2011). influence of english proficiency on postgraduate students’ use of language learning strategies. sino-us english teaching, 8(12). 766-772. http://iteslj.org/articles/hismanoglu-strategies.html http://iteslj.org/articles/hismanoglu-strategies.html http://dx.doi.org/10.17985/ijare.45901 http://education.seattlepi.com/factors-affect-listening-comprehension%203720%20.html issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 41 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi oxford, r. l., & burry-stock, j. a. (1995). assessing the use of language learning strategies worldwide with the esl/efl version of the strategy inventory for language learning (sill). elsevier science ltd, 23(1), 1-23. oxford, r. l. (1990). language learning strategies: what every teacher should know. boston: heinle & heinle. oxford, r. l. (2003). language learning styles and strategies: concepts and relationships. iral, 41(2003), 271-278. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 pannak, o., & chiramanee, t. (2011). language learning strategies used by first year students at thaksin university, songkhla campus, thailand. the 3rd international conference on humanities and social sciences, 1-12. richard, j. c. (2008). teaching listening and speaking: from theory to practice. new york, ny: cambridge university press. suwanarak, k. (2012). english language learning belifes, learning strategies and achievement of masters students in thailand. tesol as a global trade ethics, equity and ecology, 1-15. yousefenia, d. (2012). the effect of selfregulated strategy development instruction on the listening performance of iranian efl learners. (unpublished master’s thesis). sheikhbahaee university, isfahan, iran. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 42 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi islamic senior high school students’ language learning strategies and their english achievement isti qomariah an english teacher at sdn 111 palembang, south sumatera istiqomariah62@gmail.com abstract this study investigated the correlation between language learning strategies and english achievement, and explored the influence of language learning strategies on english achievement of eleventh grade students’ of man 3 palembang. a total of 141 eleventh grade students participated in this study. the questionnaire and test were used to collect the data. for this purpose, the language learning strategies (sill) questionnaire developed by oxford (1989) measured language learning strategies and toefl junior (2015) was used to know students’ english achievement. there were three levels from high to low based on the results of sill questionnaire and five categories english achievement test. descriptive stastistic, pearson product moment correlation and regression anlaysis were employed to analyze the data. based on the data analysis, it was found that r (.665) > rtable (.165) with significant level which was lower than 0.05. thus, it indicated that there was significant correlation between language learning strategies and english achievement. it was implied that good language learners caused good in english achievement. keywords: language learning strategies, lls, and english achievement manuscript submitted: september 1, 2017 manuscript revised: february 4, 2018 accepted for publication: march 6, 2018 introduction language is the system of human communication which consists of the structured, arrangement of sound (or their written representation) into larger units. it is also used for communication. without a language, it is difficult for people to communicate with others (abrar & mukminin, 2016; haryanto & mukminin, 2012). thus, language is very fundamental for human life. sharifian (2009) defines that english as an international language refers to a paradigm for thinking, research and practice ( as cited in saputra & marzulina, 2015). according to komaria, the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). english is a global language which can be used for communication with native-speakers and non-nativespeakers in the worldwide, especially in the education section where all university students need english for their studies in order to search information and obtain knowledge (haryanto & mukminin, 2012; habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015). souriyavongsa, rany, abidin, and mei (2013) found that the problems in learning english are: (1) teacher’s competence, (2) students lack of english foundation background, (3) students mailto:istiqomariah62@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 43 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lack of confidence to use english because they are afraid of mistakes and shy feeling, (4) curriculum is inappropriate for helping students to improve their english proficiency, (5) students are not well-motivated, encouraged and gained learning strategy, (6) students do not practice speaking english with english native speakers, and (7) class environment. there are various ways to solve the problem in english achievement faced by the leaners (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015; mukminin, muazza, hustarna, & sari, 2015). ihsan and diem (1997) explain that the internal factor, learning style and learning strategy need to be considered when analyzing why english seems difficult to learn. futhermore, according to ewuni (2012), hamid (2011) and ketabi (2012), language learning strategies are the factor which can give contribution to students’ english achievement as well as influence for the success and failure of the learners’ english achievement. oxford (1990) states that language learning strategies are important factors for students in order to improve active learning in classroom and self directed movement which is esential in developving communicative competence. six basic types of language learning strategies (metacognitive, cognitive, memory, compensation, social and affective strategies) are classified by oxford (1990). the students can apply them with different learning strategies in their learning to accomplish the objectives of the study. those strategies applied by the student will dive from time to time based on the material, the subject, and their own conditions. students may apply a number of language learning strategies. the strategies used will give different contributions to the students’ language learning achievement and their english achievement (mukminin, ali, & ashari, 2015). moreover, ketabi (2012) point out that gathering information to see how the learners learn and what strategies they use will help teachers learn more about the language learners learning process. additionally, ketabi believes that educators’ knowledge about the way students apply the strategies and the type of strategies they use in their context and situation will help them manage their resources and decision making process. cohen, (2005) reveals two major reasons of the importance of language learning strategies in language learning and teaching. the first reason is metacognitive, cognitive, social, and affective strategies in language learning can be identified. the result of the first reason leads to the second reason which is the effective strategy will lead less successful language learners to be better leaners. dhanapala, kagamiyama, and hiroshima (2007) explain, “second language leaners in particular, who were well aware of their own learning process and of the strategies, assist them to achieve learning outcome” (p. 684). therefore, language learning strategies give positive contributions to students’ english achievement. this study aimed at investigating the correlation between language learning strategies and english achievement of eleventh grade students of man 3 palembang. review of literature the concept of language learning staretgies (lls) oxford (1990) states, “learning strategies are steps taken by students to enchance their own learning” (p. 1). research has repeatedly shown that the conscious, tailored use of such strategies are related to language achievement and english proficiency. many researchers have suggested that the concious use of language learning strategies make good language learners (niman, frohlich, & todesco, 1975; wenden, 1985). chamot and kupper (1989) state that succesfull language learners tend to select strategies that work well together with the requirement of the language task. learning strategies can also enable student to become more independent, autonomous, lifelong learners (allwright, 1990). issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 44 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the classification of language learning strategies (lls) in this study i used oxford classification. oxford’s classification of language learning strategies give much attention to reseachers because oxford has devised an instrument for assesing the frequency of use of language learning strategies. the six classification of language learning strategies proposed by oxford (1990) which is included in two main classes are as follows: (1) memory-related strategies help learners’ link one l2 item or concept with another but do not necessarily involve deep understanding. various memory-related strategies enable learners to learn and retrieve information in an orderly string (e.g., acronyms), while other technique creates learning and tetrieval via sounds (e.g., rhyming), images (e.g., a mental picture of the word itself or the meaning of the word), a combination of sounds and images (e.g., the keyword method), body movement (e.g., total physcal response), mechanical means (e.g., flashcard) or location (e.g., on a page or blacboard). (2) cognitive strategie, enable the learners to manipulate the language material in direct ways, e.g., through reasoning, analyzing, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas (knowledge structure), practicing naturalistic settings, and practicing structures and sound formally. (3) compensation strategies, enable learners to make up their missing knowledge in the process of comprehending or producing the target language, such as guessing wisely in listening and reading, using gestures, switching to the native language, and using a synonym or description in order to get the meaning across in speaking or writing. (4) metcognitive strategies, are steps that learners take to manage or regulate their learning, such as planning and arranging for learning tasks, setting goals and objectives, monitoring the learning process for errors, and evaluating progress, e.g., identifying one’s own learning style preferences and needs, planning for an l2 and task, gathering and organizing materials, arranging a study space and schedule, monitoring mistakes, and evaluating task success and evaluating the success of any type of learning strategy. these are employed for managing the learning process overall. (5) affective strategies, are strategies that help learners gain control over their emotions, attitudes, and motivation related to language learning. such strategies include encouraging oneself through positive self-talk, talking with someone about your feelings learning the target language, etc. (6) social strategies, help the learner work with others and understand the target culture as well as the language, e.g., asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms. english achievement algarabel and dasi (2001) state “achievement is the competence of a person in relation to a domain of knowledge” (p. 46). achievement refers to the good result from learning. according to brown (2007), “learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction” (p. 7). brown (2007) explores the component of the definition of learning as follows; (1) learning is acquisition or “getting”, (2) learning is retention of information of skill, (3) retention implies storage systems, memory, and cognitive organization, (4) learning involves active, conscious focus on and acting upon events outside or inside the organism, (5) learning is relatively permanent but subject to forgetting, (6) learning involves some form of practice, perhaps reinforced practice and (7) learning is a change in behavior. in addition, english achievement has strong relation with academic achievement. bala (2011) states “academic achievement has always been the center of educational research and despite varied statements about the aims of education, the academic development of the child continue to be the primary and most important goal of education” (p. 8). hence, academic is also important purpose in education. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 45 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi factors affecting the achievement according to fitriah (2009), there are factors that influence the achievement of student. some factors that influence the student’s achievement are as follows: intelligence intelligence is regarded as a potential capacity. this potential capacity is probably a function of heredity, congenital development, and growth. the growth of intelligence toward the potential capacity may be impeded by environmental stresses and strains or may be accelerated by proper stimulation. it is important to keep in mind that intelligence is complex and that individuals have many kinds of abilities and strengths, not all of which are measured by traditional iq tests. many students whose academic performance has been weak have experienced considerable success in second or foreign language learning. motivation motivation is one of the most important variables in learning. a high degree of motivation engenders an active and aggressive attitude with regard to educational goals. motivation is actually a cluster of factors that energize behavior and give it direction. motivation involves the learner’s reasons for attempting to acquire the second language, but precisely what creates motivation is the crux of the matter. physical conditions physical condition is one of the important components of learning. healthy five senses will support teaching learning process. student’s health affects their sensory-motor functioning. sometimes students with sight problem, hearing problem, malnutrition, and so on can influence student’s achievement. a student has headache, fever, stomachache, or some injury needs immediate consideration because it can disturb the instructional process. environment condition environment is part of instructional process because it can influence the students. a learner lives in a complex learning situation that may be divided into three parts: the social environment, the physical environment, and the cultural environment. parts of the social world, the physical world, and the cultural world are selected to become stimuli to the learner. educational environment is defined as the emotional, physical, and intellectual climate that is set up by the teacher and students to contribute to wholesome learning situation. it supports the instructional process. educational milieus comprise of family (parent and sibling), school and community. methodology research design correlational research was used in this research because i wanted to find out the correlation between language learning strategies based on strategy inventory language learning (sill) by oxford (1990) and english achievement based on toefl junior to test eleventh grade students in man 3 palembang. according to fraenkel, wallen, and hyun (2012), “a correlational studies investigate the possibility of relationship between two variables, although investigation of more than two variables or common” (p. 331). the procedure was that, first; language learning strategies was identified by using questionnaire of sill. second, by using toefl junior test, the students’ english achievement was obtained. then, the correlation between variables was analyzed through statistical package issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 46 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi for social and science (spss) based on the results of the questionnaire and test. finally, i found the influence of language learning strategies to their english achievement. research site, sampling, and participants population is a group of individuals or item that share one or more characteristics from which data can be gathered and analyzed. fraenkel and wallen (1990) stated that population is the group of interest to the researcher, the group to whom the researcher would like to generalize the results of the study. (as cited in saputra & marzulina, 2015, p.5). according to richards and schmidt (2010), “population in statistics is any set of items, individuals, which share some common and observable characteristics and from which a sample can be taken” (p. 443). in addition, creswell (2012) states “population is a group of individuals who have the same characteristic” (p. 142). the population of this study was eleventh grade students of man 3 palembang in academic year 2016/2017. at this school, there were 9 classes of the eleventh grade. the total population of the study were 308 students. the sample of this study was taken by using purposive sampling method. purposive sampling (judgmental sampling) according to johnson & christensen (2012) is used in both qualitative and quantitative research. moreover, they add that in purposive sampling, the researcher specifies the characteristics of a population of interest and then tries to locate individuals who have those characteristics” (johnson and christensen (2012). it is a nonrandom sampling technique in which researcher solicits persons with specific characteristics to participate in a research study. the students who had the same charactristics in terms of their knowledge background were selected as the sample of the study. they were from the science class and social classes. therefore the total number of the sample was 141 students. data collection in this reseach, i gave the questionnaire of sill and toefl test to the students. the questionnaire was used to collect the data and information from the respondents. the questionnaire was from oxford (1989) version 7.0 of the sill, designed for efl/esl leaners. the sill used a five-point likert-type scale ranging from 1 (never or almost never true of me), 2 (generally or almost always true of me), 3 (somewhat true of me), 4 (generally truesof me), 5 (always or almost always true of me). the time to do the questionnaire was 25 minutes. the questionnaire was calculated by using formula from oxford. according to oxford (1990) “the overall average indicate how frequently the students use language learning strategy in general” (p. 300). the average for each part of the sill indicated which strategy that the students tended to use most frequently. the questionnaire consisted of 50 statements about strategies convering six categories, each was represented by a number of items. the questionnaire was translated into bahasa indonesia in order to avoid the possibility of ambiguity in understanding the questionnaire. the test was taken from toefl junior. toefl junior standard test is an objective and reliable measure of english communication skill. “the purpose of the toefl junior test was to provide an objective measure of the degree to which students in the target population have attained proficiency in the academic and social english language skills representative of englishmedium instructional environments” (handbook for the toefl junior standard test, 2015, p. 2). the designers of the toefl junior standard test assert that the toefl junior standard test was an english-proficiency test that was not based on or limited to any specific curriculum. there were three section; listening, structure, and reading. it consists of 42 questions in each section. the time for administration the test was two hours. toefl junior test score were determined by the number of questions a students had answered correctly. there was no penalty for wrong answers. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 47 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi data analysis the questionnaire of language learning strategies consisted of 50 items and the score value was from 1 (never or almost never true of me) to 5 (always or almost always true of me). the minimum score of each statement was 1 and maximum score was 5. the lowest total score of each sill scale was 50 (in which the students got 1 for each statement) and the highest total score was 250 (in which the students got 5 for each statement), while the lowest total score of all the five scales was perception is the same as the other scales of perception. the students’ total answers in each part of sill was divided with the total statement in each part. the highest average score from all part of sill indicated with strategy that the students tend to use most frequently. after that, all the sums from students answers in different part of sill was divided by (÷50). the result average score described students frequency in using language learning strategies (lls) which were high, medium and low. the students’ english achievement was analyzed to determine the score of the students from toefl junior test. there was no penalty for wrong answer. toefl junior standard test scores are determined by the number of questions a student has answered correctly. the correct answer was score 1 and the incorrect answer was scored 0. the highest score would be 100 and the lowest would be 0. after, the score of toefl junior test had already been obtained. the result would be classified based on the classification that applied at man 3 palembang. the categories of the result of the test were grouped into very good, good, average poor, and very poor. the score interval based on the score that applied at man 3 palembang. findings and discussion students’ language learning strategies and english achievement the total active students in the eleventh grade students of man 3 were 141 students. all of students participated in this study.the 50 items of sill questionaire were used to investigate the participants’ language learning strategies. the sill was rated by likert type. the desriptive statistical analysis of sill for the participants was presented in this study. the maximum score was 4.10 and the lowest score was 1.70. the mean of the language learning strategies scores for the participants was 2.9844 and the standard deviation was.50061. next, it revealed that from the questionaire, the six levels of language learning strategies were all perceived by the students with different numbers. the results showed that there was no student got score between 4.5-5.0 (0 %) in high language learning strategies category, 24 students got score between 3.5-4.4 (17.02%), 97 students got score between 2.5-3.4 (68.8 %) were in medium category, 20 students got score between 1.5-2.4 (14.18 %), and no student got score between 1.0-1.4 (0 %) in low category. in conclusion, it revealed that from the language learning strategies questionnaire, medium level was the most obtained by the students. the descriptive statistical analysis of english achievement for the participants was presented. the maximum score was 95, and the lowest score was 30 and the standard deviation was 12.025.the mean of the english achievement scores for the participants was 72.29. then, it revealed that from the english achievement test, the five categories of english achievement were all obtained by the students with different numbers. the results showed that there 42 students got score between 80-100 (29.79 %) were in very good category, 50 students got score between 70-79(35.46 %) were in good category, 35 students got score between 60-69 (24.82 %) were in average category, 6 students got score between 50-59 (4.26 %) and 8 students got score between 0-49 (5.67 %) were in very poor category. in conclusion, it revealed that from english achievement test, good english achievement level was the most obtained by the students. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 48 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the results of normality test and linearity test normality test and linearity test were conducted prior to data analysis through spss 16 th version for windows. the result of normality test indicated that the data from each variable were normal and appropriate for data analysis with coefficients 0.237 for attitude and 0.153 for english proficiency. for linearity test, deviation of linearity was obtained. if probability is more than 0.05, the two variables are linear. the results showed that, the deviation from linearity between attitude and english proficiency was 0.106. to sum up all the data were linear for each correlation and regression. correlation between students’ language learning strategies and english achievement based on pearson product moment correlation coefficient, the result indicated that there was significant correlation between language learning strategies and english achievement. the correlation coefficient or the r-obtained (0.665) was higher than r-table (0.165). then the level of probability (p) significance (sig.2-tailed) was 0.000. it means that p (0.000) was lower than 0.05. thus, there was significant correlation between the language learning strategies and english achievement. table 1. correlations test language learning strategies english achievement language learning strategies pearson correlation 1 .665 ** sig. (2-tailed) .000 n 141 141 english achievement pearson correlation .665 ** 1 sig. (2-tailed) .000 n 141 141 **. correlation is significant at the 0.01 level (2-tailed). influence of students’ language learning strategies and english achievement the results indicated that students’ language learning strategies influenced their english achievement significantly with tvalue (10.508) was higher than ttable (1.655) sig. value (.00) was lower than probability (.05). therefore, there was a significant influence between language learning strategies toward their english achievement. table 2. the regression analysis of language learning strategies and english achievement model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 24.594 4.602 5.344 .000 language learning strategies 15.982 1.521 .665 10.508 .000 a. dependent variable: english achievement issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 49 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in order to know the percentage of language learning strategies influence on english achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .443. it means that language learning strategies gave significant effect in the level of 44.3 % toward english achievement, and 55.7 % was unexplained factors value. table 3 is shown as the result of model summary follow. table 3. model summary model r r square adjusted r square std. error of the estimate 1 .665 a .443 .439 9.009 a. predictors: (constant), language learning strategies first, based on the result of pearson product moment correlations, it was found that there was a positive and a significant correlation between language learning strategies and english achievement of eleventh grade students of man 3 palembang (r.665). this means that language learning strategies had relation to their performance in english achievement. the explanation to support this finding is that from the beginning of the elementary school, the learners had been learning english, for example, reading english news paper or magazine, doing assigment, exploring to english conversation, and joining english couse inside or out side the school. in addition, the learners employed learning strategies more frequently than elementary student in learning, and they had good ability in learning. abhakorn (2008) states that the students’ awareness of existing strategies and the choices of strategies will help them to solve problems and complete tasks easily. moreover, ketabi (2012) points out that gathering information to see how the learners learn and what strategies they used will help teachers learn more about the language learners learning process. it might be because the eleventh grade students of man 3 palembang were aware of their english achievement. they had ability to formulate thought, feeling and actions that resulted in gaining one's goals utilizing some information related to learning strategies that an individual had acquired from motivation performances. besides, they used to follow rules that existed in their school, especially in learning english. furthermore, ketabi (2012) believes that educators’ knowledge about the way students apply the strategies and the type of strategies they use in their context and situation will help them manage their resources and decision making process. moreover, they were aware of their own learning process and strategies which assisted them to achieve learning outcome. nevertheless, another study by park (1997) showed a linear relationship between llss and toefl score which provided evidence for the importance of quality of strategy use in l2 proficiency. the use of various strategies had been found out to be effective in improving students’ english achievement. futhermore, chang (2011) states that language learning strategies are steps that the learners take to their learning and achieve desired goals. according to ewuni (2012), hamid (2011) and ketabi (2012), language learning strategies and the factor can give contribution to students english achievement as well as influence the success and failure of the learners’ english achievement. in addition, this present study is in agreement with the previous studies. ilma (2013) found that the strategies used by the students correlated with their english proficiency. for instance, they tried to find as many ways as they could use their english, notice their english mistakes and use that information to help them do better. the learners proved that more proficient learners seemed to employ a variety of strategies in many situation than to less proficient learners. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 50 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi in short, the total contribution of language learning strategies and english achievement showed significant result. however the unexplained factors also had contribution on english achievement. the findings of the study may have some pedagogical implications for foreign language teachers, course designers, parents, next researchers, and students. finally, this study was successful in investigating the correlation and the influence between language learning strategies and english achievement of the eleventh grade students at man 3 palembang. conclusions from the findings described above, some conclusions could be presented related to two variables which were language learning strategies and english achievement. first, language learning strategies had significant correlation to their english achievement with r-.665 was higher than r-table .165. and the probability showed .00 was lower than .05. it showed in the level of strong correlation.the finding showed that the alternative hypothesis (ha) was accepted and the nullhypothesis (h0) was rejected. then, based on the findings, it showed that there was significant influence (44.3%) of language learning strategies on their english achievement. it means that language learning strategies gave dominant effect on their english achievement. it also means that the students who could apply different learning strategies and the type of the strategies in their context and situation would help them manage their rescources and decision making process. the strategies used gave different contributions to the students’ language learning achievement and their english achievement. references abhakorn, j. (2008). the implications of learner strategies for second or foreign language teaching. arecls, 5, 186-204. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. algarabel, s., & dasi, c. (2001). the definition of achievement and the construction of tests for its measurement: a review of the main trends. psicologica, 22, 43-66. allwright, d. (1990). autonomy in language pedagogy. crile working paper. landcaster, uk: centre for research in education, university of lancaster. bala, s. (2011). influence of parental education and parental occupation on academic achievement of students. international referred research journal, 3(30), 32-33. brown, d. (2007). principles of language learning and teaching. new york, ny: pearson education. chamot, a.u., & kupper. l. (1989). learning strategies in foreign language instruction. foreign language annals, 22, 13-24. chang, d. (2011). language learning strategy profile of university foreign language majors in taiwan. electronic journal of foreign language teaching, 8(2), 201-215. cohen, a. d. (2005). coming to terms with language leaner strategies: what do strategy experts think about the terminology and where would they direct their research?. issue brief , 12. minnesota, mn: university of minnesota. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research (5th ed.). upper saddle river, nj: pearson education, inc. https://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 51 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dhanapala, k. v., kagamiyama, & hiroshima, h. (2007). focus on language learning strategies of advanced learners in japan and sri langka. journal of international development and cooperation, 13(1), 153-164. ewuni, a. m. (2012). gender and socio-economic status as correlates of students’ academic achievement in senior secondary school. european scientific journal, 8(4), 23-36. fitriah. (2009). parents’ involvement and its influence on student english achievement (undergraduate’s thesis). syarif hidayatullah, jakarta, indonesia. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to evaluate research in education (8th ed.). new york, ny: mcgraw-hill. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hamid, m. o. (2011). socio-economic charateristic and english language achievement in rulal bangladesh. bangladesh e-journal of sociology, 8(2), 31-51. handbook for the toefl junior standard test. (2015). new york, ny: educational testing service. retrieved from: http://www.ets.org/toefl _junior haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. ihsan, d., & diem, c. d. (1997). the learning style and language learning strategies of the efl students at tertiary level. the journal of education, 4, 319-332. ilma, r. (2013). the correlation among english learning experience, motivation, language learning strategies, and english proficiency of the fourth semester law faculty students of sriwijaya university. sriwijaya university, palembang, indonesia. johnson, b., & christensen, l. (2012). educational research: quantitative, qualitative, and mixed approaches (4th ed.).thousand oaks, ca: sage publications, inc. ketabi, s. (2012). can learning strategies predict language proficiency? a case in iranian efl context. international journal of linguistics, 4(4), 407-418. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. naiman, n., frohlich, m., stern, h.h., & todesco, a. (1975). the good language learner. toronto, canada: ontario institute for studies in education. oxford, r.l. (1990). language learning strategies: what every teacher should know. boston, ma: heinle & heinle publishers. park, g. (1997). language learning strategies and english proficiency in korean university students. foreign language annals, 30(2), 211-221. http://dx.doi.org/10.1111/j.19449720.1997.tb02343.x. richards, j. c., & schmidt, r. (2010). longman dictionary of language teaching and applied linguistics (4th ed.). london, great britain: pearson. http://www.ets.org/toefl%20_junior http://dx.doi.org/10.17985/ijare.45901 http://dx.doi.org/10.1111/j.1944-9720.1997.tb02343.x http://dx.doi.org/10.1111/j.1944-9720.1997.tb02343.x issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 52 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2(1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 souriyavongsa, t., rany, s., abidin, m. j. z., & mei, l. l. (2013). factors causes students low english language learning: a case study in the national university of laos. international journal of english language education, 1(1), 180-192. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 53 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the use of islamic history videos through swell strategy to improve senior high students’ narrative writing achievement juna warni an english teacher at smkn 1 benakat, muara enim, south sumatera junawarni60@gmail.com abstract the objectives of this study were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using islamic history videos through swell strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who were taught by using islamic history videos through swell strategy and those who were not. the population of this study was all the eleventh grade students of senior high school nurul iman palembang which consisted of 65 students. the sample of this study was taken by using total sampling. thus, the total number of the sample was 65 students. the sample was xi science class (control group) which consisted of 33 students and xi social science class (experimental group) which consisted of 32 students. in collecting the data, written test was used. the test was given twice to both experimental and control group, as a pretest and posttest. to verify the hypotheses, the data of students’ pretest and posttest of both groups were analyzed by using paired sample t-test and independent sample t-test in spss. the findings showed that the p-output (sig 2-tailed) from paired sample t-test was 0.000 which was lower than 0.05, and the t-value 7.954 which was higher than t-table 2.040 (with df= 31). then, p-output from independent sample t-test was 0.021 which was lower than 0.05, and t-value 2.371 which was higher than t-table 1.998 (with df= 63). therefore, it could be inferred that narrative writing by using islamic history videos through social-interactive writing for english language learners (swell) strategy gave significant improvement on the students’ narrative writing achievement, and gave significant difference between students’ who were taught by using islamic history videos through swell strategy and those who were not. keywords: narrative text, islamic history videos, social-interactive writing for english language learners strategy manuscript submitted: october 3, 2017 manuscript revised: february 18, 2018 accepted for publication: april 9, 2018 introduction nowadays, english is widely taught around the world as a second or foreign language, including in indonesia (abrar & mukminin, 2016; kamil & mukminin, 2015; yusuf, yusuf, yusuf, & nadya, 2017; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017). according to rini (2014), the aim of teaching of english in schools and universities in indonesian is to make indonesian students competitive internationally. for instance, students are expected to get ready to face the challenges of asean economic community (aec). in addition, ammon, 2001; seargeant & erling, 2011 claim aside from being the world language for mailto:junawarni60@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 54 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi international communication, english is used in foreign countries in major venues, like the news (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018; haryanto & mukminin, 2012). english is also essential to the field of education and as a foreign language that should be mastered by the students. in indonesian academic curriculum, the aim of teaching english is to master four basic skills of english, which include listening, speaking, reading and writing skill. writing is the process of organizing into a good composition of paragraph (habibi, sofwan, & mukminin, 2016; makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). in addition, xia (2011) defines “writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete” (p. 1). writing encourages thinking and learning for it motivates communication and makes thought available for reflection. moreover, eliya (2015) claims that learning how to write well is very important for the students although writing is complex, this skill is very important especially to measure the students’ literature. students can develop their ability to put their ideas or opinions in a composition by writing. since writing skill is a complex process, writing is not easy to master and sometimes is difficult to teach (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). as paul (2003) states that writing is generally regarded as the most difficult of the four skills, and for most students it probably is. writing requires mastery not only on the grammatical and rhetorical devices but also the conceptual and judgemental elements, and it is one of the problems. the writing problems affect not only native english speakers but also hundreds of students who are learning english as a second or foreign language around the world. the fact that the students do not have interest in the composition field leads them to be poor writers, to have low scores in their courses, to increase the errors in their homework, to write run-on sentences and to create incoherent paragraphs. these problems are also experienced by indonesian students, as the english foreign language learners. according to riyani (2009), writing problems faced by indonesian students were actually resulted from the lack of vocabulary and grammar structures mastery, and from the lack of creativity skills. based on the syllabus of the ktsp (kurikulum tingkat satuan pendidikan) or school-based curriculum, there are some kinds of texts that are taught to the eleventh grade students. they are narrative text, recount text, and analytical exposition. among those three types of the text, narrative text can be the most interesting for the student to study, because the social function of narrative text itself is to entertain the readers. according to butcher (2006), narrative text is able to create a learning situation. it allows students’ minds to think the box of their own experiences and to develop creative ways to problem solve. in relation to the teaching strategy, there are still a lot of teachers in schools that do not apply the various strategies in teaching and learning process, including indonesia. based on my observation during teaching practice at a school in palembang, i found out that the teachers did not apply the various strategies in the teaching learning process. they mainly used conventional strategy and mostly used lks or students’ worksheet which led the students get bored and uninterested in the teaching and learning process. this condition affected their english score which i also found still poor. besides, it revealed that writing itself is a serious problem for the students, especially in writing narrative text. it was supported by the questionnaire result which was distributed to the 30 students. i identified some problems, such as many students were not interested in learning english, especially in writing and speaking skill. they still had low in vocabulary; had difficulty in developing idea, in deciding which one is orientation, problem, or resolution in narrative text, and in making coherence among paragraphs. in order to solve these problems, the teacher should find out an interesting strategy, method or visual aid to teach writing, so he or she can make the students interested in writing issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 55 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi class. in this case, i used the video as a teaching medium which students are familiar with. ikhlasia (2013) mentions that there are some benefits which students can gain by using the videos, such as learn some things that cannot be learnt through pictures and other media such as gestures and facial expression in a conversation. since both research site and my educational background at state islamic university of raden fatah palembang are based on islamic teaching, it is important to explore islam more to guide the students using an appropriate way in learning islamic history. i decided to use islamic history as the material in the students’ learning of narrative writing. in addition, in order to raise the students’ confidence in doing their assignment, to promote their interest in learning, and to bridge the heterogeneous of students’ level, i believed that swell strategy will help them. swell (social-interactive writing for english language learners) which was proposed by teo (2006) is a kind of collaborative writing which is supported by theory related to collaborative writing, strategy of teaching writing and teacher as feedback provider. swell can increase the students’ confidence in sharing ideas without any doubt. hopefully, with higher confidence owned by the students, they can solve the problems in writing. based on the explanation above, i was interested in conducting a research under the objectives which were to find out: (1) whether or not there was a significant improvement on students’ narrative writing achievement between before and after the students were taught by using islamic history videos through swell strategy, and (2) whether or not there was a significant difference on students’ narrative writing achievement between the students who are taught by using islamic history videos through swell strategy and those who were not. literature review the concept of writing writing is one of the four language skills that should be mastered in learning english. according to huy (2015), writing is one of the ways to transmit thoughts or ideas to the other people. based on nacira (2010), writing is a form of expression and communication which enables learners to communicate ideas, feelings, and different attitudes in a written mode. these statements suggest that writing can be a very good medium in expressing one’s thought or ideas. furthermore, peregoy and boyie (2008) state that writing is skill which helps students clarify their thoughts and remember what they have learned. fasya (2015) also explains that writing deals with a language acquisition as students’ experiment with words, sentences, paragraph to communicate ideas effectively. it can be inferred that in order to have a good writing, the students should maximize english skills they have learned in relation to words, sentences, and paragraph. narrative writing narrative writing is defined as relating a sequence of events which occurs over some period of time. according to wahidi (as cited in ariesca & marzulina, 2016), narrative is a text focusing specific participants. its social function is to tell stories or past events and entertain the readers. mislaini (2015) also mentions that in various sources narrative text can be found in the form: fable, fairy stories, mysteries, science fiction, romance horror stories, legends, historical narratives, personal experience, and ballads. she also points out the generic structures of narrative text are orientation, complication, resolution, re-orientation (coda). further, indrasari (2010) adds that the language features used in narrative text are focus on specific participants, use of past tense, use of temporal conjunction, use of material (or action) processes, and use of mental process. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 56 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi swell strategy swell strategy is basically a writing technique that is supported by several theories related to collaborative writing, vygotsky’s theories of learning, and teachers as feedback providers (fitria, 2012). swell which stands for social-interactive writing for english language learners was firstly introduced by teo in 2006. teo applied swell strategy which was modified from topping paired method. considering the weakness of topping paired method which was having lack structure guidelines for students to follow, he reformulated and edited topping paired method. as stated by teo (2006), swell deals with the integration of the process and product of writing from getting idea until producing the best writing after revision. in implementing this technique, the teacher will pair up the students to work collaboratively, but their levels of english proficiency are different, so that a more proficient student could tutor a less proficient student. during the writing process, students with higher writing levels are assigned the role of helper and those with lower writing skills are assigned the role of writer. they have to carefully follow the suggested steps given by the teacher. the procedures of swell strategy teo (2006) provides some steps which should be followed. the steps are ideas, draft, step, read, edit, best copy, and teacher evaluate. step 1: ideas in this step, the students are taught to develop the ideas. the helper tries to help the writer to develop the idea by giving the complete sentence that consists of wh questions. in the swell method, to help ells understand the important components, such as character, setting, problem, and solution in narrative writing, i provided the participants with complete questions that mostly begin with “wh” words to generate ideas. helper writer who did what? the writer answer the question and takes the who did what to whom? important notes. what happened? where did it happen? when did it happen? who are the important people (main characters) in the story? why did he/she/they do that? what was the problem? how did he/she/they solve the problem? what happened next? then what? did anyone learn anything at the end? what was it? (ask any questions you can think of)…? then, both the helper and the writer read the notes and have discussion to make sure that their ideas are on the right tract. the students can consider changing their ideas or not. besides, the students can cluster the idea to make it organize well. step 2: draft in this step, the teacher gives and explains the options that should be chosen by the students. after having an option, the writer begins to write. the writer is advised to write without worrying issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 57 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi too much about spelling. what important in this step is that the writer keeps on their writing and let their ideas flow. step 3: read the writer read the writing aloud. if he or she read a word incorrectly, the helper provides support if he or she is capable of doing so. step 4: edit in this step, the helper and the writer see the draft together, and the writer consider where he or she thought improvements are necessary. after finding the problems such as words, phrases, or sentences, they have to mark it with a colored pen, pencil, or highlighter. there are five editing levels in this step: meaning, order, style, spelling, punctuation. the helper needs to mark what the writer has missed and suggests some other changes might be needed to get the better result. then, the writer revises the draft carefully. in this step, both students are allowed to use dictionary for checking the spelling. step 5: best copy the writer then usually copy out a neat or best version of the corrected draft. the helper could provide help when necessary, depending on the skill of the writer. the best copy is a joint product of the pair and both students should have their names on it. the pair then turns in the completed copy to the teacher. step 6: teacher evaluate this step is evaluating step. in this step, the teacher observes the students work and then provides some explicit instructions in writing a grammar or provides other corrective feedback. the pairs, the helper and writer, then review the teacher’s comments together. methodology research design this study was conducted by using experimental research method, pretest-posttest nonequivalent group design. there were two groups in this research: experimental and control group, which both of them would then be given pretest and posttest. the experimental group was given treatment by using islamic history videos through swell strategy, but the control group was not. research site, sampling, and participants in this research, the population was the eleventh grade students in the academic year of 2017/2018. the total number of the students was 65 students who were divided into two classes. i used total population sampling method in choosing the sample of the study. therefore, the total number of the sample was 65 students. the sample was class xi science class (control group) which consisted of 33 students and xi social science class (experimental group) which consisted of 32 students. basically, the groups were chosen based on the average mean score of the students in pretest. the class with lower score in pretest became the experimental group and the one with higher score became the control group. data collection in collecting the data, pretest and posttest were used. the instrument which was used in pretest and posttest was the same. in this study, i did the validity tests, namely construct validity issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 58 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and content validity. the construct validity of this study involved items for pre-test and post-test and lesson plans for experimental group. after constructing the instruments related to some aspect measured, then they were consulted to obtain some expert judgments from three validators to evaluate whether the components of the instrument were valid or not to be applied in research activities. from the three validators, it revealed that the instrument and lesson plan were appropriate to be applied. next, content validity was used to measure the appropriate sampling of the content domain of items in a questionnaire. in order to judge whether or not a test has content validity, a specification of the skills or structures should be made based on the curriculum and syllabus. after that, to analyze the reliability test on students’ writing, inter-rater reliability was used. all in all, the tests were reliable. data analysis in this study, the students in both groups, experimental and control group, were given pretest and posttest. the test was in the form of writing composition. the same instrument test was used in pretest and posttest for experimental and control group. in analyzing the students’ narrative writing, writing assesment and evaluation rubrics from lexington high school (2012) was used. the rubrics are divided into two aspects which include content (purpose and narrative development), and clarity (structure, style, and conventions). the data were analyzed by three raters, and they were lecturers of english education study program of state islamic university of raden fatah palembang. the scores which were obtained from the rubric were multiplied by 5 to get the score that is appropriate with the grading system. after that, to analyze the data from the pre-experimental study, i submitted the data by using the statistical package for the social science (spss) version 23.0. findings and discussion the result of normality and homogeneity test in measuring normality test, i used skewness and kurtosis in spss program version 23.00. the test of the pretest and post-test results of students’ narrative writing achievement in experimental and control group were categorized normal, since the skewness and zkurtois values were between -1.96 and 1.96. besides, in measuring homogeneity test, levene statistics was used. the data is homogeneous since the p-output is higher than 0.05. table 1. normality test of students’ pretest and posttest scores in experimental group and control group n o group n test skewness seskew ness zs kurtosis sekur tosis zk result 1 experimental 32 pretest 0.655 0.414 1.582 -0.919 0.809 -1.136 normal group post-test 0.785 1.896 0.028 0.035 normal 2 control group 33 pretest -0.256 0.409 -0.625 -0.783 0.798 -0.981 normal post-test 0.341 0.833 -0.276 -0.346 normal issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 59 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. homogeneity test of students’ pretest scores in control and experimental group variable test group n levene statistics sig. result islamic history pretest experimental 32 3.775 0.057 homogenous through swell control 33 strategy posttest experimental 32 0.249 0.620 homogenous control 33 the result of students’ pretest and posttest based on the analysis of students’ pretest scores in experimental group, it revealed that there was no student (0%) in excellent category, 1 student (3%) in good category, and 7 students (22%) in fair category, and 24 students (75%) in poor category. meanwhile, the result analysis of students’ posttest scores in experimental group, it also showed that there were 3 students (9.4%) in excellent category, 4 students (12.5%) in good category, 20 students (62.5%) in fair category, and 5 students (15.63%) in poor category. it could be inferred that the students got better score after the treatment. in addition, the analysis of control group’s pretest showed that there was no students (0%) in excellent and good category, 12 students (36.4%) in fair category, and 21 students (63.6%) in poor category. it could be concluded that both of pretest score in experimental group and control group belonged to poor category. meanwhile, the analysis of control group’s posttest showed that there was 1 student (3.0%) in excellent, 3 students (9.1%) in good category, 15 students (45.5%) in fair category, and 12 students (36.4%) in poor category. it meant that control group also got quite better score than before. the result of paired sample t-test in this research, paired sample t-test was used to measure the significant improvement on students’ narrative writing by using islamic history through swell strategy at the eleventh grade students. the result of paired sample t-test is as follows. table 3. result of paired sample t-test from students’ pretest to posttest scores in experimental groups using islamic history paired sample t-test videos through swell test mean t df sig. (2 tailed) ha ho in sma nurul pretest 40.7500 -7.954 31 0.000 accepted rejected iman palembang posttes t 64.6250 based on the table analysis, it was found out that the p-output was 0.000 and the t-value was 7.954. it could be stated that there was a significant improvement on students’ descriptive writing taught by using islamic history videos through swell strategy because the p-output was lower than 0.05 and the t-value was higher than t-table (df 31 = 2.040). therefore, it was concluded that the null hypothesis (ho) was rejected, and the alternative hypothesis (ha) was accepted. the result of independent sample t-test independent sample t-test was used to measure the significant difference on students’ narrative writing scores taught by using islamic history videos through swell strategy and those who were not. the result of independent sample t-test can be seen in table 4 below. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 60 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 4. result of independent sample t-test from students’ posttest scores in control and experimental groups independent sample t-test using swell group mean t df sig. (2 tailed) ha ho strategy and those control 57.8485 2.371 63 0.021 accepted rejected who were taught by method experimental 64.6250 the result of paired sample t-test showed that there was significant improvement between students’ pretest and posttest in experimental group. the students of experimental group were taught narrative writing by using islamic history videos through swell strategy, and the students of control group were not. students’ narrative writing achievement in control group also got improvement but it was not as significant as the experimental group. meanwhile, the result of independent sample t-test showed that there was significant difference between the students’ posttest score of experimental groups who were taught by using islamic history videos through swell strategy and the control group who were taught by using strategy used by the teacher of english. on the other hand, the result of independent sample t-test showed that the significance level was not very high. it was because the difference of mean score of students’ posttest in control group and experimental group was low. it showed that control group also got the improvement. there were some reasons which caused this case. first, based on the information from their english teacher in preliminary study, both experimental group and control group have different level and style in learning. sience class was more active and interested in learning english. second, when i gave the posttest to experimental group, the condition was less conducive. at that time, most of students had to go to the school field for the intra-school organization inauguration, so the students were in a rush to do the posttest. however, based on the data analysis, there were significant improvement and difference on students’ narrative writing achievement taught by using islamic history videos through swell strategy. therefore, this strategy is considered effective to be used in improving students’ writing achievement. it is consistent with a study conducted by indrasari (2010) who found that there are the positive improvements in students’ writing skill and students’ attitude towards writing in class. this result was also consistent with the study which was conducted by priehatini (2011) who claimed that the swell is acceptable and applicable for the students, and it can help the students in improving their writing ability. finally, it can be inferred that the implementation of islamic history videos through swell strategy showed a significant improvement and significant difference on students’ narrative writing achievement at sma nurul iman palembang. the use of islamic history videos through swell strategy successfully motivated the students in learning narrative writing and made the students interested and active in learning english. it could be assumed that the use of islamic history videos through swell strategy is effective to improve students’ writing achievement. conclusions based on the findings and interpretation discussed above, it could be concluded as follows: first, from the result of pretest to posttest in teaching narrative writing by using islamic history videos through swell strategy, significant improvement on students’ narrative writing achievement of the eleventh grade students of sma nurul iman palembang was found. second, issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 61 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi it was found that there was a significant difference on students’ narrative writing achievement between those who were taught by using islamic history videos through swell strategy and those who were not. the result could occur because islamic history videos through swell strategy made the students feel easier in brainstorming process, became more enjoyable in writing a narrative text, and feel more confident in doing their writing. besides, they could interact with their friends, such as during checking the mistakes and giving suggestions about their each other writing. therefore, it can be inferred that the use of islamic history through swell strategy can be considered as one of the alternative strategies in teaching english especially narrative text. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. butcher. (2006). narrative as a teaching strategy. the journal of correctional education, 57(3), 195-207. eliya, r. k. (2015). improving students’ skills of writing short version of narrative texts by using comic strips for the eleventh grade of science class of man yogyakarta in the academic year of 2012/2013 (master’s thesis). yogyakarta state university, yogyakarta, indonesia. fasya, m. d. (2015). improving the grade viii students’ writing skill of narrative text through dictogloss at smpn 1 mungkid, magelang (master’s thesis). yogyakarta state university, yogyakarta, indonesia. fitria, n. a. (2012). the use of swell in teaching writing narrative texts to eight graders. leksika,6(1), 10-14. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. huy, t. n. (2015). problems affecting learning writing skill of grade 11 at thong linh high school. asian journal of educational research, 3(2), 53-69. ikhlasia, n. n. (2013). using cooperative writing and videos to improve students’ writing skills on descriptive texts of class 7c students at smp it abu bakar yogyakarta in the academic year of 2012/2013 (undergraduate thesis). yogyakarta state university, yogyakarta, indonesia. http://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 62 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi indrasari, n. (2010). improving students’ writing skill of narrative texts by using short videos (a classroom action research at the eighth grade students of smp negeri 2 temanggung in the academic year of 2009/2010) (master’s thesis). sebelas maret university, surakarta, indonesia. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11(1), 29-41. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mislaini. (2015). improving students’ reading comprehension of narrative text by using fable at the grade x sman 1 bonai darussalam (master’s thesis). university of pasir pengaraian, riau, indonesia. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. nacira, g. 2010. people’s democratic republic of algeria ministry of higher education and scientific research (master’s thesis). university of sétif, shatif, aljazair. paul, d. (2003). teaching english to children in asia. hong kong : pearson longman asia elt. peregoy, f.s., & boyle, f. o. (5th eds.). (2008). reading,writing, and learning in esl : a resource book for teaching k-12 english learner. united states of america : library of congress in cataloging – in – publication data. priehatini, i. (2011). the use of swell (social – interactive writing english language learners) in teaching writing recount text at the first grade of sma hidayatut – thullab sampang (master’s thesis). sunan ampel state islamic university, surabaya, indonesia. retrieved from http://digilib.uinsby.ac.id/gdl.php?mod=browse&op=read&id=jiptiain rini, j. e. (2014). the position of english in indonesia. beyond words, 2(2), 20-40. riyani. (2009). improving the students’ writing skill through feedback (master’s thesis). sebelas maret university, surakarta, indonesia. teo, k.a. (2006). social-interactive writing for english language learners! the catesol journal, 18i(1), 160-178. xia, c. (2011). learners’ strategies in english writing. sino-us english teaching, 8(4), 221-226. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. http://dx.doi.org/10.17985/ijare.45901 http://digilib.uinsby.ac.id/gdl.php?mod=browse&op=read&id=jiptiain issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 63 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning strategy towards students’ descriptive writing achievement taught by using pick – list – evaluate – active – supply – end strategy lenny marzulina state islamic university of raden fatah palembang lennymarzulina_uin@radenfatah.ac.id abstract this study is an experimental study with a factorial design. the aims of the study were to find (1) the significant improvement on students’ descriptive writing achievement taught using please strategy, (2) the significant improvement in poor category taught by teacher’s strategy, (3) the significant difference on students' descriptive writing achievement taught by please and teacher’s strategy, (4) the significant difference in very good and fair categories taught by please strategy, (5) the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories, (6) the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy, and (7) the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher’s strategies. in conducting my research activities, 72 out of 150 students were selected as the sample of the study using a two-stage cluster random sampling technique. the results of the study showed that first, the result analysis of measuring showed that significant improvement on students’ descriptive writing taught using please strategy using paired-sample test was found since the p-output (0.000) is lower than the significant level at 0.05. second result analysis by using paired-sample test in measuring the significant improvement on students' descriptive writing achievement in poor category which was taught by using teacher strategy was found since the p-output (0.000) was less than the significance level at 0.05. third analysis in measuring a significant difference on students' descriptive writing achievement which was taught by please and teacher’s strategy using independent-sample test was not found since the p-output (0.013) was greater than the significance level at 0,05. fourth analysis in measuring the significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test was not found since the p-output (0.286) was higher than the significance level at 0.05. fifth result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova was found since the p-output (0.000) smaller than the significance level at 0,05. sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova was not found since the p-output (0.115) higher than the level of significance level at 0.05. the last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova was not found since the p-output (0,430) was bigger than the significance level at 0,05. keywords: strategy, language, learning, writing, descriptive, please strategy manuscript submitted: july 11, 2017 manuscript revised: december 5, 2017 accepted for publication: january 12, 2018 mailto:lennymarzulina_uin@radenfatah.ac.id issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 64 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi introduction language is a means of communication to connect people. without language, it is difficult for people to communicate with others. english is as one of the international languages and its position as a foreign language in the teaching system in indonesia so that english is taught from elementary to university level (abrar & mukminin, 2016; azkiyah & mukminin, 2017; habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012; kamil & mukminin, 2015; mukminin, muazza, hustarna, & sari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). in addition, the 1989 law on the indonesian educational system gives english a place as the first foreign language among other foreign languages used in indonesia such as german, arabic, or japanese (abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018). in learning english, students have to learn four language skills. one of the skills that has an important function for students is writing. writing is part of the language skills and is an important aspect of language learning (makmur, mukminin, ismiyanti, & verawati, 2016; mukminin, ali, & ashari, 2015). richard and renandya (2002) say that writing is the most difficult skill for language learners to master, the difficulty is not only in generating and organizing ideas but also in translating ideas into text. furthermore, he also mentions that writing is a difficult skill for native language speakers and non-active speakers, as writers must balance complex issues such as content, organization, goals, readers, vocabulary, punctuation, spelling and mechanics. in addition, pasand and haghi (2013) said that writing is one the most important skills in learning a foreign language the nature of which has become clearer nowadays which involves the development of an idea, the capture of mental representations of knowledge, and of experience with subjects (as cited in saputra and marzulina, 2015) from the description, it reveals that writing needs many aspects to be mastered since it was involved three activities such as: generating, organizing and translating ideas into a written text. besides the above factors in language learning, learning strategy is one of an important factors to help students successfully learn the language. it deals with abhakorn (2008) that learning strategies are one of the determining variables that have a profound effect on how learners approach in language learning and learning strategies are essential for teachers and learners in acquiring foreign languages. oxford (2003) claims that learning strategies make learning easier, faster, more fun, more independent, more effective, and more diverted to new situations. it is also supported by many studies that the use of language learning strategies may affect the ability of the students in foreign languages especially in english language skills. it is related to a study conducted by ou-chun (2011) who found that efl students' language learning strategies have a significant relationship with their english proficiency. this means that using language learning strategies can help students to achieve their goals of getting english well. based on the interviews with teachers and students at smp nurul iman palembang, many students encountered many difficulties in writing, especially in writing descriptive text. they still seem confused about what they should write and how they should organize in their writings. this happened because they had so many things to write, but were unable to express their ideas in written form well. in addition, the students also have low ability in grammar, so it makes their writings difficult to understand. then, there are some students also had difficulties to start their writing because they just translated their thoughts from their native language into english. they did not know what kind of tenses were used in descriptive text. in relation to the above problem, this study is aimed at helping students improve their ability to write using the please strategy and define language learning strategies that make students learn easier, faster, more fun, more independent and more effective. in please strategy, students should consider who will read their writing select the appropriate topic begin collecting data about what they will write and start their writing activities. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 65 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi literature review language learning strategy macaro (2011) defines a language learning strategy as what learners engage in learning that involves behavior and thoughts. so, it can be said that language learning strategy is a step or action consciously chosen by learners. furthermore, oxford (1990) defines comprehensively about language learning strategies as a specific action, behavior, step or technique that students use to improve their own progress in developing skills in the acquisition of a second or foreign language. this strategy can facilitate students taking or using a new language. based on some of the above explanation, it can be concluded that the definition of language learning strategy is not only as a tool to help students learn the language, but also used as a tool to serve many other purposes both in learning and using second language by understanding about learning strategy in directing students to get their target language. types of language learning strategy linguists distinguish the categorization of learning strategies into several types. o'malley and chamot (1995) defines learning strategies into three types; metacognitive, cognitive, and social-affective strategies. a. metacognitive this strategy involves processes such as planning for learning, thinking about their learning process, self-correcting, and evaluating learning after the activities are completed. an example of this strategy is planning and self-monitoring. b. cognitive this strategy involves the process of learning directly about the learning material itself and has limited certain learning tasks. an example of this strategy is repetition and conclusion. c. social affective this strategy has a close relationship with social activities and interacts with others. an example of this strategy is social-affective cooperation in questioning for clarification. the concept of teaching teaching means helping and sharing knowledge to others and can also provide information to do something. brown (2007) defined teaching as showing or helping someone to learn how to do something, give instruction, guide in study something, give knowledge, cause to know or understand. teaching can also be interpreted by facilitating the students to be able to learn the material. then, brown (2000) states that teaching is guiding and facilitating for learning, setting conditions for learning. teaching also provides some information from the subject to the students in the classroom. etymologically, the word learning is translated as "instruction". the word learning itself is the development of the term teaching and learning or teaching process that has long been used in formal education (school). substitution of the term from "teaching and learning activities" to "learning", of course not just change name or term, but also accompanied by the development of way of view of the meaning or paradigm contained therein. the term learning is used today as the development of the term teaching-learning, which is much influenced by the flow of holistic cognitive psychology. in essence, learning activities put students as a source of learning activities. the concept of writing writing is a very complex communication process that includes both cognitive and metacognative elements. richardson and morgan (2003) state that writing is the most complex communication process activity in communicative art. similarly, negari (2011) states writing is a issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 66 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi complex process involving a number of cognitive and metacognative elements, for example; brainstorming, planning, outling, drafting and revision. from that view, it can be assumed that writing is not only complicated but also difficult to teach where we need to master grammatical and other components. furthermore, harmer (2004) states that writing has mechanical components like other skills such as: handwriting, spelling, punctuation, and good sentence patterns, paragraphs, and texts. teachers who teach writing are aware that students must have qualified mastery of the intended component before before moving on to the writing process itself. in addition, there are several components of the writing process proposed by clark (2007). prewriting, at this stage, the author generates ideas, brainstorming topics, web ideas together, or talking or thinking about ideas. the teacher explains that students can get to write ideas from personal experiences, stories, pictures, magazines, newspapers, television, and various other sources. then, drafting, students start to place their ideas on paper. in writing activities at this stage, students need to keep in mind the genre or format, reader, and purpose. revising, revisions are seen in the organization and structure of writing. when revising, students analyze their writing in the form of sorting words, descriptive language in science fiction, topic sentences and supporting details in a persuasive essay. in the process of editing, see the writing mechanism. thus, students can understand what is done in both activities. publishing, at this stage, the teacher allows students to appreciate the results of their hard work. at this stage, students are ready to produce final copies, which can be handwritten or typed on a word processor. reflecting, at this stage is a key element in the writing process. this encourages writers to think about their writing. reflection also allows authors to look back at brainstorming and early writing activities to see if the original purpose is met. the concept of please strategy please strategy is one of the mnemonic strategies that provides students with a roadmap to write a paragraph. welch (1992) assumes please strategy is used as a management strategy in solving problems in writing paragraphs steps in the please strategy as described by akincilar (2010). they are: choose topics, readers and paragraph types, list your ideas on the topic, evaluate your list, enable paragraphs with topic sentences, provide supporting sentences and end with closing sentences and evaluate your writing. please strategy can help to improve students' writing skills especially in writing a paragraph. this strategy can be used not only in writing descriptive text but also essays. this strategy helps students to start writing and help them to write step by step until they finish writing descriptive text. in applying please strategy, students should know who will read their writing and select appropriate topics and begin collecting data or information about what they will write and start writing them. teaching procedure using please strategy graham and harris (2007) mentions several teaching steps writing using the please strategy as follows: step 1. pick : the first step of mnemonic is to remind the students about the topic, the reader and the type of paragraph they are going to write. step 2. list : the second step is to remind students to create a list of ideas they will write. step 3. evaluate : at this stage, students evaluate their list to see if the stages are complete or need additional ideas. step 4. activate : the students activate the paragarap by composing the topic sentence. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 67 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi step 5. supply : students give sentences to support topic sentences using the topic of ideas. they are expected to turn their ideas into sentences and describe their ideas appropriately. step 6. end : the last step of mnemonic is to remind students to end their writing with conclusions. students are expected to evaluate their work by revising their ideas and correcting the mistakes they make. methodology research design this research is a class experiment research. in this study, classes were divided into two groups: experimental groups who were taught by please strategy and control groups who taught by teacher strategy. in the control class, they were only given pretest and posttest. then, in conducting my research activities, all population were given a questionnaire to determine the categories of students’ language learning strategies. the result of category analysis of students’ learning strategy is divided into five categories: memory, cognitive, compensation, metacognitive and social-affective. in this study, a factorial design was used. fraenkel and wallen (1990) states that a factorial design is an experimental design that includes two or more independent variable groups (at least one manipulated variable) to see the effects of the variables and the interaction effects of one with the other against the dependent variable. the diagram of the factorial design can be illustrated in the following table. table 1. diagram dari factorial design experimental r o1 x1 y1,2,3,4,5 o2 control r o1 y1,2,3,4,5 o2 experimental r o1 x1 y1,2,3,4,5 o2 control r o1 y1,2,3,4,5 o2 note: r : random sampling technique o1 : pre-test o2 : post-test x1 : teaching descriptive writing using please y1 : memory language learning strategy y2 : cognitive language learning strategy y3 : compensation language learning strategy y4 : metacognitive language learning strategy y5 : social language learning strategy research site, sampling, and participats frankel, wallen and hyun (2012) state that the population is a group where the reseracher will describe the results of the research. in this study, the population was all the eighth grade students of smp nurul iman palembang in academic year of 2016/2017. there were 150 students consisting of 77 males and 72 female students. in this study, two stage cluster random sampling technique was used. questionnaires on student language learning strategies were given to all population to determine the number of samples. then, each class was taken randomly consisting of 3 students for the memory, 3 students for the cognitive, 3 students for the compensation, 3 students for the metacognitive, 3 students for affective and 3 students for the social category. there were 18 students based on each category for each class taken as a sample issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 68 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi of the study, so the total sample used in this study were 72 students. furthermore, the sample was divided into two groups. the first group is the experimental class group who were taught descriptive writing by using please strategy with 36 students consisting of: 6 students in memory, 6 students in cognitive, 6 students in compensation, 6 students in metacognitive, 6 students in affective and 6 students in social language learning strategies. then, the second group was the control class group who were taught by using teacher’s strategy consisting of 36 students: 6 students in memory, 6 students in cognitive, 6 students in compensation, 6 students in metacognitive, 6 students in affective and 6 students in social language learning strategies. data collection in collecting the data, test and questionnaire were used. descriptive writing test was given to the experiment and control groups. the experimental group who were taught descriptive writing using please strategy. while, the second group is a control group who were taught descriptive writing using teacher’s strategy. there are two test given. they are (pretest) given before treatment is given and (posttest) is given after the treatment. then, questionnaires was provided to classify the students’ categories in language learning strategies into five types; memory, cognitive, compensation, metacognitive, and social strategies. there are 50 items of questions with five categories of assessment including: (a) the memory strategy is an effective way of remembering, (b) the cognitive strategy is to use mental processes, (c) the compensation strategy is used to see lost knowledge compensation, (d) strategy metacognitive is to organize and evaluate learning, and (e) social strategy is related to learning with others. in answer to the question in the questionnaire, five choices of answers are given to the students (1 = strongly disagree, 2 = disagree, 3 = average, 4 = agree, 5 = strongly agree). in choosing the answer, students were asked to choose one option according to the questions given in the questionnaire where the students were given 25 minutes to complete all the questions in the questionnaire. data analysis validity and reliability fraenkel, wallen and hyun (2012) assume validity test as the suitability and accuracy of research data used valid or not. in conducting validity test, there are three types of validity tests conducted namely the validity test construct, the test item question, and the content validity test. hughes (1989) states that tests are said to have a construct of validity when measuring what should be measured. furthermore, sugiyono (2010) states that to measure the construct of the validity, expert judgments is necessarily used to measure the construct validity test. the construct validty test provides an assessment of the instruments in pretest, posttest and lesson plan which were used in this research activities. in construct validity test, an assessment of three validators to assess whether or not a research instrument can be used or not in this study. three validators were lecturers who teach writing in english education program of state islamic university of raden fatah palembang. hughes (1989) states that tests are said to have content validity if they are representative samples of language skills, structures. there are two content validity tests conducted by the researcher. first is the content validity test of the pretest and posttest questions used in the study to assess whether the content of the test has content validity or not, the skill or structure specification must be made based on the curriculum and syllabus. then, the results of the analysis in making the validity of the content are presented in the test table of the specification including: basic competence, subject matter/discussion, indicator, item test number, total question, test type and answer key. then, a second validity test was performed on the issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 69 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi questionnaire used in the study. to facilitate the understanding of the contents of the questionnaires used in the study, 50 items of questionaire were translated into indonesian. then the translation results were validated to the validators to see if the contents of the questionnaire that has been translated in accordance with existing content was standard or not. fraenkel and wallen (1990) state that the reliability test is used to measure the consistency of two values obtained for each individual from one administration of another instrument and from one set of other items. according to cohen et al. (2007), reliability in quantitative research is essentially a synonym for dependability, consistency and replicability over time, over instruments and over groups of respondents (as cited in putra and marzulina, 2015,). then, fraenkel and wallen (1990) suggest that scores are considered reliable if the significance score is at least or higher than 0.70. in conducting reliability test, inter-rater reliability test was done by using spearman rank order. in this test, the result of the students 'writing achievement was evaluated by three assessors (raters) with the assessment component of the students' descriptive writing (scoring rubrics). from the inter-rater reliability test results, it was obtained that the p-output (0.78) was higher than (0.70). it was assumed that this research instrument was categorized reliable. normality test normality test is used to measure whether the data obtained is normal or not. data can be stated normal if the p-output is higher than 0.05. in measuring the normality test, 1-sample kolmogronov smrinov was used. the normality test was used to measure the questionnaire on students' learning learning strategy and students' descriptive writing achievement including pretest and posttest scores in experimental and control classes. after conducting the test, the result showed that the data in pretest and posttest were considered normal for both control (pretest: 0.113; posttest: 0.797) and experimental group (pretest: 0.851; posttest: 0.394). homogenity test homogeneity test is used to measure the scores obtained whether homogeneous or not. basrowi (2007) states that scores are categorized homogeneous if p-output is higher than the mean significant difference level at 0.05. in measuring homogeneity test, levene statistics was used. homogeneity test was used to measure the questionnaire on students' language learning strategies and students' descriptive writing achievement including pretest and posttest scores in experimental and control classes. the results of homogeneity test showed that the data were considered homogeneous for both control group (0.395) and experimental group (0.111). findings and discussions the result analysis of measuring significant improvement on students’ descriptive writing achievement taught using please strategy from the result analysis of measuring significant improvement on students’ descriptive writing who were taught by please strategy using paired-sample test, it showed that the result of the p-output (0.000) is lower than the significant level at 0.05. from that result, it can be assumed that there is a significant improvement on students' descriptive writing achievement before and after being taught using please strategy. the result analysis of significant improvement on students’ descriptive writing achievement taught using please strategy was displayed in table 2. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 70 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. result analysis of significant improvement using paired sample test paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 score – data 54,40278 18,92287 2,23008 49,95612 58,84943 24,395 71 ,000 measuring significant improvement on students’ descrpitive writing in poor category taught using teacher strategy from the result analysis of measuring significant improvement on students' descriptive writing achievement in poor category taught by teacher strategy using paired-sample test, it was found that p-output (0.000) less than the significance level at 0.05. from the result, it can be assumed that there is a significant improvement in students' descriptive writing achievement in poor categories before and after being taught with teacher strategy. the result analysis of significant improvement on students’ descriptive writing achievement in poor category taught using teacher strategy was displayed in table 3. table 3. result analysis of significant improvement using paired sample test paired samples test paired differences t df sig. (2-tailed) mean std. deviati on std. error mean 95% confidence interval of the difference lower upper pai r 1 score – data 33,9714 3 8,08465 ,96630 32,0437 1 35,8991 4 35,15 6 69 ,000 measuring significant difference on students’ descriptive writing achievement taught using please and teacher strategies from the analysis of significant difference on students' descriptive writing achievement taught using please and teacher strategy using independent-sample test, it was found that the p-output (0.013) greater than the significance level at 0,05. from that score, it can be assumed that there is no significant difference on students' descriptive writing achievement taught using please and teacher strategies, in other words, it can be stated that significant difference between teaching descriptive writing taught using please and teacher strategies was not found. the result analysis of significant difference on students’ descriptive writing achievement taught using please and teacher strategy was displayed in table 4. table 4. result analysis of significant difference using independent sample test independent samples test levene's test for equality of variances t-test for equality of means issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 71 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 6,556 ,013 -18,559 70 ,000 -35,11111 1,89187 -38,88434 -31,33789 equal variances not assumed -18,559 60,851 ,000 -35,11111 1,89187 -38,89434 -31,32789 measuring significant difference on students’ descriptive writing achievement in very good and fair categories taught using please strategy from the analysis of significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test, it was found that the p-output (0.286) greater than the significance level at 0.05. from that score, it can be assumed that there is no significant difference on students' descriptive writing achievement in very good and poor categories. or in other words, it can be stated that there is no difference between the teaching of descriptive writing using please strategy in both categories (very good and fair). the result analysis of significant difference on students’ descriptive writing achievement in very good and fair categories taught using please strategy was displayed in table 5. table 5. result analysis of significant difference using independent samples test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper score equal variances assumed 1,176 ,286 6,162 34 ,000 9,12381 1,48060 6,11487 12,13275 equal variances not assumed 5,910 25,447 ,000 9,12381 1,54389 5,94695 12,30067 measuring signficant influence on language learning strategy towards students’ descriptive writing achievement in very good and fair categories taught using please strategy from the result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova, it was found that the p-output (0.000) smaller than the significance level at 0,05. from that result, it can be assumed that significant influence on language learning strategy towards students' descriptive writing achievement in very good and fair categories taught using please strategy was found. the result analysis of significant influence on language learning strategy towards students’ descriptive writing achievement in very good and fair categories taught using please strategy was displayed in table 6. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 72 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 6. result analysis of significant influence using one-way anova anova score sum of squares df mean square f sig. between groups 88439,065 2 44219,532 4624,903 ,000 within groups 659,721 69 9,561 total 89098,786 71 measuring significant influence on language learning strategy towards students’ descriptive writing achievement taught using please strategy from the result analysis of the influence on language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova, it was found that the p-output (0.115) greater than the level of significance level at 0.05. from that score, it can be assumed that significant influence on language learning strategy towards students' descriptive writing achievement taught using please strategy was not found. the result analysis of significant influence on language learning strategy towards students’ descriptive writing achievement taught using please strategy was displayed in table 7. table 7. result analysis of significant influence using one-way anova anova ss_scores sum of squares df mean square f sig. between groups 1,855 5 ,371 1,955 ,115 within groups 5,695 30 ,190 total 7,550 35 measuring the interaction effects of language learning strategies towards students’ descriptive writing achievement taught using please and teacher strategies from the result analysis of interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova, it showed that the p-output (0,430) is bigger than the significance level at 0,05. from the score, it can be assumed that there is no interaction effect between language learning strategy towards students' descriptive writing achievement taught using please and teacher strategies. the result analysis of interaction effect of language learning strategy towards students’ descriptive writing achievement taught using please and teacher strategy was displayed in table 8. table 8. result analysis of interaction effect using two-ways anova tests of between-subjects effects dependent variable: ss_scores source type iii sum of squares df mean square f sig. corrected model 2,465 a 11 ,224 1,517 ,149 intercept 715,067 1 715,067 4839,655 ,000 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 73 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi lls 1,618 5 ,324 2,190 ,067 writingstrategies ,001 1 ,001 ,008 ,931 lls * writingstrategies ,733 5 ,147 ,992 ,430 error 8,865 60 ,148 total 956,730 72 corrected total 11,330 71 a. r squared = ,218 (adjusted r squared = ,074) conclusion from the findings above, some conclusions can be drawn as follows. first, the result analysis of measuring significant improvement on students’ descriptive writing taught using please strategy using paired-sample test showed that a significant improvement on students' descriptive writing achievement before and after being taught using please strategy was found. it can be concluded that alternative hypothesis is accepted and null hyopthesis is rejected. second, the result analysis of measuring significant improvement on students' descriptive writing achievement in poor category taught by teacher strategy using paired-sample test was found. therefore, it can be concluded that alternative hypothesis is accepted and null hypothesis is rejected. third, the analysis of measuring significant difference on students' descriptive writing achievement taught using please and teacher strategy using independent-sample test was not found. this means that alternative hypothesis is rejected and null hypothesis is accepted. fourth, the next analysis of measuring significant difference on students' descriptive writing achievement in very good and fair categories taught by please strategy using independent-sample test was not found. this result suggests that alternative hypothesis is rejected and null hypothesis is accepted. fifth, the result analysis on the influence of language learning strategy towards students' descriptive writing achievement in very good and fair categories using one-way anova was found. therefore, the alternative hypothesis is accepted and null hypothesis is rejected. sixth, the result analysis of measuring the influence of language learning strategy towards students' descriptive writing achievement taught by please strategy using one-way anova was not found. so, it can be concluded that alternative hypothesis is rejected and null hypothesis is accepted. and the last analysis of measuring the interaction effects between language learning strategy toward students’ descriptive writing achievement taught by please and teacher strategy using two-ways anova was not found. thus, it can be concluded that alternative hypothesis is rejected and null hypothesis is accepted. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from https://nsuworks.nova.edu/tqr/vol23/iss1/9. abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. https://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 74 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi akincilar, v. (2010). the effect of “please” strategy training through the self-regulated strategy development (srsd) model on fifth grade efl students’ descriptive writing: strategy training on planning. midle east technical university. retrived from http://etd.lib.metu.edu.tr/upload/3/12611947/index.pdf on friday. arikunto, s. (2010). prosedur penelitian suatu pendekatan praktik. jakarta, indonesia: pt rineka cipta. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. basrowi & soenyono. (2007). metode analisis data sosial. kediri, indonesia: cv. jenggala pustaka utama. brown, h. d. (2000). principles of language learning and teaching. englewood cliffs, nj: prentice hall. brown, h. d. (2007). teaching by principles an interactive approach to language pedagogy. new york, ny: routledge. clark, s.k (2007). writing strategies for science. huntington beach, ca: shell education. fraenkel, j. r., & wallen, n. e. (1990). how to design and evaluate research in education. san fransisco, ca: mc. graw hill. fraenkel, j. r., wallen, n. e., & hyun, h. h. (2012). how to design and evaluate research in education (8th ed.). new york, ny: mcgraw hill companies. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. harmer, j. (2004). the practice of english language teaching (rev.ed). london, uk: longman. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hughes, a. (1989). testing language teachers. london, uk: cambridge university press. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. ou-chun, o. (2011). influence of english proficiency on postgraduate students’ use of language learning strategies. sino-us english teaching, 8(12), 766-772. oxford, r. l. (1990). language learning strategies: what every teacher should know. new york, ny: newbury house publishers. oxford, r. l. (2003). language learning strategies: what every teacher should know. new york, ny: newbury house publishers. o’malley, j. m., &chamot, a. u. (1995). learning strategies in second language acquisition. new york, ny: cambridge university press. putra, h., & marzulina, l. (2015). teaching reading comprehension by using content-based instruction (cbi) method to the second year learners at mts al-furqon prabumulih. http://dx.doi.org/10.17985/ijare.45901 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 75 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592. richard, j. c., & renandya , w. a. ( 2002). meethodology in language teaching. new york, ny : cambridge university press. saputra, h., & marzulina, l. (2015). teaching writing by using process genre approach to the eighth grade students of smp negeri 22 palembang. edukasi: jurnal pendidikan dan pengajaran, 2 (1), 1-12. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592. sugiyono. (2010). metode penelitian pendidikan: pendekatan kuantitatif, kualitatif, dan r&d. bandung, indonesia: alfabeta. http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 http://jurnal.radenfatah.ac.id/index.php/edukasi/article/view/592 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 76 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi an investigation into a link between classroom environment and efl student teachers’ academic achievement mei afriliani an english teacher of sma muhammadyah lahat, south sumatera meiafriliani56@gmail.com muhamad holandyah faculty of tarbiyah and teaching sciences state islamic university of raden fatah muhammadholandyah_uin@radenfatah.ac.id abstract the aim of the present study was to investigate the relationship between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang by conducting correlational research. 366 students of english majors of the second, fourth, and sixth semester took part in the study as the sample by using convenience sampling. the data of this study were collected by administering a questionnaire of college and university classroom environment inventory (cucei) to assess classroom environment of the students and the students’ cumulative gpa was also used to get the students’ academic achievement score. pearson product moment and regression analysis were used to analyze the data. from the analysis, it was found out that the r was 0.296 and it was higher than r-table (0.1059) and the level of probability (p) significance (sig.2-tailed) was 0.000. it means that h0 was rejected and h1 was accepted. this result showed that there was a significant correlation between classroom environment and the students’ academic achievement. additionally, the regression analysis showed that classroom environment contributed only 8,8 % to the students’ academic achievement. keywords: classroom environment, academic achievement, student teachers manuscript submitted: august 8, 2017 manuscript revised: january 11, 2018 accepted for publication: april 9, 2018 introduction in this globalization era, the students in every institution are trained to be academically successful (azkiyah & mukminin, 2017; mukminin, rohayati, putra, habibi, & aina, 2017; mukminin, kamil, muazza, & haryanto, 2017). brockman and russell (2012) consider thatacademic success is directly linked to the successful outcomes and values for youth in society. furthermore, musthaq and khan (2012), luschei (2017), and sánchez-escobedo and hollingworth (2017) argue that the social and economic development of the country is directly linked with students’ academic performance. performance is how well or badly something is done. in educational parlance, performance is indicated through academic achievement (siahi & maiyo, 2015). hisken (2011) defines academic achievement as the level of actual accomplishment or proficiency one has achieved in an academic area, as opposed to one's potential. therefore, mailto:meiafriliani56@gmail.com mailto:muhammadholandyah_uin@radenfatah.ac.id issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 77 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the quality of student experiences during college is shown by ones academic achievement (abrar & mukminin, 2016; luschei, 2017; haryanto & mukminin, 2012; mukminin, haryanto, makmur, failasofah, fajaryani, thabran, & suyadi, 2013; mukminin & mcmahon, 2013). academic achievement is important for students to prepare them for future career and to allow students to enter competitive fields. it also plays an important role in producing the best quality graduates who will become great leader and manpower for the country thus responsible for the country’s economic and social development (ali, mokhtar, & kamaruzaman, 2009; hadiyanto, mukminin, failasofah, arif, fajaryani, & habibi, 2017; haryanto & mukminin, 2012). moreover, academic achievement serves as a key criterion in order to judge students’ true potentials and capabilities (daulta, 2008; & nuthanap, 2007) which can help students in all areas of their lives. teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning (ariesca & marzulina, 2016; azkiyah & mukminin, 2017; mukminin, rohayati, putra, habibi, & aina, 2017; mukminin, kamil, muazza, & haryanto, 2017). in the teaching and learning process, it can be seen that there is a difference in student’s achievement. this is caused by different factors that affect the academic achievement of students (kamil & mukminin, 2015; mukminin, ali, & ashari, 2015). one of factors that affects students’ academic achievement is classroom environment. the classroom is a basic structural unit of our educational system (talton & simpson, 2007). it is a miniature community in which members’ interest influences the behavior of others. vygotsky stated that classroom environment is the culture that can be the place to study and learn about knowledge (as cited in wei & elias, 2011, p. 240). classroom environment is an embodiment of physical psychosocial conditions. according to carpenter (2006), physical environment is made up of chairs, desks, tables, lightening, ventilation, space, acoustics and instructional materials, while psychosocial environment refers to the feeling, a type of classroom that has to do with interactions in the classroom. classroom environment plays an important part of students’ educational success (habibi, sofwan, & mukminin, 2016; mukminin, muazza, hustarna, & sari, 2015. based on vygotsky’s theory of social development (as cited in wei & elias, 2011, p. 240), students’ learning development can be determined by the classroom environment because students spend their time to learn mostly in the classroom although learning can take place in other venues. moreover, yan (2006) said that for foreign language learners, classroom is the main place where they are frequently exposed to the target language. therefore, creating a conducive learning environment by providing sufficient classroom environment physically and social psychologically are very important. taken into the consideration that classroom environment affects students’ academic achievements, the students’ perceptions of classroom environment are very important. therefore, the reason why students failed in some subjects is probably because they are not engagedd in classroom activities sufficiently. the finding of study conducted by ziegler, cheryan, plaut and metzoff (2014) showed that the physical classroom environment, such as inadequate lighting, noise, low air quality, and deficient heating in the classroom are significantly related to lower student achievement. physical environment is not only the main problem that caused poor achievement, but also interaction in classroom. as stated by william (1997) “classroom environment is a dynamic system where students interact each other. it is the place where the interaction between student and student or between students and instructor occur most frequently” (p. 9). according to dewey (2006), the poor student relationship may lead to poor achievement, while good student/teacher relationship may lead to better achievement. moreover, bucholz and sheffler (2009) revealed that a warm interaction in a classroom environment can lead to increased academic achievement and a sense of pride and belonging in a college. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 78 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi preliminary study was conducted by interviewing students of english education study program of state islamic university of raden fatah palembang. it revealed that some students enjoyed studying because they felt that classroom was already well-structured, clean enough, conducive lighting, and comfortable air temperature. however, the problem started when the electricity stopped working. the classroom was hot and dark and this bothered the students, especially those who sit on the back. in such situations, the students started feel sleepy, and made some of them lost their focus to fully grasp the lecture. students also said that they were dissatisfied with their academic achievement because the class sometimes seemed boring and they did not participate in the class as well. this kind of interaction within the class influenced their feeling. some researchers have tried to investigate the correlation between students’ perception of classroom environment and their academic achievement. kaur (2001) showed that there was a positive correlation between classroom environment and academic achievement. temperature and ventilation also affects the classroom learning environment. in the study of ziegler et al. (2014), it was found out that the building’s structural facilities influenced students’ achievement. on the other hand, one study did not find relationship between structural condition and student performance in wyoming (picus, marion, calvo, & glenn, 2005). from the explanations above, the aims of the study were to find out: (1) whether or not there was any significant correlation between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang, and (2) whether or not classroom environment significantly influenced academic achievement of english education study program students of state islamic university of raden fatah palembang. literature review classroom environment and academic achievement classroom environment is the place in which teaching and learning process occurs. akubue (2001) defines the classroom as a base for all types of activities. it holds students together and offers them the opportunities of achieving the purpose of education. a greater part of educational activities of any school or college occurs in this room. hannah (2013) also describes that classroom is where the student develops what they want their future to look like, as well as knowledge of the skills they need to reach that goal. the classroom environment also defines in terms of the students’ and teachers’ shared perceptions in that environment (fraser & pickett, 2010). in addition, the classroom is a place for interaction amongteachers, materials and students in order to create students behavior. however, classroom environment has influence in the teaching and learning process. abrar, mukminin, habibi, asyrafi, makmur, a marzulina (2018) state that classroom environment, and negative comments from teachers and peers, may hinder the learners from actively engaging, and eventually make it difficult to speak. students’ academic achievement refers to the grades obtained by students upon accomplishing the courses in the end of their study of an instructional environment, specifically in school, college, and university. hisken (2011) defines academic achievement as the level of actual accomplishment or proficiency one has achieved in an academic area, as opposed to one's potential. there were two kinds of academic achievement, gpa (grade point average), which is the students’ academic achievement in each semester that students achieve at the end of their college, and cumulative gpa, which is obtained by having score of each subject from the whole semesters that they already take. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 79 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi the relationship between classroom environment and academic achievement the role of classroom environment in influencing academic outcomes has been shown by many researchers in recent years (suleman & hussain, 2014; fraser 1986). the psychosocial environment in a classroom can significantly predict academic achievement (joanna, 2009). recent research in retention rates of university students has contributed evidence for the positive relationship between the perception of classroom environment and academic achievement (mokhtar, 2003). fraser (1986) asserts that the classroom environment is such a potent determinant of student outcomes that it should not be ignored because students will perform better and have more positive attitudes in learning when they perceive classroom environment positively (as cited in macaulay, 1990). as reported by gazelle (2006) that a positive classroom learning environment is closely related to students’ enhanced academic achievement. therefore, it can be said that students’ perception of classroom environment will affect students’ academic achievement because the students who have the positive perception of their classroom environment will have a high interest with the lesson and it may increase their grades. methodology research design in this study, correlational research method was used to find out the correlation between variables and interpret the result that may appear. this method was used to find out the correlation between classroom environment and academic achievement of students of english education study program at state islamic university of raden fatah palembang. creswell (2005) states that correlation design is procedures in quantitative research in which investigators measure the degree of association (relationship) between two or more variables using the statistical procedure of correlation analysis. furthermore, fraenkel, wallen and hyun (2012) states that correlational studies investigate the possibility of relationships between only two variables although investigations of more than two variables are common. the procedures were (1) college and university classroom inventory (cucei) questionnaire from treagust, frasher, and dennies (1986) was given to know students classroom environment, (2) the students' academic achievement was obtained by their cumulative gpa, (3) spss 16 was used in order to find out the correlation between the variables based on the result of questionnaire and cumulative gpa, and (4) the explanation and interpretation of the results were then discussed. research site, sampling, and participants the population of this study was all the students of english education study program of state islamic university of raden fatah palembang in the academic year 2016-2017 which consisted of 580 students. then, 366 students of english education study program of the second, fourth, and sixth semesters took part in the study as the sample by using convenience sampling. data collection before collecting the data, the two instruments in this study were checked for the validity and reliability. cucei questionnaire was a ready-made questionnaire and was already validated by treagust, frasher, and dennies (1986). the questionnaire consists of 49 likert-type items of positive and negative statement and consist of 4 likert-scale ranging from 1 “strongly disagree” to 5 “strongly agree” (for positive statement), and 5 “strongly disagree” to 1 “strongly agree” (for negative statement). cronbach alpha of .70 to .90 was obtained. it can be concluded the cucei was valid and reliable. besides, documentation is an objective and reliable measure students’ academic achievement. documentation validity was not checked because it has been validated issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 80 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi and reliable. to sum up, all the data were able to be used for each correlation and regression analysis. data analysis before analyzing the data obtained, normality and linearity test was conducted. if p> 0.05. if p< 0.05, it means the data are not normal. kolmogorov-smirnov was used to see the normality. the results of normality indicates that the data from each variable were all normal and appropriate for data analysis with coefficients of .192 for classroom environment and .058 for academic achievement. for linearity test, deviation of linearity was obtained. if probability is higher than .05, the two variables are linear. the results showed that the deviation from linearity between classroom environment and academic achievement (sig) was 0.343 or higher than 0.05 which the result was linear. after all of data were found normal and linier, the correlation and regression analysis were conducted. the results from the instruments of both questionnaire and students’ gpa were calculated to find any potential correlation between variables through pearson product moment coefficient in spss with 5% significant level. then, the significance of the correlation coefficient is used to determine by comparing the data of the coefficient (r data) in the level of significance of 5 percent in the table of product moment (r table). the correlation coefficient is significant if r table in the level of significance of 5 percent less than r data. in addition, according to cohen, manion, and marison (2007), there is a correlation if p-value is higher than 0.20. in order to know the contribution of classroom environment and academic achievement of undergraduate efl students’ of state islamic university of raden fatah palembang, regression analysis was applied. findings and discussion in this study, two kinds of instruments were used; questionnaire and documentation. first, from the college and university classroom environment inventory questionnaire, the result of students’ classroom environment showed that the maximum score was 220, and the lowest score was 103. the mean of classroom environment scores for the participants was 171.74 and the standard deviation was 18.047. this mean score (171.74) indicated that the level of classroom environment of english education study program students of state islamic university of raden fatah palembang was in average level. the descriptive statistical analysis of classroom environment for the participants is shown in table 1 below. table 1. descriptive statistics of classroom environment n minimum maximum mean std. deviation classroom_environment 345 103 220 171.74 18.047 valid n (listwise) 345 it revealed from the questionnaire that the three levels of classroom environment were perceived by the students. the result showed that 115 students (33.3 %) were in high category, 208 students (60.3 %) belonged to average category, and 22 students (6.4 %) were in low category. the details are described in table 2 below. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 81 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 2. distribution of students’ classroom environment score interval category frequency percentage 180 – 245 high 115 33.3 % 114 – 179 average 208 60.3 % 49 113 low 22 6.4 % total 345 100 % second, after the documentation of students’ academic achievement was obtained, the descriptive statistics showed that the highest cumulative gpa was 4.00 and the lowest was 1.45. the mean of academic achievement for the participants is 3.4503, and the standard deviation is 0.28468. the distribution of the result of the students’ cumulative gpa can be seen in table 3 below. table 3. descriptive statistics of academic achievement n minimum maximum mean std. deviation academic_achievement 345 1.45 4.00 3.4503 .28468 valid n (listwise) 345 after collecting the result of students’ academic achievement, i then categorized the students based on their cummulative gpa score. the result showed that 3 students (0.9 %) were in summa cumlaude category, 152 students (44%) were in cumlaude category, 175 students (50,7 %) were in very good category, 12 students (3.5 %) were in good category, and 3 students (0.9 %) were in enough category. from the data, it can be concluded that most of students’ academic achievement is above very good category. the distribution of the students’ academic achievement is presented in the following table: table 4. distribution of academic achievement score interval category frequency percentage 4.00 summa cumlaude 3 0,9 % 3.51 – 3.99 cumlaude 152 44 % 3.01 – 3.50 very good 175 50,7 % 2.51 – 3.00 good 12 3,5 % 2.00 – 2.50 enough 3 0,9 % total 345 100 % based on pearson product moment correlation coefficient, the result indicated that there was a correlation between classroom environment and academic achievement. the correlation coefficient or the r-obtained (.296) was higher than r-table (0.1059). then the level of probability (p) significance (sig.2-tailed) was .000. it means that p (.000) was lower than .05. it can be inferred that the alternative hypothesis (ha) is accepted and null hypothesis (h0) is rejected. in other words, there was a positive correlation between classroom environment and academic achievement. based on the interval coefficient by cohen, manion, and marisson (2007), the correlation coefficient or the r-obtained (.296) indicates that the level of correlation between variables is slight correlation. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 82 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 5. correlations between classroom environment and academic achievement classroom environment academic achievement classroom_environment pearson correlation 1 .296 ** sig. (2-tailed) .000 n 345 345 academic_achievement pearson correlation .296 ** 1 sig. (2-tailed) .000 n 345 345 ** ** correlation is significant at the 0.01 level (2-tailed). since there was a correlation between classroom environment and academic achievement, it can be inferred that classroom environment has influence on students’ academic achievement. therefore, regression analysis was conducted to find out if classroom environment influenced academic achievement. the result of regression analysis is described in table 6 below. table 6. contribution of classroom environment on students’ academic achievement model unstandardized coefficients standardize d coefficients t sig. b std. error beta 1 (constant) 2.648 .140 18.852 .000 classroom_environment .005 .001 .296 5.739 .000 a. dependent variable: academic_achievement the results indicated that classroom environment influenced students’ academic achievement with tvalue(5.739) which was higher than ttable(1.967) and sig.value (.00) was lower than probability (.05). from the data above, it can be concluded that classroom environment significantly influenced the academic achievement of english education study program students of state islamic university of raden fatah palembang. in addition, to know the percentage of classroom environment influence on academic achievement, r-square was obtained. the result of the analysis revealed that the r square (r 2 ) was .088. it means that classroom environment gave effect in the level of 8.8% toward academic achievement. the percentage of the influence can be seen from table.7 below. table 7. the percentage of classroom environment contributing to students’ academic achievement model r r square adjusted r square std. error of the estimate 1 .296 a .088 .085 .27232 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 83 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi table 7. the percentage of classroom environment contributing to students’ academic achievement model r r square adjusted r square std. error of the estimate 1 .296 a .088 .085 .27232 a. predictors: (constant), classroom_environment in order to strengthen the value of this study, the interpretations were made based on the result of data analyses. according to the findings, there was a positive and significant correlation between classroom environment and academic achievement, and also an influence of classroom environment toward academic achievement of english education study program students of state islamic university of raden fatah palembang. in addition, the result of pearson product moment correlations showed that there was a positive correlation between classroom environment and academic achievement students of english education study program at state islamic university of raden fatah palembang (r.296). this means that classroom environment had slight relation to their academic achievement. though it was a slight correlation; classroom environment can give an impact toward students’ academic achievement. it is in line with fraser (1998) who stated that the quality of the classroom environment is the significant determinant of students’ learning. similarly, bennipal and singh (2014) also found that there was a positive relationship between academic achievement and classroom environment among adolescents of schools of ludhiana district. in addition, a study conducted by akomolafe and adesua (2015) showed that there was a significant relationship between classroom environment and the academic performance. besides, it also revealed that students’ classroom environment gave slight influence on students’ academic achievement. students spend their time to learn mostly in the classroom. classroom remains to be the main learning environment in an institution (falsario, muyong, nuevaespana, 2014). despite being the main learning environment, it does not guarantee that classroom environment will give more impact on students’ academic achievement. in this study, classroom environment gave only 8.8% effect towards academic achievement. it means that from 345 students, classroom environment influenced 30 students’ academic achievement, and 91,2 % was influenced by other factors. those factors are gender difference, teacher’s education and teaching style, class environment, family education background (mushtaq & khan, 2012), age, peer influences, course assessment, class attendance, class size and entry qualification (daniel, 2016). in addition, farooq, chaudhry, shafiq, and berhan (2011) stated that not only environment and personal characteristics of learners that play important roles on their academic success but also socioeconomic status. socioeconomic status is one of the most researched and debated factors among educational professionals that contribute towards the academic performance of students. the most prevalent argument is that the socioeconomic status of learners affects the quality of their academic performance. moreover, the findings of research by hijazi and naqvi (2006) focused on student performance is affected by different factors, such as learning abilities because new paradigm about learning assumes that all students can and should learn at higher levels, but it should not be considered as constraint because there are other factors like race, gender, sex that can affect student’s performance. therefore, the influence of classroom environment toward students’ academic achievement was not strong. finally, this study found there was relationship and influence between classroom environment and academic achievement of english education study program students of state islamic university of raden fatah palembang. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 84 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi conclusions from the findings and interpretations in discussed above, some conclusions could be presented. first, the correlation coefficient or the r-obtained (.296) was higher than r-table (0.1059), it means that the result indicated that there was a positive and significant relationship between classroom environment and academic achievement. second, the findings revealed that there was a slight influence of classroom environment toward academic achievement of english education study program students of state islamic university of raden fatah palembang. it was shown that classroom environment gave only 8 % contribution to their academic performance. so, it can be inferred that the lower classroom environment as perceived by the students, the lower their academic achievement would be. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. akubue, a.u. (2001). classroom organization and management: a 5-points strategy. ibadan: wisdom publishers. akomolafe, c.o, & adesua, v.o. (2015). the classroom environment: a major motivating factor towards high academic performance of senior secondary school students in south west nigeria. journal of education and practice, 6(34), 17-21. ali, n., jusoff, k., ali, s., mokhtar, n., & salamat, a. s. a. (2009). the factor influencing students’ performance at university technology mara kedah, malaysia. canadian research & development center of sciences and cultures, 3(4), 81-90. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. azkiyah, s.n., & mukminin, a. (2017). in search of teaching quality of student teachers: the case of one teacher education program in indonesia. center for educational policy studies journal, 7(4), 105-124. benipal, a. s., & singh, j. (2014). a study of academic achievement of adolescents in relation to their perception of classroom environment in punjab. educationa confab, 3(7), 18-26. brockman, m. s., & russell, s. t. (2012). academic success. retrieved from http://classroom.leanderisd.org/users/0955/docs/academic_success.pdf. bucholz, j.l., & sheffler, j.l. (2009). creating a warm and inclusive classroom environment: planning for all children to feel welcome. electronic journal for inclusive education, 2(4), 1-13. carpenters, b. o. (2006). foundation of education, benin: ethiopia. cohen, l., manion, l., & morrison, k. (6 th eds.). (2007). research methods in education. new york, ny: routlege. daniel, a. (2016). gender effect on academic performance of junior high school athlestes in ghana: a case study of komenda, edina, eguafo, and abirem municipality in central region. international journal of physical education, sports and health, 3(2), 355-364. daulta, m.s. (2008), impact of home environment on the scholastic achievement of children. journal of human ecology, 23(1), 75-77. http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://classroom.leanderisd.org/users/0955/docs/academic_success.pdf issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 85 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi dewey, t. o. (2006). infant and child in the culture of today. new york , ny: harper and row. farooq, m. s., chaudhry, a. h., shafiq, m., & berhan, g. (2011). factors affecting students’ quality of academic performance: a case of secondary school level. journal of quality and technology management, 7(2), 1-14. fraenkel, j. r., wallen, n. e., & hyun. (8 th eds.). (2012). how to design and evaluate: research in education. new york, ny: mcgraw-hill higher education. fraser, b., & pickett, l. (2010). creating and assessing positive classroom learning environments. childhood education, 3. retrieved from http://www.highbeam.com fraser, b. j. (1998). classroom environment instruments: development, validity, and applications. learning environment research, 1(1), 7-34. gazelle, h. (2006). class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: a child x environment model. developmental psychology, 42, 1179–1192. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199213. hannah, r. (2013). the effect of classroom environment on student learning (honors thesis, western michigan university, usa). retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context= honors_theses. hadiyanto, mukminin, a., failasofah, arif, n., fajaryani, n., & habibi, a. (2017). in search of quality student teachers in a digital era: reframing the practices of soft skills in teacher education. turkish online journal of educational technology, 16(3), 71-79. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. hisken, l. j. (2011). the correlation between self-esteem and student reading ability, reading level, and academic achievement. master thesis, university of central missouri, warrensburg, missouri. hijazi, s. t & naqvi, s, m. m. r. (2006). factors affecting students’ performance a case of private colleges. bangladesh e-journal of sociology, 3(1), 1-10. joanna, i. o. (2009). relationship between students perception of psycho-social environment and achievement in geography.university of nigeria, nsukka, nigeria. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11 (1), 29-41. kaur, (2001). academic achievement as resulted to achievement motivation at senior secondary level. dissertation, panjab university, chandigarh. luschei, t. (2017). 20 years of timss: lessons for indonesia. indonesian research journal in education |irje|, 1(1), 6-17. macaulay, d. j. (1990). classroom environment: a literature review. educational psychology, 10(3) 239-253. mokhtar, s. (2003). classroom environment and academic performance at kolej yayasan pelajaran mara kuala lumpur. master thesis, international islamic university malaysia, kuala lumpur, malaysia. mukminin, a., kamil, d., muazza, m., & haryanto, e. (2017). why teacher education? documenting undocumented female student teachers’ motives in indonesia: a case study. the qualitative report (usa), 22(1), 309-326. http://www.highbeam.com/ http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3380&context issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 86 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., rohayati, t., putra, h. a., habibi, a., & aina, m. (2017). the long walk to quality teacher education in indonesia: student teachers’ motives to become a teacher and policy implications. elementary education online,16(1), 35-59. mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., haryanto, e., makmur, failasofah, fajaryani, n., thabran, y., & suyadi. (2013). the achievement ideology and top-down national standardized exam policy in indonesia: voices from local english teachers. turkish online journal of qualitative inquiry, 4(4), 19-38. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. mushtaq, i. & khan, s.n. (2012). factor affecting students’ academic achievement. global journal of management and business research 12(9), 17-22. nuthanap, g. (2007). gender analysis of academic achievement among high school students. master thesis, dharwad university of agricultural sciences, dharwad. picus, l. o., marion, s. f., calvo, n., & glenn, w. j. (2005). understanding the relationship between student achievement and the quality of educational facilities: evidence from wyoming. peabody journal of education, 80, 71-95. sánchez-escobedo, p., & hollingworth, l. (2017). a model for evaluation of rural schools in developing countries. indonesian research journal in education |irje|, 1(1), 18-28. siahi, e. a, & maiyo, j. k. (2015). study of the relationship between study habits and academic achievement of students: a case of spicer higher secondary school, india. international journal of educational administration and policy studies, 7(7), 134-141. suleman, q. & hussain, i. (2014). effects of classroom physical environment on the academic achievement score of secondary school in kohat division, pakistan. international journal of learning and development, 4(1), 71-82. talton, e. l, & simpson r. d. (1987). relationship of attitude toward classroom environment with attitude toward achievement in science among tenth grade geography students. journal of research in science teaching, 24, 507526. treagust, d. f. & fraser, b, j. (1986). validity and use of a classroom environment instrument for higher education. national association for research in science teaching, san francisco. wei, l. s., & elias, h. (2011). relationship between students’ perceptions of classroom environment and their motivation in learning english language. international journal of humanities and social science, 1(21), 240-250. william, d. l. (1997). evaluating the university environment from a comprehensive system perspective: the college/university environment scale. master thesis, acadia university, canada. yan, x. (2006). teacher talk and efl in university classrooms. dissertation thesis, chongqing normal university and yangtze normal university, china. ziegler, s.a., cheryan, s., plaut, v.c., & meltzoff, a. n. (2014). designing classroom to maximize students achievement. behavioral and brain sciences, 1(1) 4-12. issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 87 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi speaking self-efficacy and efl student teachers’ speaking achievement tutik alawiyah an english instructor of mindset english center in palembang, south sumatera tutikalawiyah64@gmail.com abstract this study was to find out the significant correlation between students’ speaking self-efficacy and their speaking achievement and to know the significant influence of speaking self-efficacy on their speaking achievement. the population of the study was 470 active students of english education study program of tarbiyah faculty and teaching sciences at state islamic university of raden fatah palembang in academic year 2017/2018. the sample of this study was 103 students of all the students in sixth semester chosen by using purposive sampling technique, but there were 96 students participating when the study was conducted. a questionnare was used to measure students’ speaking self-efficacy and a speaking test was conducted to know students’ speaking achievement. the collected data then were analyzed by using the correlational and regression analysis computerized with spss 22. based on the analysis results, it was found that there was statistically significant positive correlation between self-efficacy and speaking achievement in p-output was 0.00 which was smaller that 0.05 (0.00<0.05). besides, the correlational coefficient of the test was .349. thus, the level of correlation was weak. this study also indicated that students’ speaking-self-efficacy influenced their speaking achievement with contribution 12.2%. keywords: speaking self-efficacy, speaking achievement, student teacher manuscript submitted: july 18, 2017 manuscript revised: december 24, 2017 accepted for publication: january 4, 2018 introduction english has become one of international languages used by people from all around the world. it is widely accepted as the primary international language, and it is increasingly defined as a basic skill required of every student in every education system (abrar & mukminin, 2016; habibi, sofwan, & mukminin, 2016; haryanto & mukminin, 2012). the ability to communicate in english can be achieved by mastering 4 language skills and one of which is speaking (kamil & mukminin, 2015; mukminin, ali, & ashari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). english speaking is one of the most important skills to be developed and enhanced as means of effective communication (morozova, 2013). speaking depends on the complexity of the information to be communicated (brown & yule, 2001). it will help people who come from different countries to be easier when making communication and to avoid missunderstanding among native or non-native english speakers. in the realm of education, particulary in the teaching and learning process, speaking plays an important role. white (2004) argues that language is an integral part of learning and oral language has a key role in classroom teaching and learning. it means that speaking will help teaching and learning more effective for mailto:tutikalawiyah64@gmail.com issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 88 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi teacher and students. it shows that english speaking ability is very important, not only in work field but also in teaching and learning in the english class. nowadays, speaking has been given priority during english teaching and learning process. however, some problems may occur. teachers and students of indonesia still have difficulties in spoken language (mukminin, muazza, hustarna, & sari, 2015; mukminin, ali, & ashari, 2015; mukminin, masbirorotni, noprival, sutarno, arif, & maimunah, 2015). brown and yule (2001) state that spoken language production, learning to talk in the foreign language, is often considered being one of the most difficult aspects of language learning for the teacher to help the students with. sometimes, efl learners do not feel confident in their speaking performance which ends up poorly. according to young (1990), speaking class tends to make students feel nervous and anxious. students in foreign language classroom generally report that speaking in the target language is the most anxiety producing experience (ozturk and gurbus, 2014). it is also supported by horwitz who states that anxiety is “the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system” (as cited in abrar, mukminin, habibi, asyrafi, makmur, & marzulina, 2018, p.131). the problem is because english is a foreign language so that students rarely practice it in their daily life. other reason is that students lack of motivation to practice the language in daily conversation that they are too shy in conversation. actually, there so many reasons that make students difficult in speaking because in indonesia context, not all of the students during english speaking activities have the courage to speak (mukminin, muazza, hustarna, & sari, 2015; yusuf, yusuf, yusuf, & nadya, 2017). for those reasons, the quality of english speaking skill in indonesia is still not satisfactory. this situation is supported by english first english proficiency index (2015) that reported the average level of english language skill in some countries and the data of english speaking skill in indonesia is in the rank of 32 from 70 participant countries. based on ef epi, indonesia is in medium level (52.91). it indicates that indonesians’ speaking skill is not good enough. to solve those problems, self-efficacy for students must be developed. bandura (1997) mentions that selfefficacy concerns with someone’s perception about capability to create his/her own achievement. self-efficacy is “people’s judgments of their capabilities to organize and execute courses of action required to attain designated types of performances” (bandura, 1986). selfefficacy describes individuals’ beliefs in their capabilities to exercise control over challenging demands and over their own functioning (luszczynska, gutierrez-dona, & schwarzer, 2005) thus, it can be said that self-efficacy has an important role for students. concerning with speaking self-efficacy in relation to their speaking skill, an informal interview with undergraduate efl students of state islamic university of raden fatah palembang was conducted, and it was found that some of them enjoyed speaking english, while others did not. they also were not sure to speak because sometimes they did not feel confident with their ability to interact with others. even though, they had known that self-efficacy could affect their speaking achievement, but they did not know much about their speaking self-efficacy level. the students who had low self-efficacy in speaking reported that they would quickly lose confident and get negative outcome. the information that they gave was not clear and effective. regarding the relationship between speaking self-efficacy and speaking perfomance, many studies have been undertaken to investigate those two variables. first, the correlation between self-efficacy belief, language performance and integration among chinese immigrant newcomers was investigated by dodds (2011), and it was found that there were significant positive correlations between english speaking self-efficacy beliefs and english speaking performance along with english listening self-efficacy beliefs and english performance. also, asakereh and dehghannezhad (2015) found that there was relationship between iranian efl students’ satisfaction with speaking classes, speaking skills self-efficacy beliefs and speaking skills issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 89 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi achievement. hence, it was critically essential to illuminate the correlation between self-efficacy of the students and their speaking achievement. the previous studies focused on the relationship between self-efficacy beliefs, english performance, and speaking skills achievement. this study focused on the correlation between students’ speaking self-efficacy and their speaking achievement. it involved the state students of english education study program of state islamic university of raden fatah palembang. therefore, the objectives of this study was to find out if there was significant correlation between speaking self-efficacy and speaking achievement of english education study program students of state islamic university of raden fatah palembang and if their speaking self-efficacy influenced ther speaking achivement. literature review the concept of speaking speaking has been regarded as one of the important parts in foreign language learning (fang-peng & dong, 2010). generally, speaking is the ability to express something in a spoken language. it is simply concerning putting ideas into words to make other people grasp the message that is conveyed. in this study, the term “speaking” is one of four language skills related to language teaching and learning (attamimi, 2014). thornbury (2007) states that speaking is a speech production that becomes a part of daily activities which involves interaction. it means that speaking is any process in which people share information, idea, and feeling, so, if one able to communicate well, she or he will be able to interact with many people. in assesing students’ speaking achievement, there are some aspects should be measured.those are fluency, pronounciation, grammar, vovabulary, and comprehension. rozakis (2007) explains that communication can be classified into five categories, they are as follows: a. interpersonal communication means communication with ourselves (e.g. evaluate feedback and construct meaning). b. interpersonal communication with other people (e.g. talk with one or more people and work as equals). c. small group communication means communication with three or more people (e.g. work together to research consensus, state belief as a group, and work with others to solve problems). d. public communication means communication with large of group (e.g. share in front of the audience and speakers and receive less feedback). e. mass communication means through mass media (e.g. communication through tv, radio, and so on). self-efficacy theory self-efficacy theory was articulated in 1995 by albert bandura. self-efficacy is an individual’s belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (bandura, 1995). self-efficacy beliefs are an important aspect of human motivation and behavior as well as influence the actions that can affect one's life. more simply, self-efficacy is what an individual believes he or she can accomplish using his or her skills under certain circumstances (snyder & lopez, 2007). self-efficacy (beliefs about one’s ability to accomplish specific tasks) influences the tasks employees choose to learn and the goals they set for themselves. self-efficacy also affects employees’ level of effort and persistence when learning difficult tasks (lunenburg, 2011). in addition, lunenburg (2011) argues that self-efficacy has influence over people's ability to learn, their motivation and their performance, as people will often attempt to learn and perform only issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 90 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi those task for which they believe they will be successful. along with goal-setting, self-efficacy is one of the most powerful motivational predictors of how well a person will perform at almost any endeavor. methodology research design this study used correlational research in terms of explanatory to find out the correlation among variables and explained and interpreted the results that may appear. the sample was given questionnaire and test in order to collect the data. research site, sampling, and participants the population of this study was all active students of english education study program of state islamic university of raden fatah palembang in the academic year 2017-2018 which consisted of 470 students. the sample was taken by using purposive sampling. it was a nonrandom sampling technique in which the sample was intentionally selected. i took the students who had already taken speaking class (speaking i, speaking ii and speaking iii and speaking iv). nonetheless, most of the eight and ten semester students had already finished all of the lectures in the speaking class and they were working with their theses. consequently, it was quite difficult to collect the data from them. for this reason, the sixth semester students were selected. as the result, there were about 103 students participating in this study. data collection self-efficacy questionnaire and speaking test were used to collect the data. the questionnaire was readymade from asakereh & dehghannezhad (2015). the remaining 28 items were piloted with one hundred iranian efl first year undergraduate students majoring in english language. the results of the pilot study indicated that the questionnaire enjoyed acceptable validity, with kaiser-meyer-olkin (kmo) measure of sampling adequacy being 0.71. thus, it was a valid and reliable questionnaire. for the speaking test, i asked three speaking experts from uin raden fatah palembang to be validators. the result showed that instrument of speaking test could be used in this research. based on the result of the reliability test using pearson product moment correlation coefficient, it showed that there were very strong correlation among them with correlation coefficient .968, .988, .,919. therefore, the questionnaire and speaking test were valid and reliable to collect the data. data analysis firstly, to anlyze the data in this study, the data from the questionnaire were analyzed to determine students' self-efficacy. since, there were 28 items, the maximum score was 140 and the minimum score was 28. students’ scores were categorized into self-efficacy level: low (28-64), medioum (65-102), and high (103-140). secondly, students’ speaking perfomance was analyzed by the three raters, those who validated the speaking test, by using speaking rubric from brown (2004). there were five aspects of the speaking assessment. they were grammar, vocabulary, comprehension, fluency and pronunciation. the scale of each aspect was from one to five. as a result, the highest point of all was 25 and the lowest score is 5. since there were three raters, the average score from them determined the students’ speaking achievement. third, a normality test was used to determine whether sample data drawn from a normally distributed population or not. therefore, i applied kolmogorov-smirnov test by using spss 22. the data are distributed normally if the p-value is greater than 0.05 (p> 0.5). fourth, test for linearity by using spss 22 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 91 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi was conducted in order to determine whether the data were linear or not. if the pvalue (linearity) is less than 0.05 (p-value < 0.05), the data are linear. finally, to analyze the data obtained from the questionnaire, and student’s speaking achievement test in order to see the correlation and influence between one variable and another variable, pearson – product moment correlation coefficient was used. if there was correlation, regression test was conducted to see the influence of students’ self-efficacy of their speaking achievement by comparing the score of f-obtain to f-table. if the score of f-obtain was greater than f-table, it means there was influence between speaking self-efficacy toward speaking achievement. to know if independent variable, self-efficacy, influenced or gave contribution to speaking achievement, regression analysis was done. findings and discussion results of students’ self-efficacy and their speaking achievement the total active students in the sixth semester of english education study program were 103 students, but there were 96 students participating in this study because the others did not attend when this study was conducted. the 28 items of speaking self-efficacay questionnaire were used to investigate the participants’ self-efficacy. the result of the questionnaire revealed that the majority of students, 57 out of 96 (59.37%), had medium in self-efficacy and 39 students out of 96 (40.63%) had high self-efficacy. last but not least, there was no one categorized as low self-efficacy. furthermore, the descriptive statistical analysis of students’ self-efficacy was shown below. the maximum score was 138, the minimum score was 66, the mean score was 97.57, the standard deviation was 13.88., and the range of self-efficacy was 72. the result of the questionnaire revealed that the majority of students, 57 out of 96 (59.37%), had medium in selfefficacy and as much as 39 students out of 96 (40.63%), had high self-efficacy. last but not least, there was no one categorized as low self-efficacy. concerning about students’ speaking achievement, speaking test was administered. the result showed that 5 students had excellent speaking achievement, 81 students had good speaking achievement, 10 students had average speaking achievement, and there was no students had poor and very poor speaking achievement. in addition, the descriptive statistical analysis of students’ speaking achievement was also obtained, and the result showed that the maximum score was 21.67, the lowest score was 11,33, the mean score was 18.10, and the standard deviation was 1.84. this mean score indicated that the level of speaking achievement of participants is good. the results of normality test and linearity test in measuring normality test, 1 sample kolmogorov-smirnov is used. for the normality result of the data of students’ speaking achievement, the result showed tht the p-output was 0.93 which was higher than 0.05. besides, the normality result of the data of students’ self-efficacy showed that the p-output was 0.187 which was also higher than 0.05. thus, it can be concluded that all of the data were normal. for linearity test, linearity was obtained. if probability result is less than 0.05, the two variable are linear. based on the result of linearity test, it was shown that the sigvalue was 0.001 which was below 0.05 indicating that data were linear. correlation between students’ self efficacy and their speaking achievement in this study, pearson product moment correlation coefficient was used to seek the significant correlation between students’ self-efficacy and their speaking achievement by using speaking self-efficacy questionnaire and speaking test. regression analysis was also used to find out if students’ self-efficacy influenced students’ speaking achievement at english education issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 92 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi study program students of state islamic university of raden fatah palembang. the result of statistical analyses are presented in table 3 and table 4. table 1. correlation between students self-efficacy and their speaking achievement speaking self_efficacy speaking pearson correlation 1 ,349 ** sig. (2-tailed) ,000 n 96 96 self_efficacy pearson correlation ,349 ** 1 sig. (2-tailed) ,000 n 96 96 **. correlation is significant at the 0.01 level (2-tailed). based on the table above, it was found that the p-output was 0.00 which was smaller than 0.05 (0.00<0.05). therefore, the null hypothesis was rejected and alternative hypothesis was accepted. it indicated that there was statistically significant positive correlation between self-efficacy and speaking achievement. the correlational coefficient of the test was .349 in which based on johnson and christensen (2014), the level of correlation was weak. influence of students’ self-efficacy on their speaking achievement based on statistical analysis, the result indicated that the students’ speaking self-efficacy influenced speaking achievement significantly as t-value (3.606) was higher than t-table (1.662) and sig.value (.00) was lower than probability (.05). therefore, it can be concluded that student’s self-efficacy significantly influenced their speaking achievement. the detail result can be seen in table 2. table 2. the regression analysis of students’ self-efficacy and speaking achievement model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 13.590 1.263 10.759 .000 self_efficacy .046 .013 .349 3.606 .000 in addition, to know how much students’ speaking self-efficacy influenced speaking achievement, r-square was obtained. the result is shown in table 3. table 3. model summary model r r square adjusted r square std. error of the estimate 1 .349 a .122 .112 1.73417 a. predictors: (constant), self_efficacy the result of the analysis revealed that the r-square was .122. it means that the students’ speaking self-efficacy gave significant effect in the level of 12.2% toward speaking achievement 87.8% was unexplained factors value. based on the result of pearson product moment correlation, it was found that there was a positive and a significant correlation between selfefficacy and speaking achievemnt of undergraduate efl students of english education study program at state islamic university of raden fatah palembang. it means that self-efficacy had relation to their performance in speaking achievement. the explanation to support this finding is issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 93 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi that from the beginning of the first semester, the participants had been involved in english speaking practices and assignments. furthermore, it might be because efl students of english education study program of uin are aware of their self-efficacy performance. students did not compare their perceived competence with their peer’s ability in the same area. they assess themselves of how capable they were to accomplish a given task. tilfarlioglu and cinkara (2009) explained that it mediates the relationship between knowledge and action. in short, a student having knowledge and skill needed in language learning did not always succeed proficiently to perform it. it was because self-efficacy affects individual’s behavior in four ways: selecting choice of behavior, determining how much and how long of the effort, affecting an individual’s thought patterns and emotional reaction, and recognizing human as producers than foreteller. the finding in the study was in line with the study of asakereh and dehghannezhad (2015). they found that both student satisfaction with speaking classes and speaking skills selfefficacy beliefs had significant positive correlations with speaking skills achievement, with the latter being stronger. results of this study showed that students with higher speaking skills selfefficacy are more likely to receive higher scores in speaking skills. bandura (1986) stated that it can be due to the fact that self-belief in general can help students to participate in tasks, and students with high self-efficacy set higher goals and engage themselves in tasks which require considerable effort, persistence, and interest (linnenbrink & pintrich, 2003; pajares, 1996). moreover, self-efficacy beliefs determine the amount of effort, perseverance and resilience individuals spend on an activity, and self-efficacy-beliefs can affect an individual’s thought patterns and emotional reactions. in short, the total contribution of students’ self-efficacy and their speaking achievement showed significant correlated and influenced. however the unexplained factors also had contribution on students’s sepaking achievemnt. the findings of this study may have some pedagogical implications for lecturers, students, parents and next writers. finally, this study was successful in investigating the correlation and the influence between students’ self-efficacy and their speaking achievement of students english education study program at state islamic university of raden fatah palembang. conclusions from the summary of the answer of the research problems, it was found that the finding received the theory that students' speaking self-efficacy are factors that affect their speaking achievement significantly. the finding indicated that the null hypothesis was rejected while the alternative hypothesis was accepted as the correlation coefficient was .349 and the p-value was .000 which was smaller than .05 (.349 < .05). it can be implied that there was significant correlation between students' speaking self-efficacy and speaking achievement of efl students at state islamic university of raden fatah palembang. additionally, the linear regression analysis showed that students’ self-efficacy (12.2%) significantly influenced their speaking achievement. this study may have some pedagogical implications for their foreign language teachers, students, parents, and next writer. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?” indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129-145. retrieved from http://nsuworks.nova.edu/tqr/vol23/iss1/9 http://nsuworks.nova.edu/tqr/vol23/iss1/9 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 94 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi abrar, m., & mukminin, a. (2016). international graduate classroom discussion engagement, challenges, and solving-strategies: stories from indonesian students in a united kingdom university. asia-pacific collaborative education journal, 12(1), 5-20. ariesca, & marzulina, l. 2016. teaching reading narrative text by using window notes strategy to the eighth grade students of smp muhammadiyah 4 palembang. edukasi: jurnal pendidikan dan pengajaran, 3(1), 23-32. attamimi, r, a. (2014). effectiveness of cooperative learning in enhancing speaking skills and attitudes towards learning english. international journal of linguistic, 6(4), 1-19. asakereh, a., & dehghannezhad, m. (2015). student satisfaction with efl speaking classes: relating speaking self-efficacy and skills achievement. issues in educational research, 25(4), 345-363. aydogan, h.,akbarova, a., dogan, a., gonen, k., tuncdemir, e., & kerla, m. (2013) i can understand but cannot speak: language anxiety for oral communication. global challenge international journal of linguistic and translation, 1(2), 1-17. bandura, a. (1986). social foundations of thought and action: a social cognitive theory. englewood cliffs, nj: prentice-hall. bandura, a. (1997). self-efficacy: the exercise of control. new york, ny: freeman. bandura, a. (2006). guide for constructing self-efficacy scales: self-efficacy beliefs of adolescent. greenwich, ct: information age publishing. brown, h. d. (2004). language assessment: principles and classroom practices. new york, ny: pearson education. brown, h. d. (2004). teaching by principles: an interactive approach to language pedagogy. san fransisco, ca: harper and row publisher. brown, g., & yule, g. (2001). teaching the spoken language: an approach based on the analysisi of conversational english. cambridge, uk: cambridge university press. cherian, j., & jacob, j. (2013). impact of self-efficacy on motivation and performance of employees. international journal of business and management, 8(14), 80-88. cohen, l., manion, l., & morrison, k. (6th eds.). (2007). research methods in education. new york, ny: routledge. cameron, l. (2001). teaching language to young learners. cambrifge, uk: cambridge university press. creswell, j, w. (2nd eds.) (2005). educational research: planning, conducting, and evaluating quantitative and qualitative research. upper saddle river, nj: pearson education. crystal, d. (2nd eds.). (2003). english as global language. cambridge: cambridge university press. cubukcu, f. (2008). a study on the correlation between self-efficacy and foreign language learning anxiety. journal of theory and practice in education, 4(1), 148-158. dodds, j. (2011). the correlation between self-efficacy belief, language performance and intergration amongs chinese immigrant newcomers. minnesota, mn: hamline university. education first. (2015). english proficiency index. retrieved from http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi2015-english.pdf. fang-peng, g., & dong, y. (2010). a study on college student’s anxiety to spoken english. canadian social science, 6(2), 95-101. fraenkel, j. r., wallen, n. e., & hyun, h. h. (8th eds.). (2012). how to evaluate research in education. new york, ny: mcgraw-hill. gahungu, o. n., (2007). the relationships among strategy use, self-efficacy, and language ability in language ability in foreign language learners. retrieved from northern arizona university. https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_ pdf/. http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi-2015-english.pdf http://media.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi-2015-english.pdf https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_pdf/ https://nau.edu/coe/curriculuminstruction/_admin/_forms/gahungu_dissertation_pdf/ issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 95 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi gunawan, m, a. (1st ed). (2013). statistik: untuk penelitian pendidikan. yogyakarta, indonesia : parama publishing. habibi, a., sofwan, m., & mukminin, a. (2016). english teaching implementation in indonesian pesantrens: teachers’demotivation factors. indonesian journal of english teaching, 5(2), 199-213. haryanto, e., & mukminin, a. (2012). the global, the national and the local goals: english language policy implementation in an indonesian international standard school. excellence in higher education journal, 3(2), 69-78. heiman, g. w. (6th eds.). (2011). basic statistics for the behavioral sciences. belmont, ca: wadsworth, cengage learning. hybels, s., & weaver, r. l. (2007). communicating effectively. new york, ny: mcgraw hill. johnson, b., & christensen, l. (4th eds.). (2012). educational research: quantitative, qualitative, and mixed approaches. thousand oaks, ca: sage publications. johnson, r. b., & christensen, l. b. (2004). educational research: quantitative, qualitative, and mixed approaches. boston, ma: allyn and bacon. jumana, k. (2016). self-efficacy and academic performance in english. imperial journal of interdisciplinary research, 2(2), 79-83. kamil, d., & mukminin, a. (2015). indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. asia-pacific collaborative education journal, 11 (1), 29-41. khankeh, h., ranjbar, m., zavareh, d, k., boroujeni, a, z., & johansson, e. (2015). challenges in conducting qualitative reseacrh in health: a conceptual paper. iranian journal of nursing and midwifery research, 20(6), 635-641. kramsch, c. (1998). language culture. oxford, uk: oxford university press. kubiszyn, n. e., & borich, p. r. (4th eds.). (2007). inspiring conversation. brattleboro, vt: pro lingua. lampert, j, n. (2007). the relationship of self-efficacy and self-concept to academic performance in a college sample: testing competing models and measures (master's thesis, pacific university). retrieved from: http://commons.pacificu.edu/spp/86. lofgren k. (2013, august 4). normality test using spss: how to check whether data are normally distributed [video file]. retrieved from https://www.youtube.com/watch?v=iiedoyglln0. lunenburg, f, c. (2010). communication: the process, barriers and improving effectiveness. journal of schooling, 1(1), 1-11. lunenburg, f, c. (2011). self-efficacy in the workplace: implications for motivation and performance. international journal of management, business, and administration, 14(1), 1-6. luszczynska, a., gutierrez-dona, b., & schwarzer, r. (2005). general self-efficacy in various domains of human functioning: evidence from five countries. international journal of psychology, 40(2), 80-89. mahyuddin, r., elias, h., cheong, l, s., muhamad, m, p., noordin, n., & abdullah, m, c. (2006). the relationship betweeen students’ self-efficacy and their english language achievement. journal pendidikan, 21, 61-71. makmur, ismiyati, y., mukminin, a., & verawaty. (2016). in search of good student teachers in writing skill: the impact of different task variance on efl writing proficiency. international journal of academic research in education, 2 (1). http://dx.doi.org/10.17985/ijare.45901 mettasari, g. (2013). self-esteem, achievement motivation, selfefficacy and students’ anxiety in speaking. jurnal pendidikan dan pengajaran, 46(2),163-173. morozova, y. (2013). methods of enhancing speaking skills of elementary level students. translation journal, 17(1), 1. http://commons.pacificu.edu/spp/86 https://www.youtube.com/watch?v=iiedoyglln0 http://dx.doi.org/10.17985/ijare.45901 issn |2355-3669| e-issn |2503-2518| volume 5| number 1|june 2018| 96 available online at http://jurnal.radenfatah.ac.id/index.php/edukasi mukminin, a., & mcmahon, b.j. (2013). international graduate students’ cross-cultural academic engagement: stories of indonesian doctoral students on american campus. the qualitative report, 18 (69), 1-19. mukminin, a., ali, rd. m., & fadloan, m.j. (2015). voices from within: student teachers’ experiences in english academic writing socialization at one indonesian teacher training program. the qualitative report, 20 (9), 1394-1407. mukminin, a., noprival, masbirorotni, sutarno, arif, n., & maimunah. (2015). efl speaking anxiety among senior high school students and policy recommendations. journal of education and learning, 9(3), 217-225. mukminin, a., muazza, hustarna, & sari, s.r. (2015). stories from the frontlines: in-service teachers’ demotivating factors and policy recommendations. international journal of academic research in education, 1(2), 40‐52. doi: 10.17985/ijare.56085. puriyatno, d. (2010). paham analisa statistic data dengan spss. yogyakarta, indonesia: mediakom. radhakrishma, r, b. (2007). tips for developing and testing questionnaires/instruments. journal of extension, 45(1), 1. ricards, j.c., & schmidt, r. (2002). longman dictionary of language teaching and applied linguistics. malaysia: pearson education limited. rozakis, m. (2007). the complete idiot’s guide to public speaking. indianapolis: alpha books, inc. saeidi, m. & farshchi, e, e. (2012). the effect of teaching communication strategies on iranian efl learners’ speaking self-efficacy in content-based courses. applied linguistics journal, 9(2), 220-238. sundari, h., & dasmo. (2014). the effect of speaking self-efficacy and gender in speaking activities. bahasa and sastra, 14(2), 205-2017. schwarzer, r., & hallum, s. (2008). perceived teacher self-efficacy as a predictor of job stress and burnout: mediational analyses. applied psychology: an international review, 57,152-171. thompson, n. (2003). communication and language: a handbook of theory and practice. basingstoke, uk: palgrave macmillan. thornbury, s. (2007). how to teach speaking. harlow, uk: pearson education limited. tilfarlioglu, f.t., & cinkara, e. (2009). selfefficacy in efl: differences among proficiency groups and relationship with success. novitas royal, 3(2), 129-142. yusuf, q., yusuf, y., yusuf, b., & nadya, a. (2017). skimming and scanning techniques to assist efl students in understanding english reading texts. indonesian research journal in education |irje|, 1(1), 43-57. zimmerman, b, j. (2000). self-efficacy: an essential motive to learn. contemporary educational psychology, 25(25), 82-91.